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| About the Author | |
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| Acknowledgments | |
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| Introduction | |
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| Introduction to the Second Edition | |
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| Why Look at Great? | |
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| Studying Effective Teachers | |
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| It's People, Not Programs | |
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| Programs Come and Go | |
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| How Open Classrooms Got Started | |
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| Assertive Discipline: The Problem or the Solution? | |
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| It's Not What You Do, It's How You Do It | |
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| The Poor Lecturer's Classroom | |
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| The Power of Expectations | |
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| Expectations | |
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| Rules | |
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| Stop the Thumping! | |
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| Consequences | |
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| Set Expectations at the Start of the Year | |
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| We Are Still Undefeated | |
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| If You Say Something, Mean It | |
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| The Football Coach | |
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| This Time, I Really Mean It | |
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| Smile When You Say That | |
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| When You Are Ready | |
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| From Four to Three | |
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| Class Rules the Day | |
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| Prevention versus Revenge | |
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| When a Student Misbehaves | |
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| Sending Students to the Office | |
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| "Nuthin' Happened" | |
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| A Teacher's Bag of Tricks | |
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| Respect Your Students, Their Parents-and Yourself | |
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| Twenty-Four Students on the Side of the Teacher | |
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| Restoring Trust | |
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| High Expectations-for Whom? | |
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| Are High Expectations Important? | |
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| Who Is the Variable? | |
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| Who Is the Variable in the Classroom? | |
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| What If the Students Do Poorly? | |
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| How Do We Deal with the Demands of Others? | |
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| Focus on Students First | |
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| Change for Students' Sake? | |
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| How Broad Is Your Vision? | |
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| Three Ways to React | |
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| Focus on Colleagues Second | |
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| The Hotel California | |
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| Remