Teaching Students to Manage Behavior

Article excerpt

Teaching Students to Manage Behavior SCHOOL DISCIPLINE AND SELFDISCIPLINE: A PRACTICAL GUIDE TO PROMOTING PROSOCIAL STUDENT BEHAVIOR By G. G. Bear 2010, Guilford

School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behavior can be a valuable tool for both school psychologists and classroom teachers. Bear, a recognized expert in the area, describes how to realistically have a well-managed classroom and teach students to manage their own behavior. This text, which is part of the Guilford Practical Intervention in the Schools Series, is that - practical. The first three chapters of the text thoroughly yet concisely describe the traditional goals of discipline: managing students and developing selfdiscipline in students. Specifically, the book discusses the use of school-wide positive behavior support and social and emotional learning to manage student behavior and promote student self-discipline. Bear candidly details the strengths and limitations of both approaches and highlights the utility of the approaches when used together. For example, school-wide positive behavior support is most effective in preventing and correcting behavior problems and is less successful in developing selfdiscipline in students. While social and emotional learning has strengths in developing the social and emotional competencies related to self-discipline and in preventing problem behaviors, it is less effective in correcting problem behaviors. This text gives practical Strategies implement the strengths of each program and describes the complementary nature of the two approaches. …

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