Teaching-Discipline: A Positive Approach for Educational Development

by Clifford K. Madsen, Charles H. Madsen, Charles H Madsen Jr.

Book Overview

Book by Madsen, Clifford K., Madsen, Charles H. This description may be from another edition of this product.

• Format: Hardcover
• Language: English
• ISBN: 0205044131
• ISBN13: 9780205044139
• Release Date: January 1974
• Publisher: Allyn & Bacon
• Length: 421 Pages
• Weight: 1.45 lbs.

Customer Reviews

A positive resource for teachers

Teaching/Discipline is a positive resource for teachers. The book is divided into four parts. Part I is a question and answer schemata designed to help clarify central issues that have arisen from the authors' interactions with children and teachers in the schools. Part II is a selected summary of scientific and professional practices deemed by the authors of the book to be relevant, transferable, and directly applicable to teaching. Part III deals with the effect of teacher responses on student behavior in an attempt to facilitate a positive approach to teaching. Part IV constitutes an observation manual complete with observation forms and techniques for consequating behavior, and an introduction to behavioral designs. A glossary is also included, providing explanations for those with little background in behavioral research. Part I of Teaching/Discipline asks such evocative questions as "Why do we discipline?", "What is effective teaching?", "Why don't they learn?" and "What is the payoff?". The use of questions as the headings for each of the issues addressed works well to pull the reader in and to relate to questions teachers have first-hand experience with. Each sub-article then goes on to present a situation that applies to the question, explain the factors that affect students and teachers (and administrators, too), and then outlines an answer to the question. This answer is a one- or two-line summation of the contents of the section, creating an easily accessible review of the conclusion. For example, the question "Why do we discipline?" is followed by an explanation of why discipline is necessary for success in society, the danger of classification without addressing the underlying behavior, a definition of learning and the reason discipline is needed to achieve learning, and how teachers influence students to achieve discipline and acquire appropriate behaviors. The end result? "Why do we discipline?-We discipline to provide for social order and individual productivity." Part II is a presentation of summarized professional and scientific practices. The examples are divided into several age-related sections. Examples are drawn from Preschool, Lower Primary, Upper Primary, Middle School/Junior High School, and High School/Adult groups. The examples are laid out with a pinpointed behavior, a record of observed behavior prior to intervention, a summary of the intervention design and implementation, and an evaluation of the results of the intervention. While only approximately 23 examples are present for each age group, the implications for other age groups is clearly outlined. Hyperactivity, for example, is found under Lower Primary Examples, but the intervention process and results can be carried over to any age group. Part III of Teaching/Discipline deals with the development of responses in the teacher-and the resulting responses in students. Much of the section is taken up with lists of approval and disapproval resp