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The introduction contrasts old remedies and newer therapy approaches, noting concerns about overly precise prescriptions. It highlights motivating individual students as a critical issue, explores links between boredom and discipline, and presents multiple strategies, from matching teaching and learning styles to behavior modification focused on observable conduct.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/discipline-in-the-classroom-revised-edition/447788/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/discipline-in-the-classroom-revised-edition/447788.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What theme links the articles in this book?","Question",{"text":112,"@type":113},"The articles share the idea that discipline becomes easier when learning content and processes are interesting, relevant, and stimulating for students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the introduction emphasize motivating individual students?",{"text":117,"@type":113},"Because what counts as meaningful curriculum or stimulating activities can differ by student, motivation becomes a critical problem to address.",{"name":119,"@type":110,"acceptedAnswer":120},"What does William Van Til argue about boredom and discipline?",{"text":121,"@type":113},"He connects boredom with discipline problems and proposes improving the learning environment to avoid needless disciplinary struggles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},447788,1790970473,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","端nemREVISED EDITION  \nANATIONALEDUCATIONASSOCIATIONPUBLICATION  \n# DISCIPLINE\n\nIN THE CLASSROOMRevised Edition  \nnea  \nNational Education AssociationWashington,D.C.  \n\n| Note  \u003Cbr>Previously published material used in this book mav use the pro-  \u003Cbr>noun\"he\"to denote an abstract individual,e.g.\"the student.\"We  \u003Cbr>have not attempted to alter this material,although we currentlv use  \u003Cbr>\"she/he\"in such instances.  \u003Cbr>NEA Publishing   |\n| --- |\n\nCopyright ◎1969,1974  \nNational Education Association of the United States  \nNEA Stock No.381-11878(paper)12112(cloth)ISBN 0-8106-1325-5-00(paper)0-8106-1330-1-00(cloth)  \nLibrary of Congress Cataloging in Publication DataMain entry under title:  \nDiscipline in the classroom.  \n1.Classroom management-Addresses,essays,lectures.I.National Education Association of theUnited States.LB3011.D51974371.574-13022  \nContents  \nIntroduction ………………………………………  \n…………………………………7  \nDiscipline: An Overview  \n\"Discipline Is....\"by Sister Helena Brand, SNJM…………………………11  \n\"What the Books Don't Tell You\"by Jane Tylor Field………………………16  \n“A Positive Approach to Elementary School Discipline”  \nby Frances Holliday…………………………………………………………………………………………………18  \n\"Classroom Control in the High School\" by Emelie Ruth Dodge..21  \n\"Secondary School Discipline\" by Knute Larson-with  \ncomments by Frances D. Bartlett and Matilda Luney ………………25  \nCurriculum as Discipline  \n“Better Curriculum-Better Discipline” by William Van Til…………35  \n“Operating a Free but Disciplined Classroom” by Daisy Bortz  \nas told to Anne Hoppock ………………………………………………………………………………37  \n\"Reading:Failure and Delinquency\" by William C. Kvaraceus……41  \nClassroom Techniques for Discipline  \n\"Matching Teacher, Student,and Method\"by Louis J. Rubin………47  \n……………………………………………53  \n\"Cheating\"by John Carter Weldon …………………  \n“The Teacher and Preventive Discipline”  \nby Adah Peckenpaugh……………………………………………………………………………………56  \n“A Lesson in Discipline”by Teresa Foley ..  \n………………………………………………58  \nMethods of Structuring Classroom Behavior  \n\"Behavior Modification\" by the Staff of the Center for  \nStudies of Child and Family Mental Health,  \nNational Institute of Mental Health…………………………………………………………67  \n“A Positive Approach to Disruptive Behavior”  \nby Teressa Marjorie Pratt…………………………………………………………………70  \n\"The Disturbed Child in the Classroom\"by Katharine F.Tift………74  \nDiscipline and Human Needs  \n\"Discipline Is Caring\"by Alvin W.Howard……………………………………………81  \n\"My First Year of Teaching\"by Wylie Crawford …………………………………85  \n\"Embarrassment and Ridicule\"by Lawrence E.Vredevoe………………89  \n\"Wanted\"by Henrietta M. Krahulik……………………………………………………91  \nAcknowledgments ………………………………  \n……………………………………96  \n## Introduction\n\nOld fashioned remedies and new-fangled therapy,common horsesense and sophisticated research-the articles here reflect a broadspectrum in their approach to discipline and the teaching process.Even though discipline is now called classroom control,these arti-cles indicate that some educators question the desirability of preciseprescription in the classroom.  \nRunning through the articles is a common thread:discipline isless of a problem when the instructional content and process are in-.teresting and relevant,constitute stimulating activities,and arousenatural curiosity.This use of broad and general terms in dealing withdiscipline problems could indicate a limited base of research or alack of success in motivating students.Since,as many of the articlespoint out,what constitutes meaningful curriculum or stimulatingactivities for one student may be irrelevant for another,the matter ofmotivating individual students appears to be the critical problem.This is particularly apparent in those articles under the headingCurriculum as Discipline.William Van Til makes the point wellwhen he says,\"Better discipline will prevail when learning is re-lated to the social realities which surround the child.”  \nFor Van Til,boredom and discipline problems are closely asso-ciated;he,therefore,proposes that \"improv","cbCaimUStVq5UR5f","https://ap.wps.com/l/cbCaimUStVq5UR5f","pdf",3127745,100,"English","# Introduction\n## Discipline: An Overview\n## Curriculum as Discipline\n## Classroom Techniques for Discipline\n## Methods of Structuring Classroom Behavior\n## Discipline and Human Needs","[{\"question\":\"What theme links the articles in this book?\",\"answer\":\"The articles share the idea that discipline becomes easier when learning content and processes are interesting, relevant, and stimulating for students.\"},{\"question\":\"Why does the introduction emphasize motivating individual students?\",\"answer\":\"Because what counts as meaningful curriculum or stimulating activities can differ by student, motivation becomes a critical problem to address.\"},{\"question\":\"What does William Van Til argue about boredom and discipline?\",\"answer\":\"He connects boredom with discipline problems and proposes improving the learning environment to avoid needless disciplinary struggles.\"}]","Discipline in the Classroom - Revised Edition | PDF",1790723030,252]