Book
Beyond discipline : from compliance to community / Alfie Kohn.
When students are "off task," our first response should be to ask, "What's the task?" What is most remarkable about the assortment of discipline programs on the market today is the number of fundamental assumptions they seem to share. Some may advocate the use of carrots rather than sticks; some may refer to punishments as "logical consequences." But virtually all take for granted that the teacher must be in control of the classroom, and that what we need are strategies to get students to comply with the adult's expectations. In this path-breaking book, Alfie Kohn calls these premises into question, and with them the very idea of classroom "management." He questions the assumption that problems in the classroom are always the fault of students who don't do what they are told, suggesting that we might instead reconsider what they have been told to do -- or to learn. He shows how a fundamentally cynical view of children lies beneath the assumption that we must tell them exactly how we expect them to behave and then offer "positive reinforcement" when they obey. Just as memorizing someone else's right answers fails to promote students' intellectual development, so does complying with someone else's behavioral expectations fail to help students develop socially or morally. - Back cover.
Explains why students are more likely to learn and flourish in schools that have moved toward collaborative problem solving instead of teacher-initiated discipline.
Record details
- ISBN: 0871202700
- ISBN: 9780871202703
- Physical Description: xvi, 166 pages ; 23 cm
- Publisher: Alexandria, Va. : ASCD, ©1996.
Content descriptions
- Bibliography, etc. Note:
- Includes bibliographical references (pages 153-159) and index.
- Formatted Contents Note:
- The nature of children -- Blaming the kids -- Bribes and threats -- Punishment lite : "consequences" and pseudochoice -- How not to get control of the classroom -- A classroom of their choosing -- The classroom as community -- Solving problems together.
- Language Note:
- In English.
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Available copies
- 1 of 1 copy available at Northwest Indian College.
Holds
- 0 current holds with 1 total copy.
Show Only Available Copies
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| Lummi Library | LB 3011 .K64 1996 | 268639 | Stacks | Available | - |
Electronic resources
Related Resource: http://edrev.asu.edu/reviews/rev393.htm
- Book review (Education Review)
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| 245 | 1 | 0. | ‡aBeyond discipline : ‡bfrom compliance to community / ‡cAlfie Kohn. |
| 260 | . | ‡aAlexandria, Va. : ‡bASCD, ‡c©1996. | |
| 300 | . | ‡axvi, 166 pages ; ‡c23 cm | |
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| 504 | . | ‡aIncludes bibliographical references (pages 153-159) and index. | |
| 505 | 0 | . | ‡aThe nature of children -- Blaming the kids -- Bribes and threats -- Punishment lite : "consequences" and pseudochoice -- How not to get control of the classroom -- A classroom of their choosing -- The classroom as community -- Solving problems together. |
| 520 | . | ‡aWhen students are "off task," our first response should be to ask, "What's the task?" What is most remarkable about the assortment of discipline programs on the market today is the number of fundamental assumptions they seem to share. Some may advocate the use of carrots rather than sticks; some may refer to punishments as "logical consequences." But virtually all take for granted that the teacher must be in control of the classroom, and that what we need are strategies to get students to comply with the adult's expectations. In this path-breaking book, Alfie Kohn calls these premises into question, and with them the very idea of classroom "management." He questions the assumption that problems in the classroom are always the fault of students who don't do what they are told, suggesting that we might instead reconsider what they have been told to do -- or to learn. He shows how a fundamentally cynical view of children lies beneath the assumption that we must tell them exactly how we expect them to behave and then offer "positive reinforcement" when they obey. Just as memorizing someone else's right answers fails to promote students' intellectual development, so does complying with someone else's behavioral expectations fail to help students develop socially or morally. - Back cover. | |
| 520 | . | ‡aExplains why students are more likely to learn and flourish in schools that have moved toward collaborative problem solving instead of teacher-initiated discipline. | |
| 546 | . | ‡aIn English. | |
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| 651 | 7. | ‡aUnited States. ‡2fast ‡0(OCoLC)fst01204155 | |
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