欧宝娱乐

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袦懈褌褗褌 蟹邪 写懈褋褑懈锌谢懈薪邪褌邪

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袗泻褑械薪褌褗褌 胁褗褉褏褍 写懈褋褑懈锌谢懈薪邪褌邪 懈谐薪芯褉懈褉邪 懈褋褌懈薪褋泻懈褟 锌褉芯斜谢械屑: 薪懈泻芯谐邪 薪褟屑邪 写邪 屑芯卸械屑 写邪 薪邪泻邪褉邪屑械 褍褔械薪懈褑懈褌械 写邪 褋锌邪蟹胁邪褌 褉械写邪, 邪泻芯 锌芯褋褌芯褟薪薪芯 谐懈 锌褉懈薪褍卸写邪胁邪屑械 写邪 锌褉邪胁褟褌 薪械褖邪, 泻芯懈褌芯 薪械 懈屑 薪芯褋褟褌 褍写芯胁谢械褌胁芯褉械薪懈械!
袧邪泻邪蟹邪薪懈械褌芯 蟹邪写芯胁芯谢褟胁邪 卸械谢邪薪懈械褌芯 蟹邪 械写懈薪 锌褉懈屑懈褌懈胁械薪 胁懈写 褋锌褉邪胁械写谢懈胁芯褋褌, 芯褋薪芯胁邪薪邪 薪邪 褉褟写泻芯 懈蟹泻邪蟹胁邪薪芯褌芯, 薪芯 写褗谢斜芯泻芯 胁泻芯褉械薪械薪芯 褍斜械卸写械薪懈械, 褔械 邪泻芯 锌褉邪胁懈褕 薪械褖芯 谢芯褕芯, 褌褉褟斜胁邪 懈 薪邪 褌械斜 写邪 褌懈 褋械 褋谢褍褔懈 薪械褖芯 谢芯褕芯. 袝写懈薪褋褌胁械薪懈褟褌 薪邪褔懈薪 写邪 锌芯屑芯谐薪械屑 薪邪 褍褔械薪懈褑懈褌械 写邪 褋褌邪薪邪褌 锌芯褔褌械薪懈 懈 锌褉懈薪褑懈锌薪懈 谢懈褔薪芯褋褌懈, 邪 薪械 褏芯褉邪, 泻芯懈褌芯 锌褉邪胁褟褌 锌褉芯褋褌芯 泻邪泻胁芯褌芯 懈屑 褋械 泻邪卸械, 械 写邪 懈屑 写邪写械屑 褕邪薪褋 褋邪屑懈 写邪 芯褌泻褉懈褟褌 褋屑懈褋褗谢 胁 薪褉邪胁褋褌胁械薪芯褋褌褌邪. 孝芯胁邪 芯蟹薪邪褔邪胁邪 写邪 懈屑 褋褗写械泄褋褌胁邪屑械 褌械 褋邪屑懈 (懈谢懈 蟹邪械写薪芯 褋 写褉褍谐懈) 写邪 褉械褕邪褌 泻邪泻 褌褉褟斜胁邪 写邪 褋械 写褗褉卸懈 褔芯胁械泻. 袧褟屑邪 泻邪泻 写邪 锌芯械屑械屑 胁 褌邪蟹懈 锌芯褋芯泻邪, 邪泻芯 薪械 懈蟹芯褋褌邪胁懈屑 懈薪褋褌褉褍屑械薪褌邪褉懈褍屑邪 薪邪 褌褉邪写懈褑懈芯薪薪邪褌邪 写懈褋褑懈锌谢懈薪邪. 袨褖械 锌芯-胁邪卸薪芯 械 写邪 锌褉械芯写芯谢械械屑 锌褉械泻邪谢械薪邪褌邪 褋懈 芯褉懈械薪褌邪褑懈褟 泻褗屑 锌芯褋谢褍褕邪薪懈械褌芯 懈 胁屑械褋褌芯 褌芯胁邪 锌芯胁械写械屑 褍褔械薪懈褑懈褌械 胁 锌褉芯褑械褋 薪邪 褋褗蟹写邪胁邪薪械 懈 芯斜芯褋薪芯胁邪胁邪薪械 薪邪 薪褉邪胁褋褌胁械薪懈 锌褉懈薪褑懈锌懈鈥�

208 pages, Paperback

First published August 1, 1996

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1506 people want to read

About the author

Alfie Kohn

46books533followers
Alfie Kohn writes and speaks widely on human behavior, education, and parenting. The author of fourteen books and scores of articles, he lectures at education conferences and universities as well as to parent groups and corporations.

Kohn's criticisms of competition and rewards have been widely discussed and debated, and he has been described in Time magazine as "perhaps the country's most outspoken critic of education's fixation on grades [and] test scores."

Kohn lives (actually) in the Boston area with his wife and two children, and (virtually) at .

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Displaying 1 - 30 of 70 reviews
Profile Image for Rachel.
11 reviews21 followers
December 26, 2014
If I'm perfectly honest in my feelings on this book, I must say I found chapters 1-5 to be nothing but infuriating, if not destructive, to a teacher's pedagogical outlook on how one should treat their students. It seems as though Kohn has never been in a classroom of children based upon some of the suggestions made regarding a student's ability to intrinsically motivate oneself to make rational decisions at ages which developmental psychology has taught us these skills have yet to develop. Without adding spoilers, I will simply state that, as a teacher, I had a definite raise in blood pressure through the first half of the book and almost decided to chuck it out the window.
HOWEVER, the information provided in chapters 6-8 was pedagogically forward-thinking and wonderful. While I found the methods to achieving a democratic classroom off-putting and detrimental at the offset of the book, the learning environment proposed, in theory, is wonderful. I have utilized many of these tactics in my earlier teaching years and found them to work beautifully in the classroom when adapted to the age and intrinsic capabilities presented by each individual student. There really is some dynamite stuff in the last few chapters.
While I agree with much of what is presented at the conclusion of this book, I can't help but feel as though Kohn is presenting the achievement of these dream classrooms from the standpoint that children are miniature adults who all learn and function socially in the same manner. And while I would not recommend this read to a brand new teacher, I definitely would to my colleagues as a catalyst for some much needed discussion about how we, as teachers, could use some reformation in our pedagogical practices for the betterment of our students as people.
Profile Image for Joyce.
250 reviews
January 23, 2020
Dit boek begint vrij stevig, met het fileren van allerlei Amerikaanse "discipline programs" en hoe je daarmee van alles bereikt, maar in elk geval geen discipline. School- en opvoedprogramma's die uitgaan van belonen en straffen / behaviorisme hebben we in Nederland wel (denk Triple P en Positive Behavior Support (PBS), maar ze zijn gelukkig niet enorm populair hier. In Amerika is dat een ander verhaal en daarom is het zo fijn dat Alfie Kohn daar zo veel zinnigs over weet te zeggen.
In het tweede deel van het boek gaat hij over op de "Wat dan wel?"-vragen. Hij begint met antwoorden op de vraag waarom het bouwen van een 'community' in je klas zo belangrijk is en hoe je dat zou kunnen doen. En hoe gedrag van kinderen in een klas die werkelijk een community is ook prettiger wordt ervaren. Daarna volgt een interessant deel waarin hij een groep leraren een case voorlegt van een meisje dat de afstandsbediening van de televisie kapot gooit in de klas, en wat zij zouden doen in dat geval. Het gesprek tussen de leraren is interessant om te volgen en laat veel verschillende gezichtspunten zien. Voor Alfie is er niet 茅茅n goede oplossing: zijn bedoeling hiermee is te laten zien dat het pedagogische gesprek, de pedagogische reflectie, tussen leraren te weinig plaatsvindt, om wat voor reden dan ook, terwijl dat wel enorm belangrijk is voor een school en alle mensen daarin.
Het laatste deel bestaat uit vragen van mensen die zijn boek gelezen hebben en nog hun twijfels hebben dan wel nog niet doorgronden wat hij bedoelt. Het zijn vragen die hij vaak krijgt en waarop hij nu ook de antwoorden geeft.
Als je Alfie een beetje kent, is zijn 'theorie' niets nieuws, maar de manier waarop hij zijn opvattingen hier presenteert is wel erg behulpzaam en een must voor elke opvoeder of leraar, imho.
Profile Image for Morgan.
270 reviews8 followers
February 27, 2022
I did not mean for this to be a 12 paragraph essay so strap in:
I was going through my college teaching books and when I found this one about "classroom management," I thought I should reread it. Even if you're not a teacher, you've probably heard about how hard this year has been especially when it comes to behavior. I figured I could use all the help I could get. Full disclosure: I am trained in Love and Logic/Kid Whisper (a practice in which Kohn directly criticizes this book) so my review may be biased but I promise I gave this a chance.

