Discipline in the junior high/middle school : a handbook for teachers, counselors, and administrators / William E. Stradley and Richard D. Aspinall.

Includes index.

WAR, NEWBERY,

pt. 1. Using preventive discipline approaches -- How to use: student placement in preventing discipline problems -- How to use: teacher-student planning to achieve acceptable conduct -- How to use: identification of student functioning patterns to achieve acceptable conduct -- How to use: recognition of differing behavioral causes to improve behavior -- How to handle: spur of the moment offences -- How to handle: more serious problems -- How to use: teacher roles in discipline prevention -- How to use: staff teaming in the discipline process -- How to use: learning activities to assist in the discipline process -- How to use: staff skills to meet specific student needs -- How to use: in service activities -- pt. 2. Helping students to improve their self images -- How to use: dress codes to affect the student conduct favorably -- How to deal with: personal cleanliness -- How to use: teacher counseling to foster adjustment to developmental changes -- How to use: teacher counseling to avoid excessive displays of affection -- How to handle: rowdiness and horseplay -- How to handle: drawing attention to oneself -- How to handle: rudeness and poor manners -- How to handle: students with problems of physical deviation -- How to handle: bullying -- How to handle: showing off for visitors -- How to handle: excessive defensiveness -- How to handle: moodiness -- How to handle: lack of personal pride -- pt. 3. Methods for developing respect for authority -- How to: establish rules for the care of materials and equipment -- How to handle: obscene language -- How to establish: a student honor code -- How to handle: students who consistently refuse to follow rules -- How to handle: clique power structure -- How to handle: drug abusers -- How to handle: swearing -- How to handle: smoking -- How to handle: lack of respect for others -- How to handle: gambling -- How to handle: stealing food from other's trays -- pt. 4. Improving student-peer relationships -- How to handle: students who show excessive attention to the opposite sex -- How to handle: teasing -- How to handle: group ostracism -- How to handle: the loner -- How to handle: negative attention-getting -- How to handle: bad personal habits -- How to control: gossips and rumormongers -- How to control: student overaggressiveness -- How to handle: the child who carries knives or other weapons -- How to handle: student fights -- How to handle: stealing from peers -- How to handle: minority group conflicts -- How to: help children understand the meaning of rapid emotional change -- How to handle: telling on peers -- How to: help children understand the problem of carrying grudges -- How to: solve the problem of negative student group leadership -- pt. 5. Resolving student-teacher conflicts -- How to handle: challenging of adults -- How to handle: refusal to recognize teacher authority -- How to handle: small group negative behavior problems -- How to react to: efforts to "shock" adults -- How to handle: complaints about staff members -- How to handle: attempts to get even -- How to control: resentfulness of teachers' so-called parental authority -- How to handle: continuing nuisance actions -- How to handle: students' rights verses teachers' rules -- How to handle: pretenses of ignorance of rules -- How to react to: taking up for friends -- How to handle: classroom student power struggle -- How to handle: showing personal disrespect -- How to handle: stealing form teachers -- How to handle: cheating -- pt. 6. Techniques for reducing attendance problems -- How to handle: early arrivers -- How to handle: tardiness -- How to handle: truancy -- How to handle: leaving the school grounds without permission -- How to: help students who are chronic complainers of illness -- How to: help the child who is bullied -- How to: solve the problem of restroom hide-outs -- How to: solve the problem of lackers and attendance -- How to: teach a student to arrive at class with proper educational tools -- How to: solve the problem of student misuse of passes -- How to: give meaning and purpose to the lethargic child -- How to: change lack of concern for positive performance -- pt. 7. Reducing acts of vandalism -- How to handle: setting fires and smoke disturbances -- How to handle: destruction of materials and equipment -- How to handle: breaking into teacher desks -- How to: recognize deviant value systems -- How to handle: writing on walls -- How to use: police as faculty members -- Officers as teachers -- Assignment of officers in schools -- Student-staff-police luncheons -- How to: develop supervisory plans -- How to: develop community participation as positive pressure points -- pt. 8. Solving behavioral problems outside the classroom -- How to: develop rules for lunchroom conduct -- How to handle: restroom problems -- How to: set rules for class passing times -- How to: prevent graffiti -- How to: assist students through the problem of felt need to prove adulthood -- How to handle: gang fights -- How to: stop the practice of hazing -- How to: prevent the selling of candy and other items to students -- How to handle: administrative searches or shakedowns -- How to: prevent problems such as eraser and chalk fights -- How to: control water guns, balloons, and squirt bottles -- How to: prevent running and pushing in the halls -- How to: solve student locker problems -- How to: solve the problem of crashing school events -- How to: prevent rudeness to visitors -- pt. 9. Dealing with student group problems -- How to handle: classroom leadership and power struggle -- How to: control teacher-student functioning clashes -- How to handle: student resentment of "put down" -- How to react to: specific student demands -- How to avoid: the "parent" approach to the classroom -- How to: develop effective plans for substitute teachers -- How to avoid: student confrontations -- How to: reduce classroom organization and student maturation conflicts -- How to: coordinate rule demands and functioning patterns desired by students -- pt. 10. Utilizing a discipline ladder of referral -- How to: develop the ladder of referral -- How to: identify the referral sequence -- How to: develop referral level one-student and teacher -- How to: implement referral level two-student-teacher-parent -- How to: control through referral level three-student-teacher-parent-counselor -- How to: develop referral level four-assistant principal-student-parent -- How to: implement referral level five-principal-assistant principal-parent-student -- Discipline recordkeeping forms -- Conclusion.