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| The Author | |
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| Acknowledgments | |
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| How to Use This Book | |
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| DVD Contents | |
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| Foreword | |
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| Preface | |
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| Introduction | |
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| Structure Your Classroom for Success | |
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| Vision: Understand key concepts about managing student behavior | |
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| Understand the Basic Principles of Behavior Modification and Your Role in That Process | |
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| Understand Motivation and the Variables That Can Be Manipulated to Increase It | |
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| Develop and Implement Guidelines for Success | |
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| Maintain High Expectations for Students' Academic and Behavioral Performance | |
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| Initiate and Maintain Family Contacts | |
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| Initial Contact | |
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| Ongoing Contact | |
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| In Conclusion | |
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| Grading and Instruction: Design instruction and evaluation systems | |
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| Develop Clear Goals for Each Class You Teach | |
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| Design Instruction and Evaluation Procedures That Create a Clear Relationship between Student Effort and Success | |
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| Establish a System to Provide Students Feedback on Behavior and Effort; Incorporate This into Your Grading System | |
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| Establish a Grade Percentage for Classroom Behavior or Effort | |
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| Determine the Approximate Number of Total Points Students May Earn During the Term | |
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| Determine the Approximate Number of Total Points Based on Behavior and Effort | |
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| Design an Efficient System for Monitoring and Recording Daily Classroom Behavior Points | |
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| Determine the Impact of Excused and Unexcused Absences on Your Grading of Behavior and Effort | |
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| Assign Weekly Performance Points and Provide Feedback to Students | |
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| Summary of Behavior Feedback Within Grading Systems | |
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| Design Procedures for Students to Receive Feedback on Each Aspect of Their Behavioral and Academic Performance and to Know Their Current Grades | |
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| Implement Effective Instructional Practices | |
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| Teacher's Presentational Style | |
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| Actively Involving Students in Lessons | |
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| Ensuring High Rates of Student Success | |
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| Providing Students with Immediate Performance Feedback | |
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| Present Desired Tasks to Your Students in a Manner That Will Generate Their Enthusiasm | |
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| In Conclusion | |
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| Organization: Prepare routines and procedures | |
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| Arrange the Schedule of Activities for Each Class Period to Maximize Instructional Time and Responsible Behavior | |
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| Arrange the Physical Space in Your Classroom to Promote Positive Student-Teacher Interactions and Reduce Disruption | |
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| Decide on a Signal You Can Use to Immediately Quiet Your Students and Gain Their Full Attention | |
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| Design Efficient, Effective Procedures for Beginning and Ending the Class Period | |
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| Entering Class | |
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| Opening Activities | |
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| Materials | |
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| Dealing with Students Returning after an Absence | |
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| End of Class or Period | |
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| Dismissal | |
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| Design Effective, Efficient Procedures for Assigning, Monitoring, and Collecting Student Work | |
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| Assigning Classwork and Homework | |
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| Collecting Completed Work | |
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| Returning Graded Work to Students | |
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| Late or Missing Assignments | |
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| Manage Independent Work Periods | |
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| In Conclusion | |
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| Classroom Management Plan: Plan to encourage responsible behavior and to respond consistently to student misbehavior | |
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| Adjust the Structure of Your Management Plan Based on Your Needs and the Needs of Your Students | |
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| Consider Your Needs | |
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| Consider Your Students' Needs | |
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| Identify the Level of Structure You Will Use | |
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| Identify and Post Three to Six Classroom Rules That Will Be Used as a Basis for Providing Positive and Corrective Feedback | |
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| Develop a Plan for Correcting Early-Stage Misbehaviors | |
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| Proximity | |
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| Gentle Verbal Reprimand | |
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| Discussion | |
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| Family Contact | |
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| Humor | |
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| Restitution | |
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| Conclusion | |
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| Develop Consequences for Rule Violations | |
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| Loss of Point | |
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| Time Owed | |
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| Time-Out | |
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| Restitution | |
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| Detention | |
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| Demerits | |
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| Office Referral | |
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| Know When and When Not to Use Disciplinary Referral | |
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| In Conclusion | |
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| Teach Expectations | |
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| Expectations: Plan to teach students how to be successful | |
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| Define Clear and Consistent Behavioral Expectations for All Regularly Scheduled Classroom Activities | |
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| Define Clear and Consistent Behavioral Expectations for the Common Transitions, Both within and between Activities, That Occur during a Typical School Day | |
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| Develop a Preliminary Plan, and Prepare Lessons for Teaching Your Expectations to Students | |
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| In Conclusion | |
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| Preparation and Launch: Pull it all together for the first day | |
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| Finalize Your Classroom Management Plan, and Prepare to Communicate That Plan to Your Students | |
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| Complete Your Preparations for the First Day | |
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| Implement Your Plan for the First Day | |
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| Communicate Your Expectations | |
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| Monitor Student Behavior | |
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| Give Students Feedback on Their Implementation of Expectations | |