I got the ick from the introduction when Kohn was talking about visiting extraordinary teachers to see their behavior management but he never saw any behaviors when he was there. He said it couldn't be the day/time he went it had to be something else. Well Alfie I don't think you've spent much time in school. Students put on an act for visitors. Now I'm sure those teachers were great but no behaviors馃え...come on. The freaking Kid Whisper himself has heard me talk about real behaviors and scenarios that happened in my classroom during training but when he shows up to observe, he doesn't see those behaviors. Ya know why? There's a strange man with a clipboard in the room and they're are on their best behavior.

What's the task?
ugh, there's a whole section about how when students are off task the teacher must reflect on what the task was and make it more engaging for them. I put on a freakin song and dance (literally) every day to get these kids to learn. If that's not engaging enough, Alfie honey, you're gonna have to give me something better because I'm tapped out. Also, I can not and WILL NOT make every single assignment the most fun assignment ever.

Kohn goes on to say "Coercion is bad" like okay but. his example of separating talking students at the carpet and that it's bad because it's only serving the needs of the teacher and not teaching the students how to solve problems? I am once again asking if this man has actually been in a classroom. Separating taking students benefits literally everyone, I.E, the students who were distracted are no longer together, the class is not interrupted, the teacher can do their job. Also, how is saying no gum in class wrong? My students know anything that causes a problem can be taken away.

I agree with the stuff about punishment and rewards, they're short-term solutions that gain temporary compliance. Woohoo 1 point for Alfie

Now chapter 4 is where he went after 'consequences', Love & Logic, and incidentally me. Time out, Cooldown corner, recovery, whatever you wanna call it. I have it and I "order" students to go there when the situation calls for it. Sue me.

Kohn argues allowing kids to experience natural consequences can be destructive then pulls out the most extreme examples of bullying. Buddy, we're talking about a student's computer not being charged because they didn't plug it in, not years of neglect. Kohn asks "What message do adults send when they deliberately let something unpleasant happen to a child even though they could've intervened?" One that says YOU are responsible for your actions and YOU are capable of solving your problems.

Conflict
That's your big strategy? I teach 1st and 2nd grade it is nonstop conflict. If I took the time to have a conversation every time two students were arguing, nobody would learn anything.

The tale of two Teachers. Give me a mother-trucking break. The teacher who told her class she was tired of waiting for her kids to come in from recess and worried about getting in trouble with the principal only to have them magically line up perfectly the next day. That's cute. I told my class I was afraid of missing someone's bus getting called because they were so loud during dismissal. A student called me a butthead. Times have changed I guess.

