Preventing Discipline Problems, K-12: Cued to Classroom Management Training Handbook

About the Book

Preventing Discipline Problems, K-12: Cued to Classroom Management Training Handbook covers every aspect of classroom management and illustrates how to tap into the teacher’s most influential tool in the classroom: the person inside the teacher. Schools across the United States, as well as 15 other countries, use this text and accompanying training handbook to help train teachers to negotiate classroom problems.

This book helps real teachers deal more effectively with administration, parents, substitute or cluster teaching, bullying, creating a safe classroom environment, and with students who demonstrate a variety of behavioral problems. The author, Howard Seeman, demonstrates how to handle and prevent these various situations. Included in each chapter are self-training, hands-on practice exercises and helpful guidelines and checklists to assist the beginning or veteran teacher.

Online course and a live-action training DVD are available. Please contact Howard Seeman at hokaja@aol.com.

Table of Contents:

Preface to the Fourth Edition
Preface to the Third Edition
Preface to the Second Edition
Preface to the First Edition

PART I
Understanding the Problem and the Proper Approach

Chapter 1: Using This Book as a Handbook

A. For Education Majors and Student Teachers
B. For New Teachers or Veteran Teachers Experiencing Difficulties on the Job
C. For Substitute Teachers
D. For Teachers K–6
E. For Paraprofessionals, Aides
F. For Instructors and Consultants of In-service or Graduate Workshops or Courses
G. For School Psychologists and Guidance Counselors
H. For Administrators
I. For Supervisors of Student Teachers
J. For Instructors of Education Courses
K. For Parents

Chapter 2: Why Many Attempts Have Been Inadequate

A. What We Need to Do and Be Careful About
B. A Summary and Critique of the Literature

Chapter 3: You’re Not Alone: “Right in the Middle of My Lesson, This Kid Suddenly ...”

Chapter 4: When Should You Call It: “A Discipline Problem”?
A. Not All Disruptions Are “Discipline Problems”
B. Fifteen Typical Miscalls
C. What to Do Instead of Making Miscalls D. Especially for Grades K–6

Chapter 5: From the Horse’s Mouth: “I Like to Bug Mr. Johnson Because He Always ...”
A. From Outside Your Classroom
B. From the Environment of Your Classroom
C. From the Interactions Between You and Your Students
D. From the Delivery of Your Lesson Plan

PART II
Prevention: Locating the Sources of Disruptive Behavior

Chapter 6: From Outside Your Classroom
A. From Childhood to Adolescence
B. From Home and Peers
C. From Right Outside Your Classroom
D. Especially for Grades K–6

Chapter 7: From the Environment of Your Classroom
A. Disorder Breeds Disorder
B. From the Physical Environment
C. From the Seating Arrangement
D. From Your Procedures
E. From Being Poorly Equipped
F. Especially for Grades K–6

Chapter 8: From the Interactions Between You and Your Students
A. From Making Miscalls
B. From Being Incongruent (Inauthentic)
C. From Not Following Through
D. From Being Inappropriate
E. From Being Unfair
F. Especially for Grades K–6

Chapter 9: From the Delivery of Your Lesson Plan
A. From Incongruent Content
B. From Not Being Affective Enough
C. From Not Being Actional or Experiential Enough
D. From Not Being Inductive Enough
E. From Not Being Interactive Enough
F. From a Lack of a Felt Sense of Order, Rewards, and Momentum
G. From a Mismanaged Distribution of Attention
H. From Not Being Supportive or Explained Well Enough
I. Especially for Grades K–6 J. From Poor or Misuse of Technology in the Classroom

PART III
Preventing and Handling the Sources of Disruptive Behavior

Introduction to Part III: Four Guiding Caveats

Chapter 10: Dealing with Those That Are Somewhat Out of Your Hands
A. Strategies for Handling School Violence
B. Learning How to “Duck”
C. Dealing with Disturbances Right Outside Your Classroom
D. Working on the Environment and Procedures of Your Classroom
a. The physical setting
b. The seating arrangement
c. Your procedures
d. Being Well Equipped: Survival Tools
E. Especially for Grades K–6
a. The physical setting
b. The seating arrangement
c. Your procedures
d. Being Well Equipped: Survival Tools

Chapter 11: Repairing Your Student-Teacher Interactions
A. Not Making Miscalls
B. Being Congruent (Authentic)
C. Following Through
D. Being Appropriate
E. Being Fair
F. Especially for Grades K–6


Chapter 12: Preventing Your Rules from Falling Apart and Growing Healthy Students
A. 35 Helpful Guidelines for Effective Rules and Warnings
B. The Debates about: “What’s Most Effective?”
1. Warnings and Punishments
2. Using Police in Schools
3. Corporal Punishment
4. Extrinsic Rewards
5. Inappropriate Rewards and Punishments
6. Students Design the Rules
7. Suspensions
C. Systematic Rewards, Instead of Punishments: 52 Suggestions.
D. Character Education and Conflict Resolution (CR) Training
E. Strengthening Students to Be Less Vulnerable to Peer Pressure
F. Warding off Bullying:

