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Preface | |
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New to this Edition | |
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The Primary Purpose of this Book | |
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The Nature of this Book and Primary Audiences | |
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The Chapters and How They Are Presented | |
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Review and Feedback from Authorities | |
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Timeline of Major Contributions in Discipline | |
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Acknowledgements | |
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How do I Begin Organizing a System of Discipline that Meets my Needs? | |
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What is Classroom Discipline and How Do I Encourage Productive Efforts in my Classroom? | |
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A Preview of this Chapter | |
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What to Look for in This Chapter | |
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Professionalism in Teaching and Discipline | |
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Seven Suggestions for Moving Toward Higher Levels of Professionalism | |
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Behavior, Misbehavior, and Discipline | |
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Contrasting the Behavior in Two Classrooms | |
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A Closer Look at Student Misbehavior | |
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Developing a Personalized Approach to Discipline | |
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A Rubric for Planning a Personal System of Discipline | |
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Professional and Philosophical Considerations | |
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Specifics of My Discipline Plan | |
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Communicating the Discipline Plan to Students and Others | |
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For Reflection and Orientation: 20 Groups of Questions about Discipline | |
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Terms and Concepts Emphasized in this Chapter | |
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Activities | |
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References | |
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How Can I Anticipate My Students' Behavior, and How do I Recognize and Deal with Factors that Promote Misbehavior? | |
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A Preview of this Chapter | |
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What to Look for in this Chapter | |
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Typical Behaviors and Interests of Students at Four Levels of Development | |
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Needs, Interests, and Habits that Motivate Behavior (and Misbehavior) | |
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Discussing Needs, Interests, and Habits with your Students | |
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Exploring What Students Need and Want in Teachers and Schools | |
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Socio-cultural Realities that Influence Behavior | |
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Values that are Usually Emphasized in Schools | |
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Areas Where Values May Come into Conflict | |
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Economic Realities that Impinge on Student Behavior | |
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Hidden Rules of Students in Poverty | |
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Why Some Students feel Undervalued and Powerless | |
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General Suggestions for Working with Students from all Societal and Economic Groups | |
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Personal and Environmental Factors that Promote Misbehavior | |
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Conditions that Reside in Individual Students | |
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Conditions that Reside in Class Peers and Groups | |
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Conditions that Reside in Instructional Environments | |
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Conditions that Reside in Teachers and Other School Personnel | |
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Terms Emphasized in this Chapter | |
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Activities | |
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References | |
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How do I Recognize and Deal with Atypical Behavior that is Neurological-Based? | |
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A Preview of This Chapter | |
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What to Look for in this Chapter | |
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Overview of Neurological Based Behavior | |
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Principal Diagnoses Related to Neurological Based Behavior | |
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A Word about Brain Injuries | |
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Indicators of NBB | |
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Sensory Integration Dysfunction | |
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Attention Deficit Hyperactivity Disorder (ADHD) | |
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Oppositional Defiant Disorder (ODD) | |
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Bipolar Disorder | |
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Learning Disabilities (LD) | |
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Autism Spectrum Disorder (ASD) | |
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Fetal Alcohol Spectrum Disorder (FASD) | |
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Rage | |
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Medication for Students with Behavioral Issues | |
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Concluding Remarks | |
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Terms and Concepts Emphasized in this Chapter | |
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Activities | |
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References | |
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What Are the Foundations that Underlie Today's Best Systems of Discipline? | |
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A Preview of this Chapter | |
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Understandng Group Dynamics: Fritz Redl and William Wattenberg | |
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Principles of Behavior Shaping: B.F. Skinner | |
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Behavior as Choice: William Glasser | |
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Lesson Management: Jacob Kounin | |
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Congruent Communication: Haim Ginott | |
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Human Needs and Democratic Teaching: Rudolf Dreikurs | |
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Assertive Discipline: Lee and Marlene Canter | |
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Responsibility and Inner Discipline: Barbara Coloroso | |
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Classroom Learning Communities: Alfie Kohn | |
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Terms Highlighted in this Chapter | |
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Activities | |