My biggest problem with this book is that Kohn gives no alternatives for managing behaviors. I don't know about y'all but I am sick of being told what not to do. Your classroom meetings are great and all but I've got students throwing chairs, fighting, running in and out of the room, cursing me out, destroying property, and generally being disruptive to the point where no one can learn. Oh boy, I'm making my class sound horrible...it can be at times. It definitely would be if my students didn't have consequences for their actions. And if I hear one more thing about relationships, I will drive my car off the nearest cliff. It's not my first day on the job. I know about building relationships.
Don't read this book.
Profile Image for Maria.
272 reviews47 followers
May 4, 2015
袣薪懈谐邪褌邪 薪械 屑懈 泻邪蟹邪 锌芯褔褌懈 薪懈褖芯 薪芯胁芯. 袧械 褔械 褋褗屑 薪褟泻邪泻褗胁 械泻褋锌械褉褌 锌芯 锌械写邪谐芯谐懈泻邪 懈谢懈 锌褗泻 褉芯写懈褌械谢, 芯褌谐谢械写邪谢 12 褍褋锌械谢懈 懈 褖邪褋褌谢懈胁懈 写械褑邪, 蟹邪 泻芯谐芯褌芯 薪褟屑邪 褌邪泄薪懈 胁 写械褌褋泻邪褌邪 锌褋懈褏芯谢芯谐懈褟. 袛械褌械褌芯 屑懈 写芯褉懈 芯褖械 薪械 械 褌褉褗谐薪邪谢芯 薪邪 褍褔懈谢懈褖械. 袧芯 胁褗蟹锌懈褌邪薪懈械褌芯 薪邪 写械褑邪 薪械 械 褉邪泻械褌薪芯 懈薪卸械薪械褉褋褌胁芯, 泻芯谢泻芯褌芯 懈 写邪 褋械 芯锌懈褌邪褌 写邪 薪懈 锌褉芯斜褍褌邪褌 褌芯褔薪芯 褌邪蟹懈 褌械蟹邪.
袗谢褎懈 袣芯械薪 薪械 泻邪蟹胁邪 薪懈褖芯 薪芯胁芯 蟹邪 屑械薪. 袩褉芯斜谢械屑褗褌 胁 褍褔懈谢懈褖邪褌邪 械 褋 褍褔械斜薪邪褌邪 锌褉芯谐褉邪屑邪 懈 褋 芯褌薪芯褕械薪懈械褌芯 薪邪 褍褔懈褌械谢懈褌械 (褋懈褋褌械屑邪褌邪 鈥� 泻芯谢泻芯褌芯 懈 写邪 屑懈 械 薪械锌褉懈褟褌薪邪 褌邪蟹懈 写褍屑邪). 校褔懈谢懈褖械褌芯 械 褋褉械写褋褌胁芯 蟹邪 泻芯薪褌褉芯谢, 蟹邪 写懈褉懈卸懈褉邪薪械 薪邪 屑懈褋谢懈褌械, 褔褍胁褋褌胁邪褌邪, 芯褌谐芯胁芯褉懈褌械, 锌芯胁械写械薪懈械褌芯, 邪 薪械 蟹邪 褍褔械薪械. 校褔械薪械褌芯 锌褉械写锌芯谢邪谐邪 褋胁芯斜芯写邪 薪邪 屑懈褋褗谢褌邪. 孝芯胁邪, 泻芯械褌芯 懈屑邪 胁 褍褔懈谢懈褖邪褌邪 (锌褉械写锌芯谢邪谐邪屑, 懈屑邪 懈 懈蟹泻谢褞褔械薪懈褟) 械 泻芯薪褌褉芯谢. 袛械褑邪褌邪 褌褉褟斜胁邪 写邪 褋械写褟褌 屑懈褉薪芯, 写邪 谐芯胁芯褉褟褌 泻芯谐邪褌芯 谐懈 锌懈褌邪褌, 写邪 薪械 胁褗蟹褉邪蟹褟胁邪褌, 写邪 薪械 褋锌芯褉褟褌 - 芯褋芯斜械薪芯 褋 褍褔懈褌械谢懈褌械, 写邪 写邪胁邪褌 "锌褉邪胁懈谢薪懈褌械" 芯褌谐芯胁芯褉懈 斜械蟹 写邪 谐懈 锌芯写谢邪谐邪褌 薪邪 褋褗屑薪械薪懈械. 袨褋薪芯胁械薪 泻褉懈褌械褉懈泄 写邪谢懈 写械褌械褌芯 褋械 褋锌褉邪胁褟 写芯斜褉械 械 芯褑械薪泻邪褌邪 鈥� 邪泻芯 褋械 写褗褉卸懈 泻邪泻褌芯 褋械 芯褔邪泻胁邪 芯褌 薪械谐芯, 蟹薪邪褔懈 械 鈥炐葱拘毖€芯 写械褌械鈥� 懈 鈥炐狙傂恍秆囆敌解€� 褍褔械薪懈泻.
袝褌芯 褌芯胁邪 械 锌褉芯斜谢械屑褗褌 懈 褌芯泄 械 锌褉械写 芯褔懈褌械 薪懈, 胁懈薪邪谐懈 褋懈 械 斜懈谢 褌邪屑. 袧械 屑芯卸械 芯褋薪芯胁薪邪褌邪 薪懈 褑械薪薪芯褋褌 锌褉懈 胁褗蟹锌懈褌邪薪懈械褌芯 写邪 械 锌芯褋谢褍褕邪薪懈械褌芯, 邪 褋谢械写 褌芯胁邪 写邪 懈褋泻邪屑械 胁褗蟹褉邪褋褌薪懈褌械 写邪 褋邪 芯褌谐芯胁芯褉薪懈, 写邪 懈屑邪褌 泻芯薪褌褉芯谢 胁褗褉褏褍 卸懈胁芯褌邪 褋懈 懈 胁褗褉褏褍 薪械褖邪褌邪, 芯褌 泻芯懈褌芯 蟹邪胁懈褋懈 卸懈胁芯褌褗褌 懈屑.
袦芯卸械 斜懈 屑懈 褋械 懈褋泻邪褕械 袣芯械薪 写邪 械 屑邪谢泻芯 锌芯-褋屑械谢 懈 锌芯-芯褌泻褉懈褌芯 写邪 芯褌谐芯胁芯褉 薪邪 胁褗锌褉芯褋邪 鈥� 泻芯屑褍 械 薪褍卸薪芯 褌芯褔薪芯 褌邪泻芯胁邪 芯斜褉邪蟹芯胁邪薪懈械? 袧芯 懈 褌芯泄 泻邪褌芯 褔械 谢懈 薪械 褋屑械械, 胁褗锌褉械泻懈 褔械 屑薪芯谐芯 械薪械褉谐懈褔薪芯 泻褉懈褌懈泻褍胁邪 褋褗蟹写邪褌械谢懈褌械 薪邪 小褌褉芯谐邪褌邪 写懈褋褑懈锌谢懈薪邪. 小锌芯屑械薪邪胁邪 袛卸芯褉卸 袨褉褍械谢 懈 袚芯谢械屑懈褟 斜褉邪褌, 薪芯 褋邪屑芯 屑懈屑芯褏芯写芯屑. 袠褋褌懈薪邪褌邪 械, 褔械 锌褉邪胁懈褌械谢褋褌胁邪褌邪 懈 褌械蟹懈, 泻芯懈褌芯 薪懈 褍锌褉邪胁谢褟胁邪褌, 薪褟屑邪褌 锌芯谢蟹邪 芯褌 屑懈褋谢械褖懈 褏芯褉邪. 孝褉褟斜胁邪褌 懈屑 褏芯褉邪, 泻芯懈褌芯 懈蟹锌褗谢薪褟胁邪褌, 斜械蟹 写邪 蟹邪写邪胁邪褌 胁褗锌褉芯褋懈. 袠 芯斜褉邪蟹芯胁邪褌械谢薪邪褌邪 褋懈褋褌械屑邪 锌褉芯懈蟹胁械卸写邪 屑邪褋芯胁芯 褌芯褔薪芯 褌邪泻懈胁邪. 袟邪褌芯胁邪 懈 薪褟屑邪 写邪 懈屑邪 锌褉芯屑褟薪邪 芯褌胁褗薪.
袣邪泻胁邪 械 邪谢褌械褉薪邪褌懈胁邪褌邪 薪邪 小褌褉芯谐邪褌邪 写懈褋褑懈锌谢懈薪邪 懈 屑械薪懈写卸屑褗薪褌邪 薪邪 泻谢邪褋邪? 袠褋泻邪褏 写邪 锌褉芯褔械褌邪 褔械褉薪芯 薪邪 斜褟谢芯 芯褌谐芯胁芯褉, 泻芯泄褌芯 写邪 械 泻褉邪褌褗泻 懈 泻邪褌械谐芯褉懈褔械薪, 薪械褖芯 芯褌 褉芯写邪 鈥炐垦€邪胁懈 械写薪芯, 锌褉邪胁懈 写胁械鈥�. 袧芯 褋懈 写邪写芯褏 褋屑械褌泻邪 (褋谢械写 泻邪褌芯 锌褉芯褔械褌芯褏 泻薪懈谐邪褌邪 写芯 泻褉邪褟), 褔械 褌芯胁邪 薪械 械 胁褗蟹屑芯卸薪芯. 袦械褌芯写懈褌械 蟹邪 胁褗蟹锌懈褌邪胁邪薪械 薪邪 屑懈褋谢械褖懈 谢懈褔薪芯褋褌懈 褋邪 褌褉褍写芯械屑泻懈 懈 褉邪蟹谢懈褔薪懈 鈥� 褌芯谢泻芯胁邪 褉邪蟹谢懈褔薪懈, 泻芯谢泻芯褌芯 懈 褏芯褉邪褌邪, 泻芯懈褌芯 褍褔邪褋褌胁邪褌 胁 写邪写械薪邪 谐褉褍锌邪. 袙褋褟泻邪 谐褉褍锌邪 锌芯 褋胁芯泄 薪邪褔懈薪 薪邪屑懈褉邪 褉械褕械薪懈械 薪邪 胁褗蟹薪懈泻胁邪褖懈褌械 锌褉芯斜谢械屑懈. 袧械 屑芯卸械 写邪 懈屑邪 芯斜褖芯胁邪谢懈写薪邪 褉械褑械锌褌邪. 袙褋械 锌邪泻 懈屑邪 薪褟泻芯谢泻芯 芯褋薪芯胁薪懈 薪械褖邪.
