| |
| |
| Preface | |
| |
| |
| |
| Optimizing Student Success Developing and Implementing a Comprehensive | |
| |
| |
| Optimizing Approach to Classroom Discipline | |
| |
| |
| Developing a Personal System of Discipline | |
| |
| |
| Five Guiding Principles in Building a Personal System of Discipline | |
| |
| |
| Notes on Professionalism, Ethics, and Legalities On-Going Attention to the Five Principles | |
| |
| |
| Three Contributions from Preservice Teachers Two Sample Plans from Teachers | |
| |
| |
| In Service Consultant: Barbara Coloroso on the Purpose and Practice of Discipline | |
| |
| |
| In Summary | |
| |
| |
| References | |
| |
| |
| |
| Preventing Misbehavior Taking Proactive Steps to Prevent the Occurrence of Misbehavior in the Classroom | |
| |
| |
| Chapter Preview Definitions of Misbehavior | |
| |
| |
| Types of Misbehavior Causes of Misbehavior and What to Do about Them | |
| |
| |
| Causes of Misbehavior that Reside in Individual Students | |
| |
| |
| Causes of Misbehavior that Reside in Class Peers and Groups | |
| |
| |
| Causes of Misbehavior that Reside in Instructional Environments | |
| |
| |
| Causes of Misbehavior that Reside in Teachers and Other School Personnel Recognizing and Correcting Teacher Misbehavior | |
| |
| |
| Consultant: C. M. Charles on Preventing Misbehavior through Synergetic Teaching | |
| |
| |
| In Summary | |
| |
| |
| References | |
| |
| |
| |
| Clarifying Expectations Explicitly Teaching Students | |
| |
| |
| How They Are Expected to Conduct Themselves in the Classroom | |
| |
| |
| Chapter Preview Clarifying Behavior Expectations for your Class C. M. Charles on the Teacher/Student Cooperative Approach | |
| |
| |
| Consultant: Ronald Morrish on the Teacher-Structured Approach | |
| |
| |
| Consultant: Harry K. Wong on Classroom Procedures A Sample of Wongs Advice | |
| |
| |
| The First Five Minutes are Critical How to Establish Procedures for Your Classroom | |
| |
| |
| Classroom Procedures Must Be Taught About Classrooms, Teachers, and Procedures | |
| |
| |
| About Roles and Responsibilities About Discipline | |
| |
| |
| More about the First Day | |
| |
| |
| About The First Week of Teaching | |
| |
| |
| In Summary | |
| |
| |
| References | |
| |
| |
| |
| Establishing Trust and Civility Establishing and Maintaining an Atmosphere of Trust and Civility in your Classroom | |
| |
| |
| Chapter Preview The Meaning and Importance of Trust in the Classroom | |
| |
| |
| Ethical Principles that Promote Trust The Meaning and Importance of Civility in the Classroom | |
| |
| |
| Consultant: P. M. Forni on Civility and Considerate Behavior | |
| |
| |
| Consultant: Michele Borba on Developing Moral Intelligence | |
| |
| |
| The Nature of Moral Intelligence | |
| |
| |
| The Seven Virtues of Goodness Why Building | |
| |
| |
| Moral Intelligence is Worth the Effort Teaching | |
| |
| |
| Moral Intelligence in the Schools | |
| |
| |
| The Relation of Moral Intelligence to Classroom Discipline | |
| |
| |
| The Patient Teacher | |
| |
| |
| In Summary | |
| |
| |
| References | |
| |
| |
| |
| Intervening Positively Dealing with Misbehavior in a Positive and Productive Manner that Maintains Student Cooperation and Preserves Good Relationships | |
| |
| |
| Chapter Preview Normal Tactics for Use at the Moment of Disruption | |
| |
| |
| Suggestions from Haim Ginott Suggestions from Linda Albert Suggestions from William Glasser Suggestions from Marvin Marshall Suggestions from Barbara Coloroso Suggestions from Spencer Kagan Suggestions from Ronald Morrish Suggestions from C. M. Charles Suggestions from Michele Borba Suggestions from EdFord Tactics for Use with Students who are More Difficult to Manage Richard Curwin and Allen Mendler on At-Risk Students Marvin Marshall on Working with Disaffected | |
| |
| |
| Teenagers Barbara Coloroso on Dealing with Bullying and Hate Crimes | |
| |
| |
| In Summary | |
| |
| |
| References | |
| |
| |
| |
| Adjusting Instruction Teaching in a Quality Manner, with the Instructional | |
| |
| |
| Program Aligned with Students Trai | |