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| Acknowledgments | |
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| About the Author | |
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| Introduction | |
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| The Role of Discipline | |
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| Discipline in Classrooms, Families, and Society | |
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| Communities That Affect Children's Development | |
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| Family Expectations and Classroom Expectations | |
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| Discipline From the Inside Out | |
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| Practice Makes Better | |
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| Appropriate Discipline Develops Social Competence | |
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| Chapter Highlights | |
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| Time and Using Timeout | |
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| Before Timeout: Understanding Children's Sense of Time | |
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| Children's Sense of Time | |
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| Making Time Relevant to Children | |
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| Or Else! | |
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| When There Isn't One "Best" Choice | |
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| Likability, Validation, Acceptance, and Connection | |
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| Unconditional Love and Conditional Acceptance | |
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| Chapter Highlights | |
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| Three Common Uses of Timeout and Why They Fail to Work | |
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| The "Suffering" Theory of Timeout | |
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| The "Think About It" Theory of Timeout | |
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| The "How Would You Like It Ifï¿½Ç " Theory of Timeout | |
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| Chapter Highlights | |
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| The Community Theory of Timeout That Works | |
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| The Three Rules of Community | |
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| The Gift of Timeout | |
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| Chapter Highlights | |
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| Applying Timeout Effectively | |
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| Begin With Basic Boundaries and Instructions | |
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| Return to Timeout | |
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| Timeout Again? | |
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| Timeout in Perspective | |
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| Moving From Timeout to a Plan: Doing Something Differently | |
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| Chapter Highlights | |
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| Setting and Following Through With Boundaries | |
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| Boundaries: The Foundation for Growth and Change | |
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| Block Negative Behaviors First | |
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| Clarify Boundaries and Consequences | |
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| Ambiguity Won't Work | |
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| Chapter Highlights | |
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| Follow-Through and Consistency | |
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| Follow Through With Verbal and Nonverbal Messages | |
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| Be More Stubborn Than Your Students | |
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| Constantly and Consistently Reinforce Behavior | |
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| Beyond Boundaries, Consequences, Follow-Through, and Consistency | |
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| Chapter Highlights | |
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| Punishment, Praise, and Rewards | |
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| How and Why Punishment Works-and Doesn't Work | |
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| Motivation to Misbehave | |
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| Immunity to Punishment | |
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| Intensification and Abusive Behavior | |
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| Admitting It's Time for a Change | |
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| Discipline Is More Than Punishment Alone | |
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| Chapter Highlights | |
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| The Effective and Judicious Uses of Praise | |
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| Praise the Person, Not the Behavior | |
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| Self-Awareness of Achievement: The True Reward | |
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| Attention, Appreciation, and Material Rewards | |
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| Chapter Highlights | |
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| The Most Important Lesson of Choices | |
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| A Multiple-Choice World | |
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| Rewarding Children for Meeting Expectations | |
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| Consequences for Poor Choices Are Necessary | |
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| Reasonable and Unreasonable Behaviors | |
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| Reflecting on Your Own Choices | |
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| Chapter Highlights | |
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| Motivating Reward Systems: Key Issues and Effective Principles | |
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| Rewards as a Part of the Process, Not the Total Process | |
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| A Reward System Cannot Become a Punishment System | |
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| Principles of an Effective Reward System | |
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| Chapter Highlights | |
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| Rewards-Only Behavior Plans | |
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| "Rewards-Only" Means Just That | |
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| Basic Terms of the Plan | |
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| Make the Plan Practical | |
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| Success in One Area of Behavior Transfers to Other Areas | |
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| Chapter Highlights | |
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| Connecting Goals to Motivating Rewards | |
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| Defining Goals and Rewards | |
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| Choosing Quantifiable Goals | |
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| Defining and Quantifying Desirable Behaviors | |
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| Short-Term, Midterm, and Long-Term Goals | |
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| Goals That Involve Time Frames | |
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| Remember, No Punishments | |
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| Children Should Choose Their Rewards (Within Reason) | |
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| Age-Appropriate and Individually Tailored Rewards | |
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| Rewarding Consistency With Bonuses | |
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| Examples of Rewards-Only Incentive Plans | |
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| Always Follow Through | |
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| Chapter Highlights | |
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| Recognizing and Responding to Specific Behaviors and Emotions | |
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| When There Is More to It: Helping Children With Deeper Issues | |
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| Happy Children Act Out Too | |
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| Is This an Angry Child? | |
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| Is This a Sad Child? | |
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| Is This a Fearful or Anxious Child? | |
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| Is This a Child Who Is Holding Unprocessed Pain or Loss? | |
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| Is This a Child Who May Need a Referral to a Specialist? | |
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| Chapter Highlights | |
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| Conclusion: Now What? | |
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| Asking Questions | |
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| From Observations to Results | |
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| Be a Teaching Artist | |
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| References | |
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| Index | |