袧邪 锌褗褉胁芯 屑褟褋褌芯 械 褉邪胁薪芯锌芯褋褌邪胁械薪芯褋褌 薪邪 写械褑邪褌邪 懈 褍褔懈褌械谢懈褌械 鈥� 褌邪泻邪 胁褋械泻懈 褖械 屑芯卸械 写邪 褋械 懈蟹泻邪卸械 褋胁芯斜芯写薪芯 懈 写邪 褍褔邪褋褌胁邪 胁 懈蟹褉邪斜芯褌胁邪薪械褌芯 薪邪 褉邪斜芯褌械褖 屑芯写械谢. 袗 屑芯写械谢懈褌械 屑芯谐邪褌 写邪 褋邪 泻邪泻褌芯 蟹邪 褍褔械斜薪邪褌邪 锌褉芯谐褉邪屑邪, 褌邪泻邪 懈 蟹邪 胁褗锌褉芯褋懈 芯褌 懈蟹胁褗薪泻谢邪褋薪懈褌械 写械泄薪芯褋褌懈, 芯褌薪芯褕械薪懈褟褌邪 胁 泻谢邪褋邪 懈 泻邪泻胁芯褌芯 写褉褍谐芯 褋械 褋械褌懈屑. 袟邪 褑械谢褌邪 褍褔懈褌械谢懈褌械 褌褉褟斜胁邪 写邪 褋械 芯褌泻邪卸邪褌 芯褌 泻芯薪褌褉芯谢邪 褋懈 胁褗褉褏褍 泻谢邪褋薪邪褌邪 褋褌邪褟, 泻芯械褌芯 屑懈 蟹胁褍褔懈 锌芯褔褌懈 泻邪褌芯 薪邪褍褔薪邪 褎邪薪褌邪褋褌懈泻邪.
袧邪 胁褌芯褉芯 屑褟褋褌芯 褍褔懈褌械谢懈褌械 懈 褍褔械薪懈褑懈褌械 褌褉褟斜胁邪 写邪 懈蟹谐褉邪写褟褌 芯斜褖薪芯褋褌. 孝芯胁邪 芯蟹薪邪褔邪胁邪 写邪 褋械 褔褍胁褋褌胁邪褌 胁 斜械蟹芯锌邪褋薪芯褋褌 蟹邪械写薪芯, 芯褑械薪械薪懈 懈 褍胁邪卸邪胁邪薪懈, 写邪 懈屑邪褌 芯斜褖懈 褑械谢懈 (薪邪锌褉. 薪邪褍褔邪胁邪薪械 薪邪 薪芯胁懈 薪械褖邪, 褋锌褉邪胁褟薪械 褋 胁褗蟹薪懈泻薪邪谢懈 锌褉芯斜谢械屑懈, 锌芯写写褗褉卸邪薪械 薪邪 锌褉懈褟褌械谢褋泻邪 邪褌屑芯褋褎械褉邪). 袨斜褖薪芯褋褌褌邪 械 褌邪泻芯胁邪 褋褗斜懈褉邪薪械 薪邪 褏芯褉邪, 胁 泻芯褟褌芯 胁褋械泻懈 屑芯卸械 写邪 蟹邪锌邪蟹懈 懈薪写懈胁懈写褍邪谢薪芯褋褌褌邪 褋懈, 斜械蟹 芯褌 褌芯胁邪 写邪 褋褌褉邪写邪褌 写褉褍谐懈褌械. 袠 薪械 械 褋褗褖芯褌芯 泻邪褌芯 写邪 锌芯写褔懈薪懈褕 褋械斜械 褋懈 薪邪 薪褍卸写懈褌械 薪邪 泻芯谢械泻褌懈胁邪.
袨褌 锌芯蟹薪邪褌懈褌械 屑懈 屑械褌芯写懈 蟹邪 胁褗蟹锌懈褌邪薪懈械 薪邪 写械褑邪, 懈写械懈褌械 薪邪 袗谢褎懈 袣芯械薪 褋械 锌芯泻褉懈胁邪褌 褋 懈写械懈褌械 薪邪 孝芯屑邪褋 袚芯褉写褗薪 (孝褉械薪懈褉邪薪械 薪邪 褍褋锌械褕薪懈 褉芯写懈褌械谢懈). 袩褉芯斜胁邪谢邪 褋褗屑 屑械褌芯写懈褌械 薪邪 袚芯褉写褗薪 懈 屑芯谐邪 写邪 泻邪卸邪, 褔械 褋邪 褌褉褍写薪懈 蟹邪 锌褉懈谢邪谐邪薪械 斜械蟹 褔芯胁械泻 写邪 褉邪蟹锌芯谢邪谐邪 褋 锌芯写褏芯写褟褖 薪邪褔懈薪 薪邪 屑懈褋谢械薪械 懈 锌芯写褏芯写褟褖懈褌械 懈薪褋褌褉褍屑械薪褌懈 (械蟹懈泻芯胁懈 褍屑械薪懈褟 薪邪锌褉懈屑械褉). 袨褌薪械屑邪褌 胁褉械屑械 懈 械薪械褉谐懈褟, 薪芯 蟹邪 褋屑械褌泻邪 薪邪 褌芯胁邪 写邪胁邪褌 薪械芯褔邪泻胁邪薪懈 褉械蟹褍谢褌邪褌懈. 孝褉褍写薪芯 褋械 芯褌谐谢械卸写邪 写械褌械, 泻芯械锟斤拷芯 褋锌芯褉懈 蟹邪 胁褋懈褔泻芯 懈 薪邪褋褌芯褟胁邪 蟹邪 懈薪褎芯褉屑邪褑懈褟 蟹邪褖芯 褌褉褟斜胁邪 写邪 薪邪锌褉邪胁懈 褌芯胁邪 懈谢懈 芯薪芯胁邪. 孝褉褍写薪芯 褋械 屑邪薪懈锌褍谢懈褉邪 褌芯胁邪 写械褌械 鈥� 褋 薪邪谐褉邪写懈 懈谢懈 薪邪泻邪蟹邪薪懈褟. 孝褉褍写薪芯 械 蟹邪 褉芯写懈褌械谢褟 写邪 褋械 芯褌写械谢懈 芯褌 泻褉邪褌泻芯褋褉芯褔薪邪褌邪 褑械谢 (芯褌懈胁邪薪械 薪邪 胁褉械屑械 薪褟泻褗写械) 懈 写邪 褋谢械写懈 蟹邪 写褗谢谐芯褋褉芯褔薪懈褌械 锌芯谢蟹懈. 袧芯 褉芯写懈褌械谢褟褌 斜懈 斜懈谢 屑芯褌懈胁懈褉邪薪 蟹邪褉邪写懈 写械褌械褌芯 褋懈, 邪 芯斜褉邪蟹芯胁邪褌械谢薪邪褌邪 褋懈褋褌械屑邪 褌褉褟斜胁邪 写邪 锌褉芯懈蟹胁械写械 锌芯褋谢褍褕薪懈 褏芯褉邪 胁 锌芯谢蟹邪 薪邪 械写薪芯 褋锌芯褉薪芯 芯斜褖械褋褌胁芯. 孝.械. 谢懈锌褋胁邪 屑芯褌懈胁邪褑懈褟褌邪 蟹邪 锌褉芯屑褟薪邪.
袝写懈薪褋褌胁械薪邪褌邪 屑懈 薪邪写械卸写邪 械 写邪 懈屑邪 锌芯胁械褔械 泻薪懈谐懈 泻邪褌芯 鈥炐溞秆傃娧� 蟹邪 写懈褋褑懈锌谢懈薪邪褌邪鈥� 懈 褔褉械蟹 褌褟褏 谢械泻邪 锌芯谢械泻邪 写邪 褋械 锌褉芯屑械薪懈 屑懈褋谢械薪械褌芯 - 邪泻芯 薪械 薪邪 胁褋懈褔泻懈, 褌芯 锌芯薪械 薪邪 屑邪谢泻邪 褔邪褋褌 芯褌 褍褔懈褌械谢懈褌械. 袦芯卸械 斜懈 褋谢械写 胁褉械屑械 泻芯谢懈褔械褋褌胁械薪懈褌械 薪邪褌褉褍锌胁邪薪懈褟 褖械 写芯胁械写邪褌 写芯 泻邪褔械褋褌胁械薪懈 懈蟹屑械薪械薪懈褟.
Profile Image for 笑邪褉械胁薪邪.
21 reviews5 followers
November 12, 2016
孝械蟹邪褌邪 薪邪 袗谢褎懈 袣芯薪 械, 褔械 褋褗褋 褋褌褉芯谐邪 写懈褋褑懈锌谢懈薪邪 (屑邪褋芯胁芯 懈蟹锌芯谢蟹胁邪薪懈褟褌 锌芯褏芯写 蟹邪 褍锌褉邪胁谢械薪懈械 薪邪 泻谢邪褋薪邪褌邪 褋褌邪褟 芯褌 锌芯褔褌懈 胁褋懈褔泻懈 褍褔懈褌械谢懈 胁 褌褉邪写懈褑懈芯薪薪懈褌械 褍褔懈谢懈褖邪, 褋胁械卸写邪褖 褋械 写芯 胁褗胁械卸写邪薪械 薪邪 褋懈褋褌械屑邪 芯褌 薪邪谐褉邪写懈 懈 薪邪泻邪蟹邪薪懈褟 褋 褑械谢 锌芯褋褌懈谐邪薪械 薪邪 锌褗谢薪芯 锌芯写褔懈薪械薪懈械) 薪械 褋械 褎芯褉屑懈褉邪褌 薪褉邪胁褋褌胁械薪懈褌械 泻邪褔械褋褌胁邪 懈 褋芯褑懈邪谢薪懈褌械 褍屑械薪懈褟, 泻芯懈褌芯 褋邪屑懈褌械 褍褔懈褌械谢懈 懈薪邪褔械 褋邪 褋懈 锌芯褋褌邪胁懈谢懈 泻邪褌芯 谐谢邪胁薪邪 褑械谢 胁 褉邪斜芯褌邪褌邪 褋懈 褋 写械褑邪褌邪. 袧邪锌褗谢薪芯 褋褗屑 褋褗谐谢邪褋薪邪 褋 褌邪蟹懈 褌械蟹邪 懈 薪邪锌褗谢薪芯 薪械褋锌芯褋芯斜薪邪 薪邪 褌芯蟹懈 械褌邪锌 写邪 褋谢械写胁邪屑 胁 褉邪斜芯褌邪褌邪 屑懈 褋褗写褗褉卸邪褖邪褌邪 褋械 胁 薪械褟 锌褉械锌芯褉褗泻邪. 效褉械蟹 褋懈褋褌械屑邪 芯褌 褋褌褉芯谐懈 锌褉邪胁懈谢邪 懈 械褎械泻褌懈胁械薪 泻芯薪褌褉芯谢 薪邪 褌褟褏薪芯褌芯 褋锌邪蟹胁邪薪械, 胁 薪邪泄-写芯斜褉懈褟 褋谢褍褔邪泄 褋械 锌芯褋褌懈谐邪 褎褍薪泻褑懈芯薪懈褉邪薪械 胁 褉邪屑泻懈褌械 薪邪 褔褍卸写邪 屑芯褉邪谢薪邪 褋懈褋褌械屑邪, 薪芯 薪械 懈 写褗谢斜芯泻芯, 胁褗褌褉械褕薪芯 褍斜械卸写械薪懈械, 褔械 械 锌褉邪胁懈谢薪芯 写邪 褋械 锌芯褋褌褗锌胁邪 褌邪泻邪. 袦芯褉邪谢 薪械 褋械 胁褗蟹锌懈褌邪胁邪 褔褉械蟹 薪邪谢邪谐邪薪械褌芯 屑褍, 泻邪泻褌芯 锌褉邪胁懈屑 胁 褍褔懈谢懈褖械, 褌芯泄 褋械 锌芯褋褌懈谐邪 褔褉械蟹 锌芯褋褌械锌械薪薪芯 褋邪屑芯泻芯薪褋褌褉褍懈褉邪薪械, 蟹邪 泻芯械褌芯 芯斜邪褔械 薪械 褋褗蟹写邪胁邪屑械 薪褍卸薪懈褌械 褍褋谢芯胁懈褟.

