MTU Library Catalogue

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Guiding children's behavior : developmental discipline in the classroom / Eileen S. Flicker, Janet Andron Hoffman ; foreword by Leslie R. Williams.

By: Flicker, Eileen S.
Contributor(s): Hoffman, Janet Andron.
Material type: materialTypeLabelBookSeries: Early childhood education series (Teachers College Press): Publisher: New York : Teachers College Press, c2006Description: x, 115 p. : ill. ; 28 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 0807747130; 9780807747131.Subject(s): School discipline -- United States | Behavior modification | Pre-school & kindergarten | Primary & middle schools | Teaching skills & techniquesDDC classification: 371.5 FLI Summary: A guide to behavior management for teachers, parents, and other caregivers. Starting with infancy, this work explains that typical daily routines are prime opportunities for parents and childcare providers to introduce limits to very young children. It also takes a look at ways to guide the behavior of preschoolers and kindergartners.
Holdings
Item type Current library Call number Copy number Status Barcode
General lending MTU Kerry North Campus Library First Floor Main 371.5 FLI (Browse shelf(Opens below)) 1 Available 38888000768378
General lending MTU Kerry North Campus Library First Floor Main 371.5 FLI (Browse shelf(Opens below)) 2 Available 38888000768386
Total holds: 0

Enhanced descriptions from Syndetics:

This comprehensive guide to classroom management is also the only book to emphasize observation as the best way to determine developmentally appropriate interventions. By following a process for observing children, educators will learn how to see beyond children's manifest behavior to focus on their motivations, needs, and interests. Featuring a series of chapters organized by age, from birth through elementary school, this book:

Helps teachers to individualize discipline practices, including ways to use the curriculum to prevent and manage challenging behaviors. Offers supportive vignettes and a menu of developmentally appropriate strategies that teachers can choose from. Questions the effectiveness of frequently used discipline methodologies, such as time-outs and coerced apologies. Includes a training module to help teachers, administrators, and parents to work together to create more consistency between home and school. Provides useful forms to keep track of peer interactions, teacher and student self-reflections, parent observations, teacher disciplinary practices, bullying, and more.

Includes bibliographical references (p. 107-111) and index.

A guide to behavior management for teachers, parents, and other caregivers. Starting with infancy, this work explains that typical daily routines are prime opportunities for parents and childcare providers to introduce limits to very young children. It also takes a look at ways to guide the behavior of preschoolers and kindergartners.

Table of contents provided by Syndetics

  • Foreword (p. ix)
  • Acknowledgments (p. xi)
  • Introduction (p. 1)
  • Historical Perspectives (p. 2)
  • Current Trends (p. 3)
  • Social Changes (p. 4)
  • Goals of Developmental Discipline (p. 5)
  • Overview of this Book (p. 5)
  • 1 What Is Developmental Discipline? (p. 7)
  • Observations-The Key to Understanding Behavior (p. 8)
  • Theoretical Foundations (p. 8)
  • The Distracted Child (p. 9)
  • Unkind Behavior (p. 11)
  • Factors Leading to Misbehavior (p. 12)
  • The Unprepared Child (p. 13)
  • Summary (p. 14)
  • 2 The Relationship Between Discipline and Curriculum (p. 15)
  • Curriculum Defined (p. 16)
  • The Physical Environment (p. 17)
  • Observation (p. 18)
  • Transitions (p. 19)
  • Class and Community Meetings (p. 21)
  • Contracts (p. 23)
  • Home-School Connections (p. 25)
  • Conclusion (p. 25)
  • 3 Building Observational Skills (p. 26)
  • The Observation Process (p. 27)
  • Observational Methods (p. 32)
  • Observational Errors (p. 34)
  • Supervisory Issues (p. 35)
  • Self-Assessment (p. 36)
  • Conclusion (p. 37)
  • 4 Challenges in the First 3 Years (p. 39)
  • Routines (p. 39)
  • The Child Who Bites (p. 41)
  • Tantrums (p. 43)
  • Sharing and Turn Taking (p. 43)
  • Sleeping Issues (p. 44)
  • Typical and Atypical Behavior (p. 46)
  • Conclusion (p. 48)
  • 5 The Preschooler and Kindergartner (p. 50)
  • Beginning School (p. 50)
  • Selective Mutism (p. 55)
  • Overprogramming (p. 57)
  • Preschool Aggression (p. 60)
  • Dysfunctional Families (p. 62)
  • Heart Start Principles (p. 64)
  • Conclusion (p. 65)
  • 6 School-Ager Issues (p. 66)
  • Homework Battles (p. 66)
  • Atypical Social Skills (p. 68)
  • Anxiety and Depression in Children (p. 71)
  • Racial Issues (p. 73)
  • Gifted Children (p. 76)
  • Conclusion (p. 80)
  • 7 Commonly Used Disciplinary Practices: How Effective Are They? (p. 81)
  • Teacher Interventions (p. 81)
  • Time-Out (p. 83)
  • Bullies and Bullying (p. 84)
  • Class Disruptions (p. 87)
  • Coerced Apologies (p. 89)
  • Conclusion (p. 90)
  • 8 Pulling It All Together (p. 91)
  • Training Faculty (p. 92)
  • Teacher Characteristics (p. 93)
  • Reaching Out to Families (p. 93)
  • Conclusion (p. 94)
  • Appendix A Observation Training Form (p. 95)
  • Appendix B Guidelines for Narrative Observation (p. 96)
  • Appendix C Peer Interaction Checklist (p. 98)
  • Appendix D Teacher Self-Reflection Inventory (p. 99)
  • Appendix E Student Self-Reflection Inventory (p. 100)
  • Appendix F Parent Observation Form (p. 101)
  • Appendix G Observation of Teacher's Disciplinary Practice (p. 102)
  • Appendix H Assessment of Bullying in the School Classroom (p. 104)
  • Appendix I Developmental Discipline Strategies (p. 105)
  • References (p. 107)
  • Index (p. 112)
  • About the Authors (p. 116)

Author notes provided by Syndetics

Janet Andron Hoffman is an educator, teacher-trainer, licensed clinical social worker, consultant, and an adjunct assistant professor in early childhood education at Teachers College, Columbia University