Author:
Campbell, Doug, 1972-
Imprint:Lanham, Md. : R&L Education, 2012.
Descriptionviii, 139 p. ; 24 cm.
Note:Includes index.
Note:Why a different approach is needed : To be (a witch), or not to be, that is the question -- Choosing rules : Lawless are they that make their wills their law -- Choosing consequences : The quality of mercy is not strained -- Outline of the new style of classroom management : I must be cruel, only to be kind (unless I have a plan) -- Potential problems with the new style of classroom management : modest doubt is called the beacon of the wise -- The mind-set needed to teach successfully: keeping stress low : There is nothing either good or bad, but thinking makes it so -- Getting along with other teachers : Nature hath framed strange fellows in her time -- Dealing with parents : Mind your speech a little lest you should mar your fortunes -- A word to administrators : Uneasy lies the head that wears a crown --Adjusting the plan for college classrooms : I bear a charmed life -- Using the plan in coaching situations : Some are born great, some achieve greatness, and some have greatness thrust upon them -- A word to new teachers : Look like the innocent flower, but be the serpent under't -- Applying the concepts of the New Style plan to parenting : How poor are they that have not patience -- Parting is such sweet sorrow -- Appendix A. Frequently asked questions : Though this be madness, yet there is method in it -- Appendix B. Ten hypothetical situations using the new style of classroom management -- Appendix C. Ladder of consequences form.
Note:"As times and students change, teachers are finding that the old methods of anger and intimidation are no longer working for classroom management. Discipline without Anger shows teachers how to successfully manage student misbehavior so that they can be free to teach at their full potential. Without a change, our schools and students will continue to suffer the consequences"-- Provided by publisher.
Note:Recommended in Resources for College Libraries
