NCJ Number
161355
Date Published
1995
Length
251 pages
Annotation
This book presents lessons learned from teachers regarding how to address student aggression, disruptiveness, and disrespect in American schools.
Abstract
In focusing on prevention, chapter 1 offers teacher perspectives on the characteristics of low-aggression classrooms, that is, classrooms where student aggression rarely occurs. Such classrooms are characterized by a sense of community and are geared to the needs of the specific age group. They are also noted for the skilled manner in which classroom rules are framed and implemented, for the clarity and conduct of daily classroom procedures, for the breadth and richness of home-school collaboration, and for safety-promoting physical arrangements. Data for chapter 2 are based in reports of 1,000 episodes of low-, mid-, or high-level student aggression and its management from teachers in eight geographically dispersed States. Elementary, middle, and senior high school teachers in urban, suburban, and rural school districts participated in this effort. The chapter reports a large number of diverse incidents and describes both successful and unsuccessful tactics used toward their resolution. Chapter 3 provides step-by-step instruction, through text and illustration, in a full array of self-protection and student containment techniques useful in classrooms and other school- based settings. A 31-item annotated bibliography deals in a practical manner with discipline, classroom management, student aggression, and school violence. A subject index