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Discipline in the Secondary Classroom
Revised edition of the classic book on classroom management This third edition of Discipline in the Secondary Classroom is a treasure trove of practical advice, tips, checklists, reproducibles, and ready-to-use activities that will save secondary teachers time and help them become more effective educators. Both new and seasoned teachers will find the book invaluable for designing a management plan that prevents problems, motivates students, and teaches students to behave responsibly. Offers a proven classroom management plan based on Sprick's acclaimed STOIC framework for training teachers: Structure for success, Teach expectations, Observe and monitor, Interact positively, and Correct fluently Includes information on everything from creating a vision for classroom behavior to addressing misbehavior and motivating students Bonus DVD features video of Sprick explaining core practices This accessible, value-packed resource shows educators how to work with students to create a well-managed classroom where learning can flourish.
eBook
Harsh Discipline and Child Problem Behaviors: The Roles of Positive Parenting and Gender
This study examined harsh verbal and physical discipline and child problem behaviors in a community sample of 2,582 parents and their fifth and sixth grade children. Participants were recruited from pediatric practices, and both parents and children completed questionnaire packets. The findings indicated that boys received more harsh verbal and physical discipline than girls, with fathers utilizing more harsh physical discipline with boys than did mothers. Both types of harsh discipline were associated with child behavior problems uniquely after positive parenting was taken into account. Child gender did not moderate the findings, but one dimension of positive parenting (i.e., parental warmth) served to buffer children from the detrimental influences of harsh physical discipline. The implications of the findings for intervention programs are discussed. Adapted from the source document.
Journal Article
Physical Discipline and Children's Adjustment: Cultural Normativeness as a Moderator
Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety.
Journal Article
Strengthening Causal Estimates for Links Between Spanking and Children’s Externalizing Behavior Problems
Establishing causal links when experiments are not feasible is an important challenge for psychology researchers. The question of whether parents’ spanking causes children’s externalizing behavior problems poses such a challenge because randomized experiments of spanking are unethical, and correlational studies cannot rule out potential selection factors. This study used propensity score matching based on the lifetime prevalence and recent incidence of spanking in a large and nationally representative sample (N = 12,112) as well as lagged dependent variables to get as close to causal estimates outside an experiment as possible. Whether children were spanked at the age of 5 years predicted increases in externalizing behavior problems by ages 6 and 8, even after the groups based on spanking prevalence or incidence were matched on a range of sociodemographic, family, and cultural characteristics and children’s initial behavior problems. These statistically rigorous methods yield the conclusion that spanking predicts a deterioration of children’s externalizing behavior over time.
Journal Article
Troublemakers : lessons in freedom from young children at school /
\"In this dazzling debut, Carla Shalaby, a former elementary school teacher, explores the everyday lives of four young \"troublemakers,\" challenging the ways we identify and understand so-called problem children. Time and again, we make seemingly endless efforts to moderate, punish, and even medicate our children, when we should instead be concerned with transforming the very nature of our institutions, systems, and structures, large and small. Through delicately crafted portraits of these memorable children--Zora, Lucas, Sean, and Marcus--Troublemakers allows us to see school through the eyes of those who know firsthand what it means to be labeled a problem. From Zora's proud individuality to Marcus's open willfulness, from Sean's struggle with authority to Lucas's tenacious imagination, comes profound insight--for educators and parents alike--into how schools engender, exclude, and then try to erase trouble, right along with the young people accused of making it. And although the harsh disciplining of adolescent behavior has been called out as part of a school-to-prison pipeline, the children we meet in these pages demonstrate how a child's path to excessive punishment and exclusion in fact begins at a much younger age. Shalaby's empathetic, discerning, and elegant prose gives us a deeply textured look at what noncompliance signals about the environments we require students to adapt to in our schools. Both urgent and timely, this paradigm-shifting book challenges our typical expectations for young children and with principled affection reveals how these demands--despite good intentions--work to undermine the pursuit of a free and just society\"-- Provided by publisher.
Book
Childrearing Discipline and Violence in Developing Countries
The present study examined the prevalence and country-level correlates of 11 responses to children's behavior, including nonviolent discipline, psychological aggression, and physical violence, as well as endorsement of the use of physical punishment, in 24 countries using data from 30,470 families with 2-to 4-year-old children that participated in UNICEF's Multiple Indicator Cluster Survey. The prevalence of each response varied widely across countries, as did the amount of variance accounted for by country in relation to each response.Country-level indicators of life expectancy, educational attainment, and economic well-being were related to several responses to children's behavior. Country-level factors are widely related to parents' methods of teaching children good behavior and responding to misbehavior.
Journal Article