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References | |
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What are Some of Today's Most Outstanding Approaches to Classroom Discipline? | |
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How Does Ronald Morrish use Purposeful Teacher Guidance to Establish Class Discipline? | |
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A Preview of Morrish's Approach to Discipline | |
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What to Look for in this Chapter | |
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How and Why Modern Discipline has Gone Wrong | |
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Morrish's Solution-Real Discipline | |
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Maxims Regarding the Mindset for Real Discipline | |
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The Three-Phase Approach to Real Discipline | |
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Training for Compliance | |
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Teaching Students How to Behave | |
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Managing Student Choice | |
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Planning and Implementing the Discipline Program | |
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Developing Teacher-Student Relationships | |
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Consequences in Real Discipline | |
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About Motivation and Rewards | |
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Don't Promote Self-Indulgence | |
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When Students Fail to Comply | |
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Summary Rubric for Applying Real Discipline in the Classroom | |
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Terms Emphasized in this Chapter | |
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Concept Cases | |
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You Are the Teacher | |
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Activities | |
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References | |
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How Do Harry and Rosemary Wong use Responsibilities and Procedures to Establish Class Discipline? | |
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A Preview of this Chapter | |
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What to Look for in This Chapter | |
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A Quick Read of The Wongs's Principal Suggestions | |
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About Roles and Responsibilities | |
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About Classrooms and Procedures | |
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About School | |
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About Teaching | |
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About Testing and Evaluation | |
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About Discipline | |
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About The First Day of Class | |
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About The First Week of Teaching | |
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A Discipline Plan | |
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Planning and Organizing | |
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Procedures, and What They Entail | |
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Examples of Procedures in a Fourth Grade Classroom | |
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How to Begin a Class Successfully | |
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The First Five Minutes are Critical | |
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The First Day of School | |
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The First Ten Days of School | |
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Procedures for Cooperative Work Groups | |
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A Word to Secondary Teachers | |
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Summary Rubric for Applying The Wong's Suggestions in the Classroom | |
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Concept Cases | |
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You Are The Teacher | |
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Activities | |
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References | |
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How Does Fred Jones Establish Class Discipline by Keeping Students Responsibly Involved? | |
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A Preview of Jones's Approach to Discipline | |
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What to Look for in this Chapter | |
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Problems that Jones brought to Light | |
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Massive Time Wasting | |
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Student Passivity. | |
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Aimlessness. | |
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Helpless Handraising. | |
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Ineffective Nagging. | |
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Jones's Conclusions about What Effective Teachers Do | |
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Conserve Time and Don't Allow Students to waste it. | |
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Clearly Communicate They Mean Business. | |
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Place Clearly-Defined Limits on Behavior. | |
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Keep Students Actively Engaged in Learning. | |
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IIncrease Student Motivation and Responsibility through Judicious use of Incentives. | |
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Provide Help Efficiently During Independent Work. | |
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Jones's Study Group Activity | |
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Summary Rubric for Implementing Jones's Approach in the Classroom | |
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Special Terms in Jones's Approach | |
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Concept Cases | |
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You Are the Teacher | |
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Activities | |
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References | |
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How does William Glasser use Choice Theory and Quality Education to Establish Class Discipline? | |
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A Preview of Glasser's Approach to Discipline | |
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Glasser's Long-Lasting Influence | |
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Major Concepts in Glasser's Noncoercive Discipline | |
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Further Clarification of Glasser's Noncoercive Discipline | |
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Meeting Students' Needs | |
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Quality Curriculum | |
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Quality Teaching | |
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More on Lead Teaching | |
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Choice Theory Applied to the Classroom | |
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The Relation of Quality Teaching to Discipline | |
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When Rules Are Broken | |
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Moving Toward Quality Classrooms | |
