Positive Discipline
The Classic Guide to Helping Children Develop Self-Discipline, Responsibility, Cooperation, and Problem-Solving Skills
Editorial Review
If you are a teacher, have you been teaching long enough to remember when children sat in neat rows and obediently did what they were told? If you are a parent, do you remember when children wouldn't dare talk back to their parents? Maybe you don't, but perhaps your grandparents do. Many parents and teachers today are feeling frustrated because children don't behave the way they used to in the good old days. What happened? Why don’t today's children develop the same kinds of responsibility and motivation that seemed more prevalent in children many years ago?
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The Text brings together knowledge from neuroscience psychology, psychiatry, child development, special education, early Care and education, cross culture research, and proactive social skills programs and organizes it into a single comprehensive (and comprehensible) whole. The research–based strategies can be used separately or together, providing you with the collection of tools
Here is the bestselling book that will give you the know-how you need to be effective with your children. Enthusiastically praised by parents and professionals around the world, the down--to--earth, respectful approach of Faber and Mazlish makes relationships with children of all ages less stressful and more rewarding. Recently revised and
We parents want our children to grow into happy adults—but the trouble is sometimes we feel as though our children’s personalities are already more or less set in genetic stone. The good news is that we actually do have a lot of influence. Parenting practices have a tremendous effect on children’s
Do you ever find yourself asking, after an especially agonizing interaction with your kids, “Can’t I do better than this? Can’t I handle myself better, and be more effective parent? Can’t I discipline in ways that calm the situation rather than create more chaos?” You want the bad behavior to stop,
Giftedness should extend far beyond a category or a label; it should certainly not be confined to a score or an IQ or achievement test. The test simplifies the recognition of some talents, but the complex potential of a child’s talents, sustained interests, and special aptitudes cannot be represented by performance
By many standards, the world is a much better today than it was forty years ago. Still, in the past, we could assume that children growing up, if they survived physically, would be equipped with the capabilities to act in their own behalf and pursue opportunities as adults. Today, when the
Wisdom to Share
Too many mothers and fathers believe that good parents protect their children from all disappointment. They rescue to overprotect—thus robbing their children of the opportunity to develop a belief in their capability to handle the ups and downs of life.
Children do not develop responsibility when parents and teachers are too restrict and controlling, nor do they develop responsibility when parents and teachers are permissive.
Most behaviour problems can be eliminated when parents and teachers learn more effective ways to help their children and students develop healthy perceptions and skills.
Understanding why children do not behave the way they used to is the first step for parents and teachers who are facing child discipline challenges.
Set up nonverbal signals with children in advance: a hand over your heart to signal “I love you” or a hand cupped to ear to signal you are ready to listen when the whining stops.
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