Discipline in the Secondary Classroom: A Positive Approach to Behavior Management

Discipline and lack of motivation are two of the most vexing problems facing teachers today. Discipline in the Secondary Classroom, Second Edition gives high school teachers step-by-step guidance for designing a behavior management plan that will help prevent misbehavior and increase student motivation. The book is a hands-on resource that contains easy-to-implement strategies distilled from a research-based approach that is proactive, instructional, positive, and effective. Discipline in the Secondary Classroom, Second Edition is filled with forms, samples, and evaluation tools that will help teachers continually fine-tune their management plan to reach more students. Both new and seasoned teachers will find this book invaluable for designing a management plan that prevents problems, motivates students, and teaches them to behave responsibly. The book also equips the teacher with techniques for responding to misbehavior in a calm and consistent manner.

Table of Contents:
The Author. Acknowledgments. How to Use This Book. Foreword by Donald D. Deshler. Preface. Introduction. Chapter 1: Vision: Understand Key Concepts About Managing Student Behavior. Task 1: Understand the Basic Principles of Behavior Modification and Your Role in That Process. Task 2: Understand Motivation and the Variables That Can Be Manipulated to Increase It. Task 3: Understand the Importance of Maintaining High Expectations for Students’ Academic and Behavioral Performance. Task 4: Understand the Importance of Building Personal Relationships with Students. Task 5: Develop and Implement Guidelines for Success. Task 6: Adjust the Structure of Your Management Plan Based on the Needs of Your Students. In Conclusion. Chapter 2: Grading: Design Instruction and Evaluation Systems. Task 1: Develop Clear Goals for Each Class You Teach. Task 2: Design Instruction and Evaluation Procedures That Create a Clear Relationship Between Student Effort and Success. Task 3: Establish a System to Provide Students Feedback on Behavior and Effort. Incorporate This into Your Grading System. Task 4: Design Procedures for Students to Receive Feedback on Each Aspect of Their Behavioral and Academic Performance and to Know Their Current Grades. In Conclusion. Chapter 3: Organization: Prepare Routines and Procedures. Task 1: Arrange the Schedule of Activities for Each Class Period So It Maximizes Instructional Time and Responsible Behavior. Task 2: Arrange the Physical Space in Your Classroom So That It Promotes Positive Student-Teacher Interactions and Reduces Disruption. Task 3: Decide on a Signal You Can Use to Immediately Quiet Your Students and Gain Their Full Attention. Task 4: Design Efficient, Effective Procedures for Beginning and Ending the Class Period. Task 5: Design Effective, Efficient Procedures for Assigning, Monitoring, and Collecting Student Work. In Conclusion. Chapter 4: Expectations: Plan to Teach Students How to Be Successful. Task 1: Define Clear and Consistent Behavioral Expectations for All Regularly Scheduled Classroom Activities. Task 2: Define Clear and Consistent Behavioral Expectations for the Common Transitions, Both Within and Between Activities, That Occur During a Typical School Day. Task 3: Develop a Preliminary Plan and Prepare Lessons for Teaching Your Expectations to Students. In Conclusion. Chapter 5: Rules and Consequences: Plan to Respond Consistently to Student Misbehavior. Task 1: Identify and Post Three to Six Classroom Rules That Will Be Used as a Basis for Providing Positive and Corrective Feedback. Task 2: Develop a Plan for Correcting Early-Stage Misbehaviors. Task 3: Develop Consequences for Committing Rule Violations. In Conclusion. Chapter 6: Motivation: Enhance Students’ Desire to Succeed. Task 1: Present the Desired Tasks to Your Students in a Manner That Will Generate Their Enthusiasm. Task 2: Implement Effective Instruction Practices. Task 3: Use Every Possible Opportunity to Provide Each Student with Noncontingent Attention. Task 4: Give Students Positive Feedback on Their Successes in a Variety of Ways. Task 5: Plan to Interact at Least Three Times More Often with StudentsWhen They Are Behaving Appropriately Than When They Are Misbehaving. In Conclusion. Chapter 7: Preparation and Launch: Pull It All Together for the First Day. Task 1: Finalize Your Classroom Management Plan, and Prepare to Communicate That Plan to Your Students. Task 2: Complete Your Preparations for the First Day. Task 3: Implement Your Plan for the First Day of School. In Conclusion. Chapter 8: Implementation:Monitor and Adjust Your Plan Throughout the Year. Task 1: Gradually Decrease the Amount of Time Spent Teaching Expectations, Procedures, and Routines. Task 2:Mark on Your Planning Calendar Particular Times That You Will Reteach Your Expectations. Task 3: Collect Objective Data About Classroom Behavior, and Adjust Your Management Plan Accordingly. In Conclusion. Chapter 9: Proactive Planning for Chronic Misbehavior. Task 1: Implement Basic Interventions First,Moving to More Complex Interventions Only When Necessary. Task 2: Develop an Intervention Plan for Awareness-Type Misbehaviors. Task 3: Develop an Intervention Plan for Ability-Type Misbehaviors. Task 4: Develop an Intervention Plan for Attention-Seeking Misbehaviors. Task 5: Develop an Intervention Plan for Habitual and Purposeful Types of Misbehaviors. In Conclusion. Appendix A: CHAMPs and ACHIEVE versus Daily Reality Rating Scales. Appendix B: Ratio of Interactions Monitoring Forms. Appendix C: Misbehavior Recording Sheet. Appendix D: Grade Book Analysis Worksheet. Appendix E: On-Task Behavior Observation Sheet. Appendix F: Opportunities to Respond Observation Sheet. Appendix G: Student Satisfaction Survey. References. Index.

About the Author :
Randall Sprick has an undergraduate degree in general education, a master’s degree in special education, and a doctorate in curriculum and supervision.He has taught students with emotional and behavioral problems and trained and supervised teachers at elementary and secondary levels.He has taught postgraduate courses on behavior management and behavioral consultation at the University of Oregon. Dr. Sprick has written numerous articles and books, as well as developed audio and videoin-service programs addressing topics such as classroom management, schoolwide discipline policies, playground discipline, and bus behavior. Dr. Sprick is director of Safe & Civil Schools, which provides in-service programs throughout the country. Each year, he and his training staff conduct workshops and classes for more than thirty thousand teachers.His positive and practical approach is helping schools increase safety, reduce classroom disruption, and improve school climate.