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| Preface | |
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| Iterative Case Study Analyses | |
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| Iterative Case Study Analysis: First Analysis | |
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| Foundations | |
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| The Basics | |
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| Principles of Classroom Management | |
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| Prereading Questions for Reflection and Journaling | |
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| Introduction | |
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| Defining the Process of Teaching | |
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| Getting Students to Respond | |
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| "Why Study? We Don't Get Enough Time for the Test Anyway!" | |
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| Principles of Classroom Management | |
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| Professional Decision-Making Hierarchy | |
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| The Vice-Principal Wants to See Whom? | |
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| Summary | |
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| References | |
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| Exercises | |
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| Nature of the Discipline Problem | |
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| Principles of Classroom Management | |
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| Prereading Questions for Reflection and Journaling | |
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| Introduction | |
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| Defining a Discipline Problem | |
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| Can a Teacher Be a Discipline Problem? | |
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| Problem Student Behavior Outside the Definition | |
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| Extent of the Problem | |
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| Solving a Motivational Problem | |
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| The Effect of Classroom Discipline Problems on Teaching and Learning | |
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| Discipline: A Costly Waste of Time | |
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| The Ripple Effect | |
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| Summary | |
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| References | |
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| Exercises | |
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| Understanding Why Children Misbehave | |
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| Principles of Classroom Management | |
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| Prereading Questions for Reflection and Journaling | |
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| Introduction | |
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| Societal Changes | |
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| The Knowledge Explosion and the Erosion of Respect for Authority | |
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| The Knowledge Explosion, Teacher and Student Feelings of Frustration, and the Relevancy of Schooling | |
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| "This Is the Greatest Thing That Has Happened to Me in Twenty Years of Teaching" | |
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| Television and Violence | |
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| Who Really Cares? | |
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| Television and Alternative Role Models | |
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| Changes in Ethnicity | |
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| Failure to Meet Children's Basic Needs | |
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| The Home Environment | |
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| Hanging on the Corner | |
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| Marital Conflict | |
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| The School Environment | |
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| Physiological Needs | |
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| Forgetting to Sit Down | |
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| Safety and Security Needs | |
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| There Must Be a Better Way | |
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| Too Much Noise | |
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| Afraid of Going to School | |
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| Belonging and Affection Needs | |
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| Turning Off Students | |
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| Children's Pursuit of Social Recognition and Self-Esteem | |
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| Social Recognition | |
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| "I'm Going to Be Sorry When Fifth Grade Is Over" | |
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| Seeking Faulty Goals | |
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| Self-Esteem | |
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| Bullying | |
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| "Get Out of My Face" | |
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| Stages of Cognitive and Moral Development | |
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| Cognitive Development | |
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| Moral Development | |
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| Behavior: The Interaction of Cognitive and Moral Development | |
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| Instructional Competence | |
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| Not Being Able to Teach | |
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| Summary | |
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| References | |
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| Exercises | |
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| Philosophical Approaches to Classroom Management | |
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| Principles of Classroom Management | |
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| Prereading Questions for Reflection and Journaling | |
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| Introduction | |
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| The Tricks-of-the-Trade Approach | |
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| Teacher Power Bases | |
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| Referent Power | |
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| The Involved Teacher | |
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| Expert Power | |
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| Her Reputation Precedes Her | |
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| Legitimate Power | |
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| "School Is Your Job" | |
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| Reward/Coercive Power | |
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| Going to Recess | |
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| Theories of Classroom Management | |
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| Student-Directed Management | |
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| Handling Disruptive David | |
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| Collaborative Management | |
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| Teacher-Directed Management | |
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| Summary | |
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| References | |
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| Management Models on the Web | |
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| Exercises | |
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| Iterative Case Study Analysis: Second Analysis | |
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| Prevention | |
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| The Professional Teacher | |
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| Principle of Classroom Management | |
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| Prereading Questions for Reflection and Journaling | |
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| Introduction | |
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| The Basics of Effective Teaching | |
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| Lesson Design | |
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| Student Motivation: Teacher Variables | |
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| The Popcorn Popper | |
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| Talking between Classes | |
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| Nonconstructive Feedback | |
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| Teacher Expectations | |
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| Classroom Questioning | |
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| Maximizing Learning Time | |
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| Allocated Time | |
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| Time-on-Task | |
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| Beyond the Basics | |
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| Teaching for Understanding | |
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| Authentic Instruction | |
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| Emphasis on Thinking and Problem-Solving Skills | |
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| Creating Communities of Learners | |
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| Teaching toward Multiple Intelligences | |
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| Cooperative Learning in Biology | |
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| Differentiating Instruction | |
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| Student Motivation: Student Cognition | |
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| Three Years of History Rolled into One | |
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| Summary | |
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| References | |
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| Exercises | |
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| Structuring the Environment | |
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| Principles of Classroom Management | |
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| Prereading Questions for Reflection and Journaling | |
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| Introduction | |
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| Designing the Physical Classroom Environment | |
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| Environmental Conditions | |
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| Use of Space | |
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| Seating Arrangements | |
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| Bulletin Boards and Display Areas | |