孝邪蟹懈 泻薪懈谐邪 泻褉懈褌懈泻褍胁邪 锌芯褔褌懈 胁褋懈褔泻芯, 泻芯械褌芯 褋褗屑 胁懈卸写邪谢邪 写邪 褋械 锌褉邪胁懈 胁 褍褔懈谢懈褖械 锌芯 芯褌薪芯褕械薪懈械 薪邪 写懈褋褑懈锌谢懈薪邪褌邪 懈 褍斜械写懈褌械谢薪芯 写芯泻邪蟹胁邪 薪械谐芯胁邪褌邪 薪械褋褗褋褌芯褟褌械谢薪芯褋褌. 袙褋褟泻邪 褋褌褉邪薪懈褑邪 褉邪蟹斜懈 锌芯 械写薪邪 屑邪谢泻邪 懈谢懈 谐芯谢褟屑邪 懈谢褞蟹懈褟 锌芯 芯褌薪芯褕械薪懈械 薪邪 屑芯褟褌邪 褉邪斜芯褌邪, 褋胁褗褉蟹邪薪邪 锌芯写写褗褉卸邪薪械褌芯 薪邪 褉械写邪 胁 泻谢邪褋薪邪褌邪 褋褌邪褟. 袣邪泻胁邪 械 邪谢褌械褉薪邪褌懈胁邪褌邪? 袛邪写械薪邪 械 胁 泻薪懈谐邪褌邪, 薪芯 械 屑薪芯谐芯 褌褉褍写薪邪 蟹邪 褋谢械写胁邪薪械, 薪械 褋邪屑芯 蟹邪褖芯褌芯 懈蟹懈褋泻胁邪 泻芯褉械薪薪邪 锌褉芯屑褟薪邪 胁 薪邪谐谢邪褋懈褌械 薪邪 褍褔懈褌械谢懈褌械 懈 褋屑械谢芯褋褌 写邪 芯褌褋谢邪斜褟褌 泻芯薪褌褉芯谢邪, 泻芯泄褌芯 懈屑 写邪胁邪 褋懈谐褍褉薪芯褋褌, 褔械 褍锌褉邪胁谢械薪懈械褌芯 械 胁 褌械褏薪懈 褉褗褑械, 薪芯 懈 蟹邪褖芯褌芯 锌褉械写锌芯谢邪谐邪 芯锌褗谢褔胁邪薪械 褋褉械褖褍 胁械泻芯胁薪懈 褌褉邪写懈褑懈懈 懈 薪邪泄-胁械褔械 鈥� 懈蟹锌褉邪胁褟薪械 褋褉械褖褍 胁褋械泻懈 械谢械屑械薪褌 芯褌 褍褔懈谢懈褖薪邪褌邪 褋褉械写邪, 胁 泻芯泄褌芯 褎褍薪泻褑懈芯薪懈褉邪 胁褋械泻懈 褍褔懈褌械谢 褋 褍褔械薪懈褑懈褌械 褋懈.
Profile Image for Book Him Danno.
2,399 reviews77 followers
April 4, 2013
Letting the students work out their own problems is a great plan, yes it will take time for them to learn how to do this, but they will need this skill in the future. Jobs are going to pay you for the work you do, but it isn't always going to be fun just like school. Learning to learn for learning sake is what we want kids to do, so letting them drive the class seems reasonable. Constructivism follows this course, student-centered learning where the teacher is a guide on the side, not the expert, sage on the stage or the dictator.

