1-2-3 Magic for Teachers: Effective Classroom Discipline by Thomas W. Phelan PhD, Sarah Jane Schonour MA

By Thomas W. Phelan PhD, Sarah Jane Schonour MA

Delivering suggestion for academics wanting to advance greater self-discipline within the school room, this advisor offers useful equipment for getting rid of disruptive habit, encouraging effective paintings behavior, and speaking with mom and dad. transparent classes and simple language demonstrate tips to degree self-discipline in a school room surroundings, in addition to easy methods to deal with tough events, similar to transition instances, assemblies, lunchtime, and box journeys. A separate bankruptcy for college directors explains the right way to help lecture room academics in growing self-discipline and the way to guage these academics.

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Extra resources for 1-2-3 Magic for Teachers: Effective Classroom Discipline Pre-K through Grade 8

Example text

On the other hand, the detached approach may reflect a basic and pervasive lack of knowledge and skill about exactly how to be warm and demanding. 26 1-2-3 MAGIC FOR TEACHERS The costs of this style are significant. The detached teacher may miss important “warning signs” from students who are having trouble, either academically or behaviorally. Other students may withdraw and feel unimportant because they are receiving no positive reinforcement for what they do. And still other kids may increase acting-out behavior in order to get the teacher’s attention or simply because there is no control in the classroom for their wayward energies.

Anyone can count. The magic—or what may seem like magic—is in the 31 32 1-2-3 MAGIC FOR TEACHERS No-Talking and No-Emotion rules, which make children think and take responsibility for their own behavior. Of course, there really is no magic in 1-2-3 Magic. It just seems that way. The program represents the careful, logical and persistent extension of a special behavioral technology to the gentle discipline and training of your pupils. Soon, when conflicts with kids arise, you will feel like a new person: consistent, decisive and calm.

YOUR SISTER NEVER BEHAVES THIS WAY... OK, ENOUGH! THAT’S 3, TAKE 5. ” Whew! What was that? That was an adult temper tantrum. Now we have two tantrums going on in the same kitchen. This adult’s outburst was not the 1-2-3 at all. What’s wrong with what this furious adult just did? Three things. First of all, do you want to talk to a child like that? ” And you don’t have to have a kid with Attention Deficit Disorder (ADD), Oppositional Defiant Disorder (ODD) or Conduct Disorder (CD) to get a fight.

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