A Book Review of:
By: Marilyn E. Gootman
3rd Edition, 2008 Corwin Press
Reviewed by: Steve Van Bockern
I work with undergraduate students who want to become teachers. One book that I’ve used for a number of years in my classroom management and discipline class is Marilyn E. Gootman’s book The Caring Teacher’s Guide to Discipline. While it has the younger student in mind, many of the ideas translate well for all children. Her strength based, positive approach matches nicely with the reclaiming philosophy. She defines caring discipline as discipline that helps children develop self-control. For her, discipline is not synonymous with punishment; it is more about teaching children how to do the right thing. Her book suggests how this can be done: giving students a sense of belonging, setting limits, helping children develop confidence in their abilities, giving them responsibility and teaching them how to solve problems and make good judgments, as well as correcting behavior.
I like the basic assumptions she makes that directs her work: teachers are intelligent professionals who can use their minds; instant discipline works about as well as instant weight loss programs; discipline is a normal part of growing up (all misbehave at some time); and effective discipline can reduce student stress.
To give you a sense of the topics covered, here are some of the chapter headings:
Creating a Caring Community
Expectations, Limits, and Rules
Encouragement, Praise, and Rewards
Social and Emotional Learning
Consequences of Misbehavior
Strategies for Chronic, Annoying Misbehaviors
Enhancing Resilience: Strategies for Misbehavior Resulting From Childhood Trauma
The book is filled with practical ideas. For example, Gootman suggests that when we consider our classroom rules, we consider rules that aren’t too strict or too loose. “As teachers, we have the choice whether to build unreasonable barricades, no fence at all, or waist-high fences.” (p. 32) She gives guidelines for providing praise: acknowledge the positive to the child who needs it, be it ever so slight; mean what you say (otherwise praise just manipulates); focus on the deed, not the doer; turn the pride back to the child; avoid comparisons of one person to another and don’t give out too much.
I appreciate the book because Gootman understands the difference in managing kids and changing kids. Her chapters on problem solving indicate to the novice discipline learner that it takes time, listening, careful attention and negotiation to guide children to change.
I created the following anticipation guide to give to my students before they begin reading the book. The guide creates opening conversation and discussion. Maybe you will find it useful for staff development.