It will take work to make a classroom student centered, but happier student鈥檚 means more productive students and that would lead to a more positive environment where the students would want to be鈥hat is close to learning for learning鈥檚 sake. We want to build strong leaders for the future, we don鈥檛 want ones that need constant positive reinforcements and constant carrots or they will never be able to think and act for themselves. Making choices and following through with those choices make us feel good about ourselves, our work and our lives. Lets get kids to feel the same way鈥o one likes being told what to do鈥ot you and not students.

Published: Published August 1st 2006 by Association for Supervision & Curriculum Development
ISBN: 9781416604723
Copyright: 2006
191 reviews14 followers
June 10, 2016
Highest possible recommendation. Beyond Discipline is readable and rigorous in its takedown of what doesn't work (threats and treats), what still doesn't work (subtler threats and shinier treats), and what actually helps our students learn to participate productively in a community. Kohn lays out the ground principles of a caring community clearly and convincingly.

As with most PD books, I see low reviews coming from people who wanted concrete techniques to implement directly in the classroom. This is not the right book for you if you need a handful of tricks to address a problematic class. Kohn's work lays out a philosophy of teaching and learning that forces you to reconsider your whole instructional design. It's a wrecking ball, not a repair shop. There's nothing here you can tack on to your existing practice. But if you're ready to dismantle and rebuild, this is an invaluable resource.
Profile Image for Helen.
467 reviews6 followers
December 5, 2021
As an educator for 18 years, I like revisiting these ideas time after time. This years students need the processes presented here more than ever. The pandemic did serious damage to their ability to be together all day. I鈥檓 slowly implementing the ideas presented. It can be demanding, especially when we are all used to the school discipline system (which isn鈥檛 working for my struggling students). Thank the Lord for Allie Kohn!
Profile Image for Gabie (OwlEyesReviews).
1,090 reviews38 followers
June 19, 2018
This book gave me a lot of really rich ideas and strategies for creating community in my future classroom. Although I do not believe that everything in this book is applicable to every situation, I do think that I will use this book as a resource in my future.
Profile Image for Bella.
566 reviews20 followers
June 26, 2023
4.5 stars. God, I love Alfie Kohn. I read this mainly because I wanted something to point to as evidence that children deserve to be treated as humans when I'm deemed too "soft" / nice in the classroom and, moreover, that the compliance we teachers are told to demand does not equate to actual learning. That so many reviewers see this as utopian I think proves Kohn's very point.
Profile Image for Drew Canole.
2,934 reviews33 followers
February 26, 2017
An interesting subject and premise, but I don't think the content justified the length. It's not a long book; it just doesn't have much content. It's a very negative book in that it criticizes at length forms of discipline in the classroom but it doesn't offer much to replace those forms.

Punishment (and reward, which has the same outcome as punishment) allows teachers to gain temporary compliance. It has bad psychological effects on the children. Children grown up can feel these effects, like me who, for the most part, went through the whole punishment/reward system, when they are adults. The book doesn't dwell on the future effects, however. The punishment system also doesn't teach the students anything about why they should behave. It simply gives them an incentive to.

The punishment system also presupposes that what the teachers are having the students do is correct. For example, punishing a kid for not being able to sit still suggests that the kid should sit still. It is likely that this is a ridiculous request - kids are meant to move around. To extent this principle; perhaps it is the curriculum itself that is causing the 'ill' behaviour - kids tend to lose interest if a subject is too easy, too hard, or too repetitive.

Kohn wants teachers to consider what the goal of education is. It is not to 'get students to memorize the names of the founding fathers'. But it is more likely to get students to be independent thinkers, lovers of knowledge and thought, etc.

I already agreed with Kohn going into this book, so perhaps that is why I found it a bit boring - it was trying to convince me of things I am already into. It's almost foreign to me that people would endorse the disciplinary systems Kohn criticizes (can't educators recall their own childhoods?).

The book reads like a dumbed-down version of some of John Dewey's educational works. It's shocking to me that this book is considered a "modern classic" (that label may just be the book publisher being a bit too emphatic) as it really has no new information, it rehashes, simplifies, and puts into digestible form, information that has been in print for at least a hundred years (probably more, as I may discover if I read more on education and children; I mention Dewey because he's what I've read, and he's quite popular).
Profile Image for D.
495 reviews2 followers
February 20, 2013
I like how Alfie Kohn thinks ~ respecting the integrity of each person rather than ramrodding. The principle of community building is reiterated throughout the book. He challenges us to move from control to relationship, from compliance to community -- ostensibly in school, although this is generalizable to all facets of life!

"If we want children to grow up to be compassionate people, we have to help them change educational structures." Mr. Kohn promotes replacing obedience with constructing a caring classroom, recognizing the effort takes time and talent, patience and skill and courage (being willing to take a hard look at one鈥檚 curriculum and give up what we've got for the promise of trust and respect down the line). The new classroom is based on Edward Deci and Richard Ryan's (1990) proposed 3 universal human needs:

1. Autonomy (self-determinism; oneself as origin of decisions rather than victim of things outside one鈥檚 control)
2. Relatedness (connection with others, belonging and love and affirmation)
3. Competence (learning new things, acquiring skills and putting them to use)


"Children act in troubling ways because they are wanting for warm, caring relationships that enable and incline people to act more compassionately."

Teachers model and explain and show you care. Help kids become better problem solvers, and see how actions affect others. Provide guidance when someone is obnoxious rather than enforcing rules. Treat everyone with care and respect.

As we manage the inevitable conflicts (which are useful teaching moments), we can examine our actions and values, and ask: 鈥淐ui bono?鈥� Who benefits? The wrestling with dilemmas, the clash of ideas, the need to take others鈥� needs into account -- these are ultimately more meaningful than any list of rules or guidelines. The process matters at least as much as the product.



