Teaching Discipline & Self-Respect: Effective Strategies, Anecdotes, and Lessons for Successful Classroom Management
Publication Year: 2007
Manage your classroom with proven, positive techniques that promote appropriate behavior.
Teachers want to be able to teach the content they were trained to teach. Yet most teachers find themselves faced with the challenge of achieving effective classroom management. Highly readable and engaging, Teaching Discipline & Self-Respect offers guidelines, specific strategies, and structured activities that have been used successfully in culturally, linguistically, economically, and academically diverse classrooms.
SiriNam S. Khalsa, a master teacher and consultant who is passionate about teaching and understanding the individual needs of every student, focuses on developing self-esteem and self-image while maintaining the dignity of each student. Through vignettes and case studies, Khalsa's text provides readers with:
Guidelines for changing students' negative behavior; Reproducible lessons, such as “Understanding Anger” and “Teaching ‘I’ and ‘You’ ...
- Front Matter
- Back Matter
- Subject Index
- Introduction: About This Book
- The Boatman and the Passenger
- What Is Teaching Discipline and Self-Respect?
- Outcomes of Teaching Discipline and Self-Respect
- Chapter Organization
- Chapter 1: Building Cooperation and a Community of Learners
- The Heart of an Eagle
- Rapport: The Power of Relationships
- Outcomes of Establishing Rapport
- How to Develop Rapport
- Techniques for Creating Dialogue
- Strategies for Creating Cooperation
- Building a Community of Learners
- Chapter 2: Creating Classroom Procedures and Routines
- Changing Behavior Cycles
- Discipline versus Punishment
- Alternatives to Punishment
- Classroom Procedures and Routines
- Teaching Classroom Procedures and Routines
- Steps for Teaching Procedures and Routines
- Thinking Signs
- Follow-Up Feedback
- Chapter 3: Teaching Discipline and Self-Respect
- Who's in Charge? Establishing Authority
- Promoting Desirable Behavior
- Promoting Desirable Behavior Outside the Classroom
- Inviting Cooperation
- Scenarios for Creating Cooperation in the Classroom
- Offering Choices—Within Limits
- Academic Choice
- Avoiding Power Struggles
- Setting Limits Through Thinking Words
- The Criticism Trap
- Chapter 4: Strategies Impacting Positive Discipline and Self-Respect
- Time Out
- Self-Monitoring Checklist
- Self-Control Cards
- Staying in the Present
- Collaborative Teaming: Many Heads Are Better Than One
- Chapter 5: Changing Eleven Negative Behavior Cycles
- 1. The Class Bully
- 2. The Class Clown
- 3. The Interrupter
- 4. The Disorganized Student
- 5. The Overly Sensitive Student
- 6. The Teaser
- 7. The Property Destroyer
- 8. The Fighter
- 9. The Student Who Feels Stupid
- 10. The Nervous Student
- 11. The Student Who Makes Sexual Overtones
- Chapter 6: Understanding Diverse Students and Difficult Circumstances
- Working with Students and Families Who Are Disadvantaged
- Scenarios for Responding to Events: Internal Voices
- Understanding Culture and Linguistic Differences
- ADHD: A Mistaken Disorder
- Enhancing the Potential of All Students
- Chapter 7: Managing Your Stress: Help for Educators
- Avoiding Burnout
- Maintaining a Positive Mental Attitude: 15 Steps
- Releasing Stress
- Concluding Thoughts
[Page ii]To my wife, Kirn Kaur, and our children, Karta Kaur, Dharam Bir Singh, and Ananda, who have given me the gift of living to my highest values
Copyright © 2007 by Corwin Press, Inc.
All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
Illustrations by Nathan Schiel.
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Library of Congress Cataloging-in-Publication Data
Khalsa, SiriNam S., 1951-
Teaching discipline & self-respect: Effective strategies, anecdotes, and lessons for successful classroom management / SiriNam S. Khalsa.
Includes bibliographical references and index.
ISBN-13: 978-1-4129-1547-2 (cloth)
ISBN-13: 978-1-4129-1548-9 (pbk.)
1. Classroom management. 2. Self-esteem—Study and teaching. 3. Discipline. I. Title. II. Title: Teaching discipline and self-respect.
This book is printed on acid-free paper.
10 11 10 9 8 7 6 5 4 3 2
Acquisitions Editor: Allyson P. Sharp
Editorial Assistant: Nadia Kashper
Production Editor: Melanie Birdsall
Copy Editor: Susan Jarvis
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Gail Fay
Indexer: Michael Ferreira
Cover Designer: Lisa Miller
SiriNam S. Khalsa is a special education teacher in the inner city public schools of Springfield, Massachusetts, and his innovative, nurturing style of leading children to learning has garnered him a number of worthy accolades. I first met him when I was a judge in the competition for the 2004 State Teacher of the Year, and from the moment he entered the room, I was struck by how exciting and charismatic he was. He spoke of his students with earnestness, caring, and fervent passion, and I could tell immediately that his classroom must be a marvelous place for children to learn. It was vividly apparent that Mr. Khalsa is supremely dedicated to making sure that all of his pupils, no matter how troubled or initially difficult to manage, would be offered the chance to improve their skills, expand their knowledge, and improve their lives.
