Customer Reviews
Time Well Spent 
2005-08-23
When it comes to teachers and children, there are no quick fixes. In this fast paced world of fast food, fast communication, with everything moving at warp speed, children are refusing to cooperate with the hectic life that is spinning all around them. In steps Positive Discipline in the Classroom, a way to communicate, work or live with the children in our lives. In several of the reviews presented here of this book, it has been dismissed as too time consuming and/or too soft in the area of feelings. In at least two of the negative reviews, the reviewers admit to not even finishing the book. As the saying goes, "Don't knock it until you've tried it." When the book is read, pondered, and most importantly, practiced, readers will find, both teachers and interested parents, that Positive Discipline in the Classroom provides ways to help children take charge of their own emotions, actions, and intellectual pursuits. Teachers often spend instructional time dealing with students' social and emotional problems and disruptive behaviors, becoming the one who controls the group. In PD in the Classroom, students take charge of themselves as they learn the skills necessary to do so. Therefore, in the short run, yes, time is spent away from the content areas, but in the long run, the time is recouped in fewer disruptions from unruly and undisciplined students. If you are a teacher and have an interest in helping young people from kindergartners to Seniors become self-directed and responsible citizens, you will buy this book, read it, and practice it.
Discipline that Works and Teaches 2005-08-21
As a parent, child and family therapist and school counselor I have seen Positive Discipline concepts change the lives of parents and children alike. We are all searching for a way to raise our children that allows them to develop the long-term life skills of confidence, responsibility, contribution and the ability to solve problems. The schools that teach these skills in addition to academics have students that perform better in school and in life. Using Positive Discipline will actually save you time in the classroom, and make your job and relationships with your students much more enjoyable.
Sensible, practical, effective... 2005-08-21
I have been an educator of elementary aged children for 25 years and I, like many of you, have seen strategies and philosophies come and go. Several years ago I happened upon a Positive Discipline book and I immediately recognized the philosophy and strategies as a collection of those things that worked best for me and my colleagues over our many collective years of teaching. The PD in the Classroom volume expounds upon the original book and offers precise, insightful strategies for classroom teachers. I have sung the praises of PD for years in my school and district. I have seen it used effectively with 3 year olds as well as 12 year olds. It has enhanced my own personal and professional relationships as well. If I may be so bold, I suggest that any interested reader start with the original Positve Discipline book. I remember reading(no, devouring) that original volume one Friday afternoon and recognizing that I had found a home for my own thoughts regarding discipline and relationships. My professional library includes every single PD book written, and I heartily recommend each one.
for teachers tired of teachniques and methods 2005-08-20
This book literally changed the way I was teaching.
In the early 80's I was a new hire at a community college where I was to teach "Guidance and Discipline" to student child care providers and preschool teachers. That's when I discovered what I call the "GOLD" book - the original positive discipline book (I called it that because it WAS a gold color - but also because it was worth it's weight in gold and became a real treasure!)
All of the positive discipline books teach tools - not techniques or methods - when people learn principles and tools they CAN succeed - without trying to be the author of the book! The positive discipline books teach you how to become the best person YOU can be - the best teacher YOU can be - and your individuality will enrich the teaching style you grow into.
As I learned more about positive discipline and began to live it as fully as I could, I read the other books in the series. The classroom book was what I used to model my own budding teaching style with the "grown up" students. A funny memory just popped into my mind - a student once asked me, "Who ever taught you to teach this way? I NEVER had a teacher who cared about my opinion or input - or who ever cared about me, for that matter - it was always the subject they taught - not the people!" Well, I answered, "Jane Nelsen - that's who - remember she's the author of the books we're using!" This was a community college student - an adult - who hadn't had teachers who could balance the need for academics with the need for mutual respect and cooperation while learning!
It truly saddens me to read the negative reviews posted here that purport that teachers still believe in separation of "home and school"- and still think the most important teaching is factual and subject-based.
Haven't they read the research that shows that when schools teach subject matter AND social and life skills that students' academic success improves? And that they then begin to love learning!" So, it isn't a question anymore which to teach - while you teach the academics, who ARE teaching about human relationships - and you do so either positively or negatively.
Say - are you game for a novel idea? Why not teach the parents and community the principles of positive discipline that your students learn at school? Why not put in place a parent education program that reaches out into the community to bring school-home partnerships full circle? It's an approach to growing the `future community' that will solidify future success in both actualized adults and informed academics!
So, wake up - if you are looking for a book that will teach you how to show you care, as well as revitalize your teaching style day by day, care enough to purchase this book - there will always be a nay-sayer who say that positive learning environments isn't what the world needs, but there is hope when we can put hope back into one classroom at a time.
It's high time that Positive Discipline in the Classroom is a best seller in someone else's life besides my own!
If you think your job is to teach your subject... 
2003-02-22
To borrow an old quotation, this book presents many new and good ideas. But the new ideas are not good, and the good ideas are not new.
I admit that I'm an anachronism here: I still believe that schools are, or at least should be, scholastic enterprises instead of delivery points for social skills, medical treament, and psychological care.
I further believe that a school is, or should be, run by adults (who have presumably learned something worth passing on) for the benefit of students and ultimately society as a whole, at least to the best of our abilities, and that this generally ought to be done along practical lines, instead of ideological ones.
So much for my own biases. Let me digress briefly: Have you ever asked psychologists how they deal with everyone else's problems all day long?
They say that they're supposed to be mature enough and emotionally stable enough to handle it.
