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Preface | |
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Acknowledgments | |
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Two Notes to the Reader | |
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The Foundation of the Healthy Classroom | |
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The Healthy Classroom | |
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Student Wellness and the Healthy Classroom | |
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Dimensions of Student Wellness | |
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Mutual Respect and Trust | |
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Control and Wellness: Empowerment | |
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Making the Commitment to the Healthy Classroom | |
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The Teacher's Challenge: Four Critical Issues | |
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Equality | |
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Diversity | |
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The Power of the Student | |
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Common Goals | |
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Teachers Can Make A Difference | |
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Summary of Major Points in Chapter 1 | |
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The Healthy Classroom Teacher | |
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Teaching Styles | |
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The Autocratic or Controlling Teacher | |
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The Permissive Teacher | |
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The Healthy Teacher | |
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Expanding Teacher Leadership Roles Beyond the Classroom | |
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Redefining Teacher Leadership Roles | |
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The School as a Community | |
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What Is a Family? | |
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Parent Involvement in Education | |
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What Is Parent Involvement? | |
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Barriers to Parent Involvement | |
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The Importance of Healthy Communication between Teacher and Parent | |
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Linking School and Family Partnerships and Multicultural Education | |
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Connecting the School and Parents of Exceptional Children | |
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Connecting the Family and the School to Community Services | |
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Summary of Major Points in Chapter 2 | |
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The Foundation of Healthy Classroom Motivation | |
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Healthy Classroom Motivation | |
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Self-Esteem | |
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Resiliency | |
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Psychological Hardiness | |
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Humanistic Psychology | |
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Meeting Human Needs: A Prerequisite to the Healthy Classroom | |
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The Basic Psychological Needs | |
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The Difference between Needs and Wants | |
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Applying Resiliency Principles in the Classroom | |
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The Role of Perceptual Psychology in Psychosocial Wellness | |
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The Role of Existentialism in Psychosocial Wellness | |
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The High School Dropout: A Profile of Unfulfilled Needs | |
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Summary of Major Points in Chapter 3 | |
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Motivating Students in the Healthy Classroom | |
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Motivation: Acceptance and Significance | |
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Motivation and Acceptance | |
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Messages of Acceptance | |
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Accepting Students for Who They Are | |
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A Simple Gesture | |
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Demonstrating That You Care For and Accept Each Student | |
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Personal Biases Affect Acceptance | |
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Motivation and Significance | |
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Making Students Feel Significant | |
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Setting Goals | |
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Leaders Help Others to Reach Goals | |
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Participation and Involvement | |
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Empowerment Through Participation | |
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Providing Opportunities for Contribution | |
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Setting Boundaries on Student Participation | |
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Delegation of Responsibility | |
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Student Decisions | |
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Culturally Sensitive Lesson Plans Increase Significance | |
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Summary of Major Points in Chapter 4 | |
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Motivation: Feeling Capable | |
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Making Students Feel Capable | |
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Barriers Constructed by Teachers That Obstruct a Student's Success | |
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Helping Students with Disabilities | |
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Structure For Success Rather Than Failure | |
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Instruction Strategies That Promote Success, Not Failure | |
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Summary of Major Points in Chapter 5 | |
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Motivation: Health and Safety | |
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Health Concerns of the Twenty-First Century | |
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Health Problems and Youth | |
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The Teacher's Role in Educating Students About Health Behaviors | |
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Health Status of Minority Americans | |
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Cultural Sensitivity | |
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Cultural Customs and Behaviors | |
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Examples of Cultural Factors That Affect Health | |
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School Health and Food Services | |
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When Is a Child Too Ill to Be in Your Class? | |
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School Food Services | |
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Promoting Physical and Emotional Safety | |
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Physical Safety/School Violence | |
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School Violence: Tragic Headline Stories | |
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Students as Victims of Violence | |
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Characteristics of At-Risk Youth | |
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Developing School Safety Programs | |
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Gangs | |
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Reporting Child and Sexual Abuse | |
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Physical Safety/Accident Prevention | |
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Is It Possible to Be Too Overprotective? | |
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Emotional Safety | |
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The Effects of Emotional Assaults | |
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Summary of Major Points in Chapter 6 | |
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Communication in the Healthy Classroom | |
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Communication Skills | |
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Listening Reflects Acceptance and Significance | |
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Empathy Not Sympathy | |
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Can You Develop Empathy? | |