Profile Image for Camille.
293 reviews62 followers
March 9, 2012
EXCELLENT BOOK. A Must-Read for all teachers, students, parents...heck, everyone! Thanks to the revelations in this book, I can draw a straight line from the educational system to the violent and punitive society many of us live in. Reward and punishment, "rules" and control, false choices and compulsion to comply...it's no surprise we have such a terribly flimsy democracy here in America. But don't worry, there is an answer. It's community, and Kohn supplies lots of excellent suggestions for how to build it as well as harrowing stories of children as young as 7 years, who are working towards building democratic classroom communities. This is a quick and interesting read and I can't recommend highly enough.
140 reviews1 follower
February 7, 2012
Kohn spends a lot of time writing about why conventional discipline doesn't work and cites many studies for proof. He states that building a community is more important, but gives disappointingly little advice on how to achieve that. He gives some lists of principles to follow but then says he can't give specifics because each situation is different. It would have been a much more compelling book if he had included more sample scenarios and conversations such as he wrote in the last chapter.
Profile Image for Kalyn.
49 reviews
June 23, 2016
So much food for thought! So important to think about why we do the things we do in a classroom, and the real impact of consequences and quasi-choices.

"The only way to help students become ethical people, as opposed to people who merely do what they are told, is to have them construct moral meaning. It is to help them figure out - for themselves and with each other - how one ought to act."
28 reviews1 follower
Read
July 9, 2008
I'm excited for the next school year. I can't imagine ever going back to the way I used to do things. I wish someone had given me this book and The Schools Our Children Deserve (by Kohn) my first year of teaching.
1,351 reviews
July 20, 2013
People weren't using the term "restorative justice" as much when Kohn wrote this book, but it surely applies. I found this book to be a more focused and convincing read, with more practical suggestions, than "Unconditional Parenting." I like his "class meetings" ideas.
Profile Image for Rose Peterson.
303 reviews19 followers
August 24, 2016
I appreciate Kohn's criticism of classroom management and advocacy for community building but feel his argument could have been made in half as many pages.
Profile Image for Sami.
192 reviews
April 23, 2023
1. Major Literary Elements
Within Beyond Discipline: From Compliance to Community, there are three main literary elements utilized throughout the book that plays a large role in helping the author, Alfie Kohn, get his point across. These three main literary elements are anecdotes, dialogue, and themes. The anecdotes provide readers with real-life examples of how discipline is used or not used in states across the nation. Dialogue is used throughout Beyond Discipline to convey responses from real teachers and organizations on their opinions on what discipline and community should look like in the classroom. Lastly, Kohn uses themes, such as good versus bad, in order to illustrate why teachers should move beyond looking for compliance in classrooms and move towards community.
2. Strengths and Weaknesses
In my personal opinion, of the three literary elements present, I feel that the anecdotes worked best in Kohn's writing. As mentioned in the previous section, the anecdotes provided me specifically how Kohn wanted a classroom that went beyond compliance (and discipline) to be situated and structured. Because of the anecdotes, I could better visualize what Kohn meant. Kohn's explanations were great, but, without the anecdotes, I was a little lost; I was unsure of how the theory would work in practice or reality. It also allowed me better insight into the "how tos" and "how not tos" of creating classroom community.
While I have to say that I did enjoy this book better than most class-required readings, my main point of contention with the book was the explanation of how not to achieve classroom community and why teachers should not implement disciplinary practices such as rewards and punishment. A reader should understand the "bad" and why the author believes it is bad before dissecting the "good" and why we should have it. But, my problem with the explanation of the bad is that I thought that it was dragged out too much, especially relative to the focus on how a classroom should be run to foster a good classroom community. I think to improve on this Kohn could have either expanded on how to foster community or even limited commentary on bad practices. On another note, I also did not appreciate Kohn鈥檚 assertion that with classroom community there is no need for discipline without any research to back the claim up.
3. Context
I have not read any other books by Alfie Kohn, but I decided to read Beyond Discipline because of the title. As a future teacher, the topic of discipline has made me wary because there are a lot of controversial things regarding discipline such as what is considered "right", whether teachers have the right to discipline, as well as the non-academic situations that may cause students to act out in the first place. I hoped in reading this book I would get a clearer understanding of how to deal with the subject of discipline in general. In my case, I can say that I have (and learned the merits of building community over prioritizing discipline).
Beyond Discipline is one of Kohn's earliest books. This book is not a sequel to his other works. Some of Kohn's other books concern discipline while other books written by him focus on topics regarding how school should be structured among other concepts. Kohn wrote Beyond Discipline in order to make teachers aware of the fact that discipline and control from the teacher are not necessary to run a successful classroom. Rather, Kohn posits that community within the classroom negates the use of discipline and ensures a democratic and caring environment for students. The NAIS academic forum says the book is 鈥渞eally about doing the essential work that will help democracy thrive鈥�.
4. Summary
In Beyond Discipline: From Compliance to Community, Alfie Kohn invites teachers to step away from the traditional methods of discipline such as rewards and punishments and the belief that their main purpose is to take control of their students. Instead, Kohn reasons that compliance in students comes from letting students have their voices and opinions heard through a democratic classroom and ensuring a classroom filled with community. With a democratic and community-filled classroom, discipline is no longer a dilemma in the classroom.
This book definitely changed my perspective and thoughts for the better. I now realize that how things are done today in schools (but also in general) needs to be questioned in terms of its effectiveness. While I do believe that rules need to be in place in certain circumstances, some rules are present merely because of the attitudes that adults have towards children not necessarily because they need to be there. As for my recommendation, I would recommend this book to others. I think that it would help others in starting to question what we have had in place for so long and think of more alternatives that would better serve students. (Though, to end this on a negative note, I am still a bit skeptical about how community totally eradicates a need for discipline.)
1 review
May 2, 2023
Beyond Discipline by Alphie Kohn starts as an expository essay that focuses on the problem of 鈥渃lassroom management鈥� and the solution of community building. There is use of several clich茅s associated with well-known programs designed to assist teachers in 鈥榤anaging鈥� their classrooms. This essay also uses foreshadowing to keep interest in early chapters where it starts to feel redundant during the first four chapters as it tears down Assertive discipline, 21st century discipline, Discipline with dignity and other programs that have been popular with schools and professional development. These foreshadowing segments help to keep interest of the reader. As the book shifts from this critique to describing its own method of creating school and classroom culture to include students in the process of creating a community of learners, the author uses dialogue frequently to demonstrate how important he feels it is that teachers talk with each other about how to handle various situations that they may encounter.

One of the most frustrating aspects of this book is the first four chapters. The expository essay style was redundant and caused me to lose interest in what Kohn was trying to say. As stated above, the only portion that kept me interested in the first few chapters was the foreshadowing of what Kohn wanted to talk about in the last 4 chapters鈥搕hat foreshadowing was the only portion that was positive in the first four chapters. In my experience, this is a common way that education textbooks are written. For this reason, I would suggest skimming through chapters 1-4 and focus more energy on chapters 5-8 and the afterward. The dialogue used in chapters 7 and 8 was very helpful in demonstrating how teachers can work through situations together, thereby helping teachers be in community with each other as well as with their students. It isn鈥檛 explicitly said, but when teachers are in a community, the students will feel that and it helps to build community in the whole school.

