Includes bibliographies and index.

Preface xi -- Acknowledgements xiii -- Introduction: Reaching the Breaking Point 1 -- Section I: Introduction: Teacher Beliefs on Discipline 9 -- Beyond Theory to Classroom Practice 13 -- The Supportive Model: Gordon's Teacher Effectiveness Training 26 --The Communication Model: Berne and Harris's Transactional Analysis 46 -- The Valuing Model: Rath's and Simon's Values Clarification 68 -- The Social Discipline Model of Rudolf Dreikurs 84 -- The Reality Model of William Glasser 107 -- The Behaviour Modification Model 129 -- The Assertiveness Model of Lee and Marlene Canter 150 -- The Behaviorism/Punishment Model of Engelmann and Dobson 164 -- Strengths and Limitations of Today's Teacher-Student Interaction Models 181 -- Section II: Introduction: Beyond Models to Professional Decisions 207 -- Decision Making Based on an Eclectic Approach 213 -- Decision Making Based on the Degree of Seriousness of Student Behavior 236 -- Decision Making Based on Student and Social Development 246 -- Decision Making Based on a Professional Team Approach 279 -- Section III: Introduction: Discipline and Classroom Management 297 -- Classroom Management: A Preventive Process 299 -- Conclusion: A Better Tomorrow 314 -- Appendix: Moral Reasoning: From Seven Years to Adulthood 320 -- Index 325