With the publication of Teaching Discipline & Self-Respect: Effective Strategies, Anecdotes, and Lessons for Successful Classroom Management, Khalsa has offered the teaching public a clear and lively manual in how to make discipline—often the bane of the educator's existence—a less overwhelming aspect of our job. While much has already been written on this subject, Teaching Discipline & Self-Respect is a concise and highly readable presentation of the essence of the issues. He emphasizes the vital importance of mutual respect between teacher and student and is an ardent champion of what I like to call democracy in the classroom. Some of our colleagues may wince at such a term, thinking it implies some pedagogical anarchy where teacher authority is crushed, students vote to determine grades, and where violent chaos reigns supreme. Khalsa and I would submit, however, that there is a vast array of behavior problems that can be neutralized by the transformation of the teacher-student relationship from a master-servant design to a much more collegial, cooperative partnership. Teaching Discipline & Self-Respect offers numerous ways of accomplishing this, from poignant anecdotes to specifically detailed outlines. In a time when much has been said and written about declining test scores and increasing dropout rates, Khalsa proposes ways to remedy these trends. He shows us how teachers can—with patient nurturance and [Page x]unconditional respect—knock down the bastilles of student apathy. Khalsa gives inspiring advice on how to build barricades between our children and the pernicious forces of underachievement, crime, and drugs.
In these days filled with discourse about how educational paradise can be reached through high-stakes standardized tests, SiriNam Khalsa has offered solutions to our country's problem that are realistic, optimistic, and full of promise.—, PhD, History Teacher, Reading Memorial High School, Reading, MA
My gratitude to all the difficult students I have ever taught (and will continue to teach). They have helped me to gain the skills necessary for teaching discipline. Earlier in my teaching career, I might have been a little unusual because I always wanted to teach students who were having difficulties with their learning and behavior. There were days when I would go home frustrated and upset, wondering how I could connect with and teach certain students who seemed to be beyond reach. There were also those days when I felt defeated because the students took over the classroom and little or no learning was accomplished. But I was determined to figure out how it was done, and fortunately realized that, just like learning in content areas, it isn't enough to simply tell students what you want them to know. I needed to teach behavior. My motivation to be successful with and empathetic toward those who were experiencing failure kept me focused on seeking ways in which I could have a positive impact on the students I taught.
Teaching a classroom full of difficult students is a gratifying experience nowadays. I am reminded of this every time I have an opportunity to coteach or to do demonstration teaching. The difference now is that, over a long period of time, I have acquired a set of effective skills and strategies. I was exposed to these skills through a variety of workshops and seminars, but most important as a result of having the opportunity to work with some very dedicated and talented people who possessed these skills. Some of these people taught children and others educated adults. During the time I spent with these people, I learned and absorbed valuable beliefs and lessons about how to relate to teaching discipline.
I am thankful to Dr. Joel Levine, school psychologist and author. Joel and I worked closely together for several years in a classroom that incorporated many of the cooperative learning and social skill strategies I now use and teach. Joel has a strong belief in the power of being respectful, empathetic, and professional with all students and parents. He helped me to acknowledge the importance of these values in my work with others.
[Page xii]Willette Johnson, former principal of John F. Kennedy Middle School and present administration coach in Springfield, Massachusetts, always supported me and continues to do so. She is a positive role model for administrators and educators who believe in the power of education, spirit, and perseverance. Mrs. Johnson also accompanied me when I was fortunate to receive teaching awards during our work together at John F. Kennedy Middle School.
I didn't learn how to teach discipline on my own, and did not think of all of these strategies on my own. My sincere thanks go to all of you—and you know who you are—who have contributed to my growth as an educator over the last twenty-five years. Thank you to all of my early inspirations, including Madeline Hunter and Jack Canfield, and all the coteachers and colleagues who shared my desire to learn how to reach and teach all children. They helped me to feel the freedom necessary to develop the skills offered in this book.
My spiritual teacher, Yogi Bhajan, who recently passed away, continues to be a “teacher of teachers.” His guidance and clarity of purpose gave me inspiration and an understanding of how being a teacher looks, feels, and acts. I'm also thankful to my grandfather, Nunno Frank, who was my first mentor and who, in his loving way, advised me to become a teacher because it was a “noble profession.” His advice was well taken.
Thank you, Nate Schiel, for sharing your special artistic talents and desire to support the quality of my book's presentation.
Thank you to Kathie Skinner, director of professional development, and all my fellow professional development associates at the Massachusetts Teaching Association for giving me the opportunity to share many of these teaching skills with other educators and paraeducators in our public schools.
I always admired the work Corwin Press did in offering quality books for professional educators. A final thanks to the staff at Corwin Press, and specifically Robert D. Clouse, editorial director; Allyson Sharp and Kylee Liegl, acquisitions editors; Nadia Kashper, editorial assistant; Melanie Birdsall, production editor; and the rest of the staff who were involved in supporting this book's production.[Page xiii]Publisher's Acknowledgments
Corwin Press gratefully acknowledges the contributions of the following reviewers:
- Michelle Barnea
- Early Childhood Educational Consultant
- Millburn, NJ
- Cathern Wildey
- Secondary Language Arts Teacher
- Holiday, FL
- Chuck Perkins
- Consulting Teacher Explorer Academy
- South Kitsap School District
- Port Orchard, WA
- Patrick Larkin
- Peabody Veterans Memorial High School
- Peabody, MA
- Eileen Wascisin
- Business Teacher
- Lynden High School
- Lynden, WA
- Tammy Schoen
- English Teacher
- Coral Glades High School
- Coral Springs, FL
- Gwendolyn Quinn
- Assistant Professor
- University of South Florida
- Tampa, FL
- Kathie F. Nunley
- Developer, Layered CurriculumTM Method of Instruction and Founder, http://Brains.org
- http://Brains.org and http://Help4teachers.com
- Amherst, NH
About the Author
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