1. Defining Bullying
2. Strengthening the Victim
a. Parents can
b. Teachers can

1. Re-Forming the Bully
a. Parents can
b. Teachers can

1. 41 Anti-bullying School Strategies
2. 8 School Bullying Prevention Programs; Effective?
3. Laws on Bullying and Cyber Bullying
4. 24 Resources

G. Working on Asserting Yourself and Taking Stands H. Especially for Grades K–6:
1. What to do the First Day
2. Rules and their Consequences
3. 18 Suggestions for Using “Time-out”
4. Well-Structured Systems of Rewards
5. Encourage Independence
6. Regarding Bullying

Chapter 13: Specifics.
A. How to Handle the: “See Me after Class!”
B. How to Handle Students Who
1. Call out
2. Fight
3. Cheat and/or Plagiarize
4. Come in late
5. Don’t do the homework
6. Have crushes on you
7. Wear hats
8. Bring personal stereos, iPods, to class
9. Have Cell Phones and do Texting
10. Criticize, “dis,” each other
11. Are “high” or dealing drugs
12. Carry weapons:
a. Extent of the Problem
b. Kinds of "Weapons"
c. What a School Can Do
i. 34 Helpful Security Strategies
ii. A Sample Policy Statement
d. What a Teacher Should Do
e. Resources
C. Especially for Grades K–6

Chapter 14: Repairing the Delivery of Your Lesson Plan: 113 Engagement Methods
A. Delivering the Subject Matter Congruently
B. Making the Lesson Affective
C. Making the Lesson Actional and Experiential
D. Making the Lesson More Inductive
E. Involving the Students: Participation Methods
F. Creating Lessons That Feel Orderly and Have Rewards and Momentum
G. Managing the Distribution of Attention
H. Making the Lesson Supportive and Explained Well
I. Especially for Grades K–6
J. Using Technology in the Classroom


Chapter 15: The Substitute Teacher
A. Securing the Subbing Job
B. Some Helpful Techniques for Effective Subbing
C. Some Useful Do-Nows, Bellwork, Task Sheets
D. Especially for Grades K–6

Chapter 16: Epilogue: “Teachers: You Matter!”

Bibliography
Index
About the Author

About the Author :
Howard Seeman, PhD has served as professor emeritus for the City University of New York, and has published over 20 professional articles. Seeman has presented at more than 30 workshops, served as a keynote speaker at several education conferences, and has been interviewed on talk radio shows. He can be reached at Hokaja@aol.com.

Review :
The fourth edition of Preventing Discipline Problems, K-12,cued to its own Training Handbook and DVD, is even an improvement over its predecessor, extending its eminently practical grasp of the realities of the contemporary classroom into several new areas, including school violence, bullying and technology. Yet even more important is the author’s deep grasp of the emotional underpinnings of the teacher-student encounter and his emphasis on helping the “person inside the teacher.” Administrators and teachers will benefit greatly by using this book as a field guide in their daily work. Dr. Howard Seeman's Preventing Classroom Discipline Problems, K-12, keeps getting better, as this 4th edition bears out, cued to its own Training Handbook and DVD. His years of experience in teaching and supervising teachers in the classroom, at educational conferences and online, and his strategy of helping "the person inside the teacher" are all very effective in helping educators maintain the kind of order in the classroom that supports learning. —Brenda Byrne, Ph.D., Licensed Psychologist, Philadelphia, PA.; experienced in high school teaching, interpersonal skills training and psychotherapy since 1983. The 3rd edition of this book was really an amazing tool in offering the Albanian teachers of "Save the Children", the information on prevention of incidents in the classroom and reducing physical violence. Also the DVD-Video was quite inspiring in modeling teacher behavior. Now, I think that the new sections of this 4th edition, cued to its own Training Handbook regarding : Interactions Between You and Your Students; Miscalls; Being Authentic; Following Through; Preventing Your Rules from Falling Apart and Growing Healthy Students- will make this 4th edition even more useful. I recommend it, its Handbook, its DVD and its online course: www.ClassroomManagementOnline.com to anyone who wishes to have a child-rights and child-friendly environment in the classroom. As a big fan of the third edition of Preventing Classroom Discipline Problems, I was surprised that the 4th edition could even be more helpful, cued to its own Training Handbook and DVD. The new section on bullying will be particularly helpful. I always tried to protect the victim, but I learned that it was as important to strengthen the victim too. Also, most teachers' have problems with cell phones and students' sleeping. Dr. Seeman has helpful suggestions here too in this new edition. I can't recommend it enough. It's good for teachers of grade school through college. I fully endorse Dr. Seeman’s 4th Edition of Preventing Discipline Problems, K-12 . I have known and have used Dr. Seeman’s research on Preventing Discipline Problems, K-12 for over 10 years. He has insightfulness and IS in touch with what works in the classroom and illustrates effective strategies to a multitude of classroom situations for helping educators with everyday “surprises” and difficulties. He has the common sense approach to the problems and solutions that allow for the continuance of teaching and learning in schools.