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Students Need to Be Understood | |
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Listening for Feelings | |
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Practice the Art of Listening | |
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The Skill of Reflective Listening | |
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Cultural Differences Can Impair Communication | |
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Intercultural Differences and Similarities in Nonverbal Communication | |
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Guidelines for Communicating with Students with Disabilities | |
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The Major Barrier to Healthy Communication | |
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When Does the Teacher Get to Speak? | |
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Wants into Words: Healthy Communication | |
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Anger Affects Healthy Communication | |
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When a Student's Words or Actions Affect the Teacher's Emotional Well-Being | |
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Putting It All Together: The Completed Message | |
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Further Thoughts about Healthy Communication | |
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Using Encouragement Instead of Praise | |
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The Praise Craze | |
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The Ulterior Motives of Most Praise | |
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Insulting Through Praise | |
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Praise That Does Not Match the Student's Perception | |
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Overpraising | |
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An Alternative to Praise | |
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Summary of Major Points in Chapter 7 | |
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Communication: Resolution and the Class Meeting | |
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Healthy Resolution | |
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Caring and Respect as the Foundations of Negotiations | |
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Operating Assumptions for Approaching Conflict | |
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The Four Steps to Problem Solving for Teachers and Students | |
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When Students Do Not Want to Participate in the Spirit of Fair Negotiations | |
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What If the Teacher Makes a Mistake? | |
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What Is a Class Meeting? | |
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What a Class Meeting Is Not | |
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The Class Meeting Foundation: Mutual Respect and Emotional Honesty | |
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The Class Meeting Structure | |
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How To Have Effective Class Meetings | |
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Ground Rules for a Class Meeting | |
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Getting Started | |
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Start Slowly | |
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The Class Vision | |
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Common Questions about Class Meetings | |
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Summary of Major Points in Chapter 8 | |
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Discipline in the Healthy Classroom | |
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Discipline: Discipline Styles and the Goals of Behavior | |
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Styles of Discipline | |
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Autocratic Discipline | |
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Permissive Discipline | |
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Healthy Discipline | |
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Discipline and Cultural Bias | |
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Discipline and Gender | |
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Discipline and the Exceptional Child | |
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Classroom Control Through Motivation | |
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Twelve Helpful Hints to Reduce Discipline Problems | |
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Common Classroom Discipline Problems | |
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Understanding the Goals of Behavior | |
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The Four Mistaken Goals of Behavior | |
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Attention-Seeking | |
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Power | |
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Revenge | |
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Self-Imposed Inadequacy | |
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Why Mistaken Goals of Behaviors Do Not Work | |
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Identifying the Mistaken Goal of Behavior | |
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Prescriptions for Each Mistaken Goal | |
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Responses to Attention-Seeking Behavior | |
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Responses to Power Behavior | |
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Responses to Revenge Behavior | |
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Responses to Assumed Inadequacy Behavior | |
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Goals Beyond the Dreikurs Basic Four | |
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Summary of Major Points in Chapter 9 | |
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Discipline: Rules, Consequences, and Controlling the Physical Environment | |
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Sending Firm Messages and Establishing Rules and Procedures | |
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Firm Messages | |
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Soft Messages | |
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Class Rules and Procedures | |
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What Makes a Good Rule? | |
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Administering Consequences: Making Students Accountable for Their Behavior | |
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When Students Keep Challenging Certain Rules | |
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Student Input | |
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Rules Should Be Flexible and Negotiable | |
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Using Procedures to Prevent Problems | |
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Minor Misbehaviors: Keeping Students On-Task | |
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Cueing with Hand Signals | |
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Managing the Physical Environment | |
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The Action Zone | |
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Arranging Student Space | |
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Other Factors That Contribute to the Emotional Environment of the Classroom | |
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Natural and Logical Consequences | |
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Natural Consequences | |
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Logical Consequences | |
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Help Students Learn from Their Mistakes | |
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Time-Out as a Logical Consequence | |
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The Difference between Punishment and Consequences | |
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Teaching Beyond Consequences | |
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Summary of Major Points in Chapter 10 | |
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Appendices | |
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Humanistic Psychology | |
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Activities to Enhance Acceptance | |
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High Risk Health Behaviors | |
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Barriers to Health Care for Minority Populations | |
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A Facilitator's Guide to Healthy Classroom Management | |
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The Student with a Disability | |
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Multicultural Magazines and Journals | |
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References | |
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Author Index | |
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Subject Index | |