I believe that there is an analogy here to the teacher-student relationship:
I believe that the teacher should be mature enough to provide support and empathy to the class WITHOUT asking the class to be a significant source of emotional support for the teacher in return.
So you can imagine my horror at seeing the following sentence on page 2 as a description of the authors' collective dream: "It invites young people to see an adult as a person who needs just as much nurturing and encouragement as they do."
The authors actually recommend that teachers deliberately train students to be co-dependent in this manner!
I confess that I have not managed to force myself to finish reading this book. I have read as much as I could, and I have rated it higher than my experience with it justifies on the chance that perhaps the rest of the book is better than the parts which have impinged upon my consciousness.
What I have read, however, is either (a) covered in every other book on the same topic or (b) weak, sappy, platitudinal, or self-contradictory.
However, in the hope that it will be useful to you, and based upon what I have read and/or skimmed, I believe that what the authors want from the world is this:
(1) Teachers should not "act controlling" or mean. You need to be in control (otherwise you won't be able to teach), but don't let it warp your personality. In other words, be nice.
(1.1) Whenever possible, teachers should let the students be in charge of setting up classroom rules, deciding punishments for their peers, and even teaching students who fall behind.
(2) Teachers should encourage a sense of community and teamwork in the classroom. They recommend class meetings at length, although that is only one mechanism that could be used to achieve this goal.
In my opinion, this goal doesn't make much sense unless your students spend half or more of their time in the same group [whether or not all of that time is with you is not relevant]: no one can truly "feel a part of" each of seven different class-communities, plus a lunch-break-community and possibly a sports-team-community and a service-club-community.
(3) Teachers should always be emotionally connected to their students as unique, valuable, cherished individuals.
Within reasonable limits, I hope that we all do this. But unlike the authors, I believe that there is a time and place for the teacher as the impartial imparter of knowledge and trainer of skills.
I don't know how the teacher who faces 150 new students each semester will manage both the authors' ideals AND their curriculum content, but the authors are strong on the point about feeling loving. One does tend to get the idea that actual content isn't as important to the authors, so long as their social agenda is forwarded.
I'm afraid that I can't recommend this book. In particular, I recommend that NEW teachers avoid it.
If you like the ideals, then there may be some value to reading the book, so that you can evaluate your classroom arrangements from a different perspective -- but NOT until after you have a good handle on day-to-day management and have learned about your own strengths and weaknesses (which usually takes a few years).
P.S. Does it surprise you to see (according to the list on the back cover) that none of the authors are teachers? They're family counselors, and their approach is much better suited to a family counseling setting than to a classroom.
Frankly, my dear..... 
2003-02-18
The Acclaimed Bestseller That Can Improve Your Classroom Experience Forever!
Over the years, millions of parents have come to trust the classic Positive Discipline series for its consistent, commmonsense approach to child rearing. Hundreds of schools also use these amazingly effective strategies for restoring order and civility to today's turbulent classrooms. Now you too can use this philosophy as a foundation for fostering cooperation, problem-solving skills, and mutual respect in children. Imagine, instead of controlling behavior, you can be teaching; instead of confronting apathy, you will enjoy motivated, eager students! Inside, you'll discover how to:
·Create a classroom climate that enhances academic learning
·Use encouragement rather than praise and rewards
·Instill valuable social skills and positive behavior through the use of class meetings
·Understand the motivation behind students' behavior instead of looking for causes
·And much more!
Over 1 million Positive Discipline books sold!
Changing the way you think about management 
2002-07-13
This book is exceptional in its application of Dreikurs psychology. A lot of Dreikurs' beliefs have application in the classroom, and this modern application of his theories gives teachers real examples and guidance for changing the way they teach. Many of the popular discipline methods today are degrading and based on manipulating kids and using power over them. This book instead shows teachers how to develop a community within the classroom and teach students how to be responsible learners and real citizens. These are life skills- if students do not have them there is no way they can learn. Even students browbeaten into compliance through other methods will not learn as much as when teachers take the time to teach them these skills- save time now and don't waste it on discipline and power struggles throughout the year! The book is much easier to use than in the past, but the process still needs to be developed further. This edition is well on its way.
Positive Discipline in the Classroom 2002-07-08
I skimmed this book and found that it was very condiscending and was out of touch with the classroom and students of today. Most teachers know that it works really well to include the kids in deciding the consequences, but it isn't always appropriate. Also, the author talked out of both sides of her mouth. She said punishment is bad, yet it was okay if the kid came up with it. But, if you are experienced with role playing, class meetings and teaching kids how to work things out together, you don't need to read this.
Not for middle/secondary teachers 2002-06-13
This book assumes a lot of time is available to teach students civilized ways of treating others. It does not serve those of us who teach middle or high school--we generally have 45 minutes per day, are required to complete the text in one year, and have students whose attitudes and habits are almost solidified. This book has some great ideas which may work in elementary classrooms. If you teach adolescents, I recommend books by Lee Canter or Randall Sprick.
A Totally Positive Way to Begin the School Year 2001-08-08
I was introduced to an earlier edition of this book two years ago, partially tried it with primary students, and had moderate success. When I was alerted to this edition, I was impressed by the well-defined almost cookbook style way that the program can be implemented. Most busy teachers need to be given srtaight-forward directions and this book fits that bill. Then there were several building blocks that were changed for the better from the 2nd edition. This book has revived my faith in the ability to create a classroom climate where students will work together to solve problems. I am really looking forward to implementing as much of this philosophy into my classroom as possible.
