Setting Limits in the Classroom, Revised : How to Move Beyond the Dance of Discipline in Today's Classrooms

Rating:
Summary: Excellent, practical approach to classroom management
Review: Great advice for those who educate or parent. Lent the book to an X-principal who uses it for teaching parenting skills. As a substitute teacher this is the book I was looking for.

Rating:
Summary: Practical advice on handling discipline.
Review: Great advice for those who educate or parent. Lent the book to an X-principal who uses it for teaching parenting skills. As a substitute teacher this is the book I was looking for.

Rating:
Summary: Excellent for teachers and parents...
Review: Robert MacKenzie is an educational psychologist who has specialized in handling school-related discipline problems. This is his third book. It is the best book that I have seen relating to what parents and teachers can do to help youngsters learn how to behave well. Among its best parts: "detoxifying" "bad" kids into "aggressive learners" (those who challenge limits constantly), and "disobedient" kids into "kids who learn by testing and experience."

This book is appropriate for all teachers, school administrators who have site responsibility, and perhaps for central administrators who need help building a coherent system-wide set of policies on discipline. This book also will assist parents in handling their children's school-related discipline issues, such as homework.

The theoretical bases of this book are partly tough love (say what you mean, mean what you say, and do not say it meanly), natural consequences (if a child makes an error, let them experience the natural consequences, a la Dreikurs), and logical consequences (to defuse power struggles). The heart of the book is setting limits with kids and shortening down the time from discussion to action (from warning to consequence). There is no "cute" theory or exhortations to love the children more.

MacKenzie sees teachers as integral to the guidance process, as more capable in helping children than the administrators or guidance counselors, who may be more distant from the problem and the child. Thus, this book may leave teachers and parents feeling "empowered."

I was left with one question: In MacKenzie's view, when are youngsters expected to develop personal responsibility to "buy into" their own self-discipline and not have any problems in school?