This book is the first Kohn book that I have read, however the style one that I feel is typical of education texts with a long background for why change is needed before introducing a new method or procedure. I chose this book because I have followed the above mentioned 鈥榗lassroom management鈥� techniques without much long-term success and I wanted to learn a way to create a culture of learning in my classroom that was less work for me in the long run. This book doesn鈥檛 really give me anything that is less work, in fact this might be more work, however it would help to create a culture where learning can happen鈥揳nd isn鈥檛 that every teacher鈥檚 goal?

I would recommend this book as an introduction to different ideas in how to create a community of learners, however I do think that more research by a teacher is needed to provide teachers with various tools to help them create that community. I think that the Afterward and Appendices of this 10th anniversary edition aren鈥檛 to be skipped and Kohn attempts to clear up and answer questions that many educators have had. These answers help to fill in the gaps in how to actually implement Kohn鈥檚 plan of Beyond Discipline. I look forward to implementing some of these ideas in the future. I will say that Kohn鈥檚 style is probably not my personal style, but that doesn鈥檛 mean that I can鈥檛 implement portions of it that will not help my classroom be more of a community of learners, especially during that self-absorbed age of teenagers who struggle to see beyond themselves and their own needs.
Profile Image for Rebecca.
442 reviews108 followers
March 26, 2018
I did not find anything Earth shattering in this book. However, I think Kohn's work belongs in the conversation of how to create safer, stronger schools. He argues that students need to be given more choice and say in the running of their schools and classrooms. His claim is founded in the idea that one only learns through exposure and practical experience. If teachers and administrators are left to make all the decisions surrounding student conflict, students never learn how to problem solve when they encounter concerns with others.

While I agree with what Kohn postulates, I was put off by the dated research and programs he highlights in the book. Many of the practices that he outlines are not longer be used in most schools. However, he is not wrong in pointing them out, as they have played a major role in shaping existing thinking and programs. I wished that more focus was placed on this rather than taking quotes from 1963 to make comparisons.

In the end, I think that Kohn's push for to switch power and control from teachers/administrators to students is apt. It is timely in consideration of the activists emerging from the horror of school shootings. In many respects, the adults of today have failed America's youth in protecting them and giving them the guidance they need to prepare for tomorrow's world. Asking teachers t0 think critically about ways to hand over more control to students and act put learning in their hands is admirable.

A book worthy of reading. However, serious consideration should be given to some of his more heavy handed ideas about public praise and two hour class meetings. Despite some of my misgivings, I think this book should be a part of the dialogue surrounding school programing and culture.
Profile Image for Scott Rushing.
353 reviews1 follower
October 12, 2024
I found this book after reading Becky Kennedy鈥檚 book Good Inside. That book revolutionized the way we approach parenting, and it led me to wonder if there were any books that applied a similar approach to classroom behavior management.

Beyond Discipline is both radical and somewhat conventional. I say conventional because some of the ideas that he advocates for in 1996 are commonplace now, such as Advisory periods for SEL instruction.

But the primary focus of this book is to scrap traditional discipline methods of rewards and consequences in favor of a more democratic method that allows students to have choices about everything from instructional delivery to behavior ideals.

There are some ideas in here that I have intuitively incorporated into my teaching. One example is that I often listen to my students when they are avoiding work or off task on an assignment and distracting their classmates. But I say often, because sometimes my patience is thin, I鈥檓 worn out, or time is short because our lesson plans call for us to do too much in the time allotted.

This leads me to my major critique, which is a common one that the author must hear because he addressed it head on in his afterword. I have never taught in a school where this is the culture, and students adapt to the culture of the school. Furthermore, I have never seen this methodology in action from another teacher. So putting these abstract ideas in practice with no modeling is a messy risk. That is a difficult challenge when Kohn already admits that a democratic approach to classroom management already requires a slow and patient adoption process.
Profile Image for Eshaneh.
74 reviews
February 4, 2018
I resonated with Kohn's perspective and logic. I have also seen that all too often, rewards and punishments backfire with children, and get in the way of children developing a true sense of consideration for others and a sense of morality. It seems that not much has changed since Kohn first published the book in 1996. There is still a hyper focus on classroom management, instead of developing a sense of community in the classroom, which would likely reduce things like bullying also. The only criticism I have of this book is that Kohn only made passing mention to children with disabilities. There is now data showing that children with disabilities are more likely than non-disabled peers to be severely disciplined (including restraint, suspension, etc.); and children with disabilities who are also children of color are the most likely to be severely disciplined. And to be fair, that research had not been done at the time Kohn first wrote this book, however, there were indications that it was happening. Overall, though, I think the book is excellent and wish more educators would read it.
2 reviews
October 5, 2024
As a pre-service teacher, we were assigned this book to read. I LOVED it. I felt like all of my gut feelings about the education system were validated and expanded upon.

I am now in my first year teaching and I am NOT, by any stretch of the imagination, following the philosophy of this book.

One of the main themes of the book is that discipline satisfies a short-term goal but sends a long-term message that is harmful. The problem is, I only have the energy to worry about the short term goals when I have 140 students and at least five of them are disrespectful toward me every day.

In my heart, I want to run a classroom the Kohn way but I don鈥檛 know how. I鈥檓 not confident that it鈥檚 possible in our public school system.
Profile Image for Gracie Hopkins.
48 reviews
August 2, 2019
Alfie Kohn鈥檚 work has great impacted who I am as a professional. He critiques the status quo of schools with such intellect and inquiry. I appreciated this book for its deep contemplation of why the teaching profession is the way that it is. We must recognize our own faults and temptations as a profession that work to oppress students and police their actions and bodies. We must analyze why schools are the way that they are if we are to truly transform it.
Profile Image for RandomScholar.
37 reviews
August 14, 2017
This book is a must-read for anyone working with children, but especially educators. This book draws on past research to critique the punishment/reward system while simultaneously offering advice on how to build responsible, caring communities within the classroom. I would recommend this book to every teacher, parent, and administrator I know.
Profile Image for Jessica Chandler.
27 reviews
December 11, 2020
Beyond Discipline鈥檚 Promise is Still Beyond Me

I don鈥檛 buy in to all that Kohn presents in this book, nor do I see punishment as exclusively negative as Kohn would like to present. I do agree with his assessment for the need to build community through authentic choices, but it seems he views the resolutions achieved only through hyperbolic means.
2 reviews
September 21, 2018
An amazing book. Alfie Kohn really raises some serious questions and debunks many of the discipline myths. I spent twice the time I usually spend on a book because at almost every paragraph I had to stop and reflect on the point being made. I connected to almost all of it. A big Thumbs UP!!
Profile Image for Kirsten stracke.
93 reviews6 followers
May 2, 2020
This might have been earth-shattering for its time, but I don't know that you could say that anymore. It was interesting to read on the heels of a How the Other Half Learns, a book about No Excuses charter schools.
Profile Image for Jenny.
408 reviews7 followers
May 7, 2020
Mind blown. Yes to all of it. Never have I ever highlighted books in references to build a follow-up TBR before this. Can't wait to re-read my notes and spend the next three (or more?) months figuring out how to put this into practice.
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