Difficult Behavior in Early Childhood : Positive Discipline for PreK-3 Classrooms and Beyond
, by Ronald MahNote: Supplemental materials are not guaranteed with Rental or Used book purchases.
- ISBN: 9781412937153 | 1412937159
- Cover: Paperback
- Copyright: 7/12/2006
The author helps teachers better understand and guide children toward positive behavior by effectively motivating them, developing their self-control, and more.
Acknowledgments | p. ix |
About the Author | p. xi |
Introduction | p. 1 |
The Role of Discipline | |
Discipline in Classrooms, Families, and Society | p. 9 |
Communities That Affect Children's Development | p. 10 |
Family Expectations and Classroom Expectations | p. 11 |
Discipline From the Inside Out | p. 14 |
Practice Makes Better | p. 15 |
Appropriate Discipline Develops Social Competence | p. 16 |
Chapter Highlights | p. 18 |
Time and Using Timeout | |
Before Timeout: Understanding Children's Sense of Time | p. 23 |
Children's Sense of Time | p. 24 |
Making Time Relevant to Children | p. 25 |
Or Else! | p. 26 |
When There Isn't One "Best" Choice | p. 27 |
Likability, Validation, Acceptance, and Connection | p. 27 |
Unconditional Love and Conditional Acceptance | p. 28 |
Chapter Highlights | p. 29 |
Three Common Uses of Timeout and Why They Fail to Work | p. 31 |
The "Suffering" Theory of Timeout | p. 32 |
The "Think About It" Theory of Timeout | p. 34 |
The "How Would You Like It If ..." Theory of Timeout | p. 36 |
Chapter Highlights | p. 38 |
The Community Theory of Timeout That Works | p. 39 |
The Three Rules of Community | p. 41 |
The Gift of Timeout | p. 43 |
Chapter Highlights | p. 44 |
Applying Timeout Effectively | p. 45 |
Begin With Basic Boundaries and Instructions | p. 46 |
Return to Timeout | p. 47 |
Timeout Again? | p. 48 |
Timeout in Perspective | p. 49 |
Moving From Timeout to a Plan: Doing Something Differently | p. 49 |
Chapter Highlights | p. 51 |
Setting and Following Through with Boundaries | |
Boundaries: The Foundation for Growth and Change | p. 55 |
Block Negative Behaviors First | p. 55 |
Clarify Boundaries and Consequences | p. 56 |
Ambiguity Won't Work | p. 58 |
Chapter Highlights | p. 59 |
Follow-Through and Consistency | p. 61 |
Follow Through With Verbal and Nonverbal Messages | p. 62 |
Be More Stubborn Than Your Students | p. 63 |
Constantly and Consistently Reinforce Behavior | p. 63 |
Beyond Boundaries, Consequences, Follow-Through, and Consistency | p. 64 |
Chapter Highlights | p. 65 |
Punishment, Praise, and Rewards | |
How and Why Punishment Works-And Doesn't Work | p. 69 |
Motivation to Misbehave | p. 70 |
Immunity to Punishment | p. 70 |
Intensification and Abusive Behavior | p. 71 |
Admitting It's Time for a Change | p. 72 |
Discipline Is More Than Punishment Alone | p. 73 |
Chapter Highlights | p. 73 |
The Effective and Judicious Uses of Praise | p. 75 |
Praise the Person, Not the Behavior | p. 76 |
Self-Awareness of Achievement: The True Reward | p. 79 |
Attention, Appreciation, and Material Rewards | p. 79 |
Chapter Highlights | p. 81 |
The Most Important Lesson of Choices | p. 83 |
A Multiple-Choice World | p. 84 |
Rewarding Children for Meeting Expectations | p. 84 |
Consequences for Poor Choices Are Necessary | p. 85 |
Reasonable and Unreasonable Behaviors | p. 86 |
Reflecting on Your Own Choices | p. 86 |
Chapter Highlights | p. 87 |
Motivating Reward Systems: Key Issues and Effective Principles | p. 89 |
Rewards as a Part of the Process, Not the Total Process | p. 90 |
A Reward System Cannot Become a Punishment System | p. 91 |
Principles of an Effective Reward System | p. 92 |
Chapter Highlights | p. 97 |
Rewards-Only Behavior Plans | p. 99 |
"Rewards-Only" Means Just That | p. 100 |
Basic Terms of the Plan | p. 101 |
Make the Plan Practical | p. 102 |
Success in One Area of Behavior Transfers to Other Areas | p. 103 |
Chapter Highlights | p. 104 |
Connecting Goals to Motivating Rewards | p. 105 |
Defining Goals and Rewards | p. 106 |
Choosing Quantifiable Goals | p. 107 |
Defining and Quantifying Desirable Behaviors | p. 108 |
Short-Term, Midterm, and Long-Term Goals | p. 108 |
Goals That Involve Time Frames | p. 109 |
Remember, No Punishments | p. 110 |
Children Should Choose Their Rewards (Within Reason) | p. 110 |
Age-Appropriate and Individually Tailored Rewards | p. 111 |
Rewarding Consistency With Bonuses | p. 111 |
Examples of Rewards-Only Incentive Plans | p. 112 |
Always Follow Through | p. 115 |
Chapter Highlights | p. 116 |
Recognizing and Responding to Specific Behaviors and Emotions | |
When There Is More to It: Helping Children With Deeper Issues | p. 121 |
Happy Children Act Out Too | p. 122 |
Is This an Angry Child? | p. 123 |
Is This a Sad Child? | p. 127 |
Is This a Fearful or Anxious Child? | p. 130 |
Is This a Child Who Is Holding Unprocessed Pain or Loss? | p. 134 |
Is This a Child Who May Need a Referral to a Specialist? | p. 136 |
Chapter Highlights | p. 144 |
Conclusion: Now What? | p. 145 |
Asking Questions | p. 146 |
From Observations to Results | p. 149 |
Be a Teaching Artist | p. 150 |
References | p. 151 |
Index | p. 155 |
Table of Contents provided by Ingram. All Rights Reserved. |
What is included with this book?
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.