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| Fourteen to Ten, Music Wins | |
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| Establishing Classroom Guidelines | |
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| Having Your Name Placed on the Board Isn't Always Bad | |
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| Classroom Procedures | |
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| Classroom Rules | |
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| The Need for Rules | |
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| Determining Necessary Rules | |
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| Developing Consequences | |
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| Communicating Rules | |
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| Obtaining Commitments | |
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| "I Don't Know if I Can Remember" | |
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| "I'm Not Promising Anything" | |
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| Calling Out Correct Answers | |
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| Teaching and Evaluating | |
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| The Smiley Face Self-Analysis | |
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| The Cultural Embeddedness of Rules and Guidelines | |
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| Creating Group Norms to Structure Appropriate Behavior | |
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| Summary | |
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| References | |
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| Exercises | |
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| Iterative Case Study Analysis: Third Analysis | |
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| Interventions for Common Behavior Problems | |
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| Coping with Common Behavior Problems: Nonverbal Interventions | |
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| Principles of Classroom Management | |
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| Prereading Questions for Reflection and Journaling | |
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| Introduction | |
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| Prerequisites to Management | |
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| Surface Behaviors | |
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| Proactive Intervention Skills | |
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| "... 3, 2, 1, Blast Off" | |
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| Remedial Intervention Skills | |
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| Planned Ignoring | |
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| Signal Interference | |
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| Proximity Interference | |
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| Touch Interference | |
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| Effectiveness of Nonverbal Intervention Skills | |
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| Notes versus Math | |
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| Let Your Fingers Do the Walking | |
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| Summary | |
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| References | |
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| Exercises | |
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| Coping with Common Behavior Problems: Verbal Interventions and Use of Logical Consequences | |
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| Principles of Classroom Management | |
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| Prereading Questions for Reflection and Journaling | |
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| Introduction | |
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| Blowing His Stack | |
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| Classroom Verbal Intervention | |
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| Jimmy, the Little Sneak | |
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| Adjacent (Peer) Reinforcement | |
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| Calling on the Student/Name-Dropping | |
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| Humor | |
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| Questioning Awareness of Effect | |
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| Sending an "I Message" | |
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| Direct Appeal | |
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| Positive Phrasing | |
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| "Are Not For's" | |
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| Reminder of the Rules | |
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| Glasser's Triplets | |
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| Explicit Redirection | |
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| Canter's "Broken Record" | |
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| Comply or Face the Logical Consequences: "You Have a Choice" | |
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| When "You Have a Choice" Doesn't Work | |
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| "Doing Nothin'" | |
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| Summary | |
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| References | |
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| Exercises | |
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| Interventions for Chronic Behavior Problems | |
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| Classroom Interventions for Chronic Behavior Problems | |
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| Principles of Classroom Management | |
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| Prereading Questions for Reflection and Journaling | |
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| Introduction | |
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| "I Just Dropped My Book" | |
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| Long-Term Problem-Solving Strategies | |
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| Relationship Building | |
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| Darnell | |
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| Relating to Cindy | |
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| Breaking the Cycle of Discouragement | |
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| Talking to Solve Problems | |
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| Receiving Skills | |
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| Sending Skills | |
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| Asking Authentic Questions | |
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| Specific Short-Term Problem-Solving Strategies | |
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| Self-Monitoring | |
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| Anecdotal Record Keeping | |
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| Behavior Contracting | |
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| Summary | |
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| References | |
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| Exercises | |
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| Seeking Outside Assistance | |
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| Principles of Classroom Management | |
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| Prereading Questions for Reflection and Journaling | |
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| Introduction | |
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| The Nature of Persisting Misbehavior | |
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| Failure in the Classroom Environment | |
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| Failure Outside the Classroom Environment | |
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| Failure as a Result of Primary Mode of Conduct | |
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| When Outside Assistance Is Needed | |
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| The Referral Process | |
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| The Role of the Counselor | |
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| The Role of the Administrator | |
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| The Role of the School Psychologist | |
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| The Consultation Team | |
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| Working with Parents | |
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| When Parents Should Be Contacted | |
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| The Importance of Working with Parents | |
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| In Order to Drive, You Must Speak Spanish | |
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| Understanding Parents | |
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| Conducting Parent Conferences | |
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| "Won't Be Much Help" | |
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| Symptoms of Serious Problems | |
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| Legal Aspects of Seeking Outside Assistance | |
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| Summary | |
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| References | |
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| Exercises | |
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| Iterative Case Study Analysis: Fourth Analysis | |
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| The Discipline Problem Analysis Inventory (DPAI) | |
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| Have I Done All I Can to Prevent Misbehavior? | |
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| Chapter t: The Basics | |
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| Chapter 2: Nature of the Discipline Problem | |
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| Chapter 3: Understanding Why Children Misbehave | |
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| Chapter 4: Philosophical Approaches to Classroom Management | |
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| Chapter 5: The Professional Teacher | |
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| Chapter 6: Structuring the Environment | |
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| Am I Effectively Resolving Misbehavior? | |
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| Chapter 7: Coping with Common Behavior Problems: Nonverbal Interventions | |
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| Chapter 8: Coping with Common Behavior Problems: Verbal Interventions and Use of Logical Consequences | |
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| Chapter 9: Classroom Interventions for Chronic Behavior Problems | |
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| Chapter 10: Seeking Outside Assistance | |
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| General Guidelines for Working with Special Needs Students | |
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| Decisions and Tasks for Beginning the School Year | |
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| Index | |