Discipline with Dignity

Discipline with Dignity

Discipline with Dignity

Discipline with Dignity

Synopsis

Offers an affirming approach to classroom discipline that promotes respect for self and others, emphasizing specific strategies and structures for educators to help students be successful. Gives ideas on involving students in defining procedures and rules, and identifies ways of working with children who are physically aggressive. Includes many examples and practical applications that can be used in rural, suburban, and inner-city schools. This edition, published ten years after the first edition, contains a new introduction by the authors on why and how their approach works in today's society. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Excerpt

When Discipline with Dignity was written, the country was going through a major transition. The sixties were over; spiritually, politically, and economically. Schools were struggling with a generational conflict between children who grew up presuming an inherent sense of entitlement and much of society, which was fed up with permissiveness. Caught between two worlds, our schools demonstrated schizophrenia that was symptomatic of our society at large. Under the confusion was the same question that formed the foundation of our country: When do the rights of the individual impose on the group (society) and when do the rights of the group impose on the individual? Some schools opted for extreme individualism, even building schools without interior walls (teachers soon built their own with bookcases and file cabinets). Other schools chose the military rule of order, refusing to kowtow to the spoiled brats. Most found it easier to file a schoolwide discipline plan in the office and let every teacher do what he believed best. The result was a worsening of order and stability that affected not only behavior but also academic performance. By the early eighties most schools recognized that order, any order, was needed. Discipline, according to all polls, was . . .

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