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| Gradually Decrease the Amount of Time You Spend Teaching Expectations, Procedures, and Routines | |
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| Mark on Your Planning Calendar Particular Times When You Will Reteach Your Expectations | |
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| In Conclusion | |
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| Observe Student Behavior | |
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| Monitor Student Behavior: Implement and adjust your classroom management plan | |
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| Circulate When Possible, and Scan All Sections of the Classroom Continuously | |
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| Circulating | |
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| Visual Scanning | |
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| Auditory Scanning | |
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| Collect Objective Data about Classroom Behavior, and Adjust Your Management Plan Accordingly | |
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| Champs and Achieve versus Daily Reality Rating Scales | |
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| Ratio of Interactions Monitoring Forms | |
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| Misbehavior Recording Sheet | |
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| Grade Book Analysis Worksheet | |
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| On-Task Behavior Observation Sheet | |
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| Opportunities to Respond Observation Sheet | |
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| Student Satisfaction Survey | |
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| In Conclusion | |
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| Interact Positively | |
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| Motivation: Enhance students' desire to succeed | |
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| Understand the Importance of Building Personal Relationships with Students | |
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| Use Every Possible Opportunity to Provide Each Student with Noncontingent Attention | |
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| Give Students Positive Feedback on Their Successes in a Variety of Ways | |
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| Plan to Interact at Least Three Times More Often with Students When They Are Behaving Appropriately Than When They Are Misbehaving | |
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| Effectively Employ a Classwide System or Systems If Needed to Increase Motivation and Responsible Behavior | |
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| Identify Problems, Goals, Level of Structure Needed, and the Type of System You Will Use | |
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| Select a System and Prepare to Implement It | |
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| Identify How You Will Maintain, Modify, and Fade a Reward-Based System | |
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| Menu of Classwide Systems | |
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| Reward-Based Systems for High-Structure Classes | |
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| Reward-Based Systems for Medium-Structure Classes | |
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| Nonreward-Based Systems for Low-Structure Classes | |
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| In Conclusion | |
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| Correct Fluently | |
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| Proactive Planning for Chronic Misbehavior | |
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| Use Effective Correction Techniques | |
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| Addressing Chronic Misbehavior | |
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| Analyze and, If Needed, Adjust the Implementation of Your Basic Management Plan | |
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| Analyze and, If Needed, Adjust the Strategies You Are Using to Build a Positive Relationship with This Student | |
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| Analyze the Misbehavior and Develop a Function-Based Intervention | |
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| Intervention Planning Steps | |
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| Identify the target (problem) behavior and collect objective data; Use those data as you proceed to step 2 | |
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| Develop a hypothesis (educated guess) about the function of the misbehavior | |
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| Identify Any Specific Contexts or Conditions (Time, Locations, Tasks) When the Target Behavior Typically Occurs (or Does Not Occur) | |
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| Develop a Preliminary Behavior Change (Intervention) Plan Based on Your Hypothesis about the Function of the Misbehavior and Your Understanding of When (Under What Conditions) the Behavior Typically Occurs | |
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| Develop an Intervention for Awareness-Type Misbehaviors | |
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| Make Sure the Student Knows What Behavior You Expect Her to Exhibit (the Target or Coal Behavior) | |
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| Respond to Instances of the Misbehavior in a Manner That Lets the Student Know That She Is Not Meeting the Goal | |
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| Monitor the Students Behavior So That You and the Student Will Have an Objective Basis for Discussing Progress | |
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| Provide Positive Feedback When the Student Improves | |
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| Develop an Intervention for Ability-Type Misbehaviors | |
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| At a Neutral Time, Have a Discussion and Provide Information That Teaches the Replacement Behavior | |
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| Correct Errors in a Manner That Provides Instruction | |
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| Make Accommodations to Increase the Student's Chance of Success | |
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| Provide Positive Feedback When the Student Is Successful or Improves | |
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| Develop an Intervention for Attention-Seeking Misbehaviors | |
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| Determine Whether Ignoring Is an Appropriate Response | |
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| Discuss the Proposed Plan with the Student | |
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| When the Misbehavior Occurs, Continue What You Are Doing and Provide Positive Feedback to Other Students | |
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| When the Attention-Seeking Misbehavior Ceases, Give the Student Attention | |
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| Maintain Frequent Interactions with the Student When He Is Not Misbehaving | |
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| Monitor the Students Behavior to Determine Whether Progress Is Being Made | |
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| Develop an Intervention for Habitual and Purposeful Types of Misbehaviors | |
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| Remove Any Positive or Satisfying Aspects of Demonstrating the Misbehavior | |
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| Demonstrate to the Student That Positive Behavior Leads to Positive Results | |
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| Respond to the Misbehavior by Assigning Appropriate Corrective Consequences | |
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| Implement the Intervention Plan for Purposeful/Habitual Misbehavior | |
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| Discuss Your Preliminary Intervention Plan with the Student and, If Appropriate, the Students Family | |
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| Implement the Intervention Plan for at Least Two Weeks; Continue to Collect Data on the Target Behavior to Evaluate the Plan's Effectiveness | |
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| In Conclusion | |
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| The Evidence Base behind Discipline in the Secondary Classroom | |
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| Schoolwide Implementation of Discipline in the Secondary Classroom | |
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| Cultural Competence | |
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| Professionalism for the First-Year Teacher | |
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| Mapping Discipline in the Secondary Classroom to a Framework for Teaching | |
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| CHAMPS Icons | |
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| References | |
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| Name Index | |
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| Subject Index | |
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| How to Use the DVD | |