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Eliminating The Seven Deadly Habits | |
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Emphasizing the Seven Connecting Habits | |
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Gaining the Benefits of Quality Classrooms | |
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Summary Rubric for Implementing Glasser's Ideas in the Classroom | |
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Terms and Concepts Emphasized in this Chapter | |
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Concept Cases | |
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You Are The Teacher | |
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Activities | |
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References | |
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How does Spencer Kagan Use Structures and Teacher-Student Same-Side Collaboration to Establish Class Discipline? | |
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A Preview of Kagan's Approach to Discipline | |
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What to Look for in this Chapter | |
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Win-Win Discipline Overall | |
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Goal, Elements, and Procedures | |
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The ABCD of Disruptive Behavior | |
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Student Positions and their Effect | |
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Structures, Application, and Timing | |
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More on Structures for the Moment of Disruption | |
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More on Structures for Follow-Up | |
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More on Structures for Long-Term Success | |
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More on Structures for Promoting Life Skills | |
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Intervention Strategies for Types of Misbehavior | |
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For attention seeking behavior | |
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For attempts to avoid failure or embarrassment | |
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For being angry | |
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For control-seeking | |
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For overly energetic students | |
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For bored students | |
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For uninformed students | |
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Parent and Community Alliances and Schoolwide Programs | |
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Establishing Win-Win Discipline in the Classroom | |
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Brief Review of Win-Win Discipline | |
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Summary Rubric for Applying Win-Win Discipline | |
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Special Terminology in Win-Win Discipline | |
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Concept Cases | |
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You Are the Teacher | |
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Activities | |
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References | |
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How Does Marvin Marshall Establish Discipline by Activating Internal Motivation and Raising Student Responsibility? | |
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A Preview of Marshall's Approach to Discipline | |
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What to Look for in this Chapter | |
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Ten Practices that Damage Teaching and How They can be Corrected | |
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The Power of Internal Motivation | |
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Two Ways of Managing People | |
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Marshall's Hierarchy of Social Development | |
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Value of the Hierarchy | |
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Teaching the Hierarchy to Students | |
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25 Tactics Useful in Stimulating Students to Behave Responsibly | |
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How to Intervene when Students Misbehave | |
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Summary of the Marvin Marshall Teaching Model | |
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Self-Evaluation for Teachers | |
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Summary Rubric for Applying Marshall's System in the Classroom | |
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Terms and Concepts Emphasized in this Chapter | |
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Concept Cases | |
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You Are the Teacher | |
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Activities | |
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References | |
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How Does Craig Seganti Use Positive Teacher Leverage and Realistic Student Accountability to Establish Class Discipline? | |
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A Preview of Seganti's Approach to Discipline | |
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What to Look for in this Chapter | |
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Key Attitudes and Skills in Seganti's Approach | |
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Teacher Attitude that Promotes High Quality Discipline and Teaching | |
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Student Accountability and 11 Rules that Promote It | |
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Leverage that Ensures Students Comply with the Rules | |
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Management Tactics that Support Desirable Behavior | |
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Putting Seganti's Approach into Effect | |
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Types of Students to Look For | |
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The Doorway and Establishing Expectations | |
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Assigning Seats | |
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Learning Students' Names | |
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Establishing Leverage | |
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Excluding Students from your Class | |
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Role of Administrators, Counselors, and Parents | |
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Closing Comment from Mr. Seganti | |
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Summary Rubric for Applying Seganti's Approach in the Classroom | |
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Terms and Concepts Emphasized in this Chapter | |
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Concept Cases | |
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You Are The Teacher | |
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Activities | |
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References | |
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What Additional Strategies Might I Use to Enhance My Personal System of Discipline? | |
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How Do Top Teachers Establish Personal Influence with Students who are Difficult to Manage? | |
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Chapter Preview | |
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Dave Hingsburger's Technique: Use Power Sparingly and Grasp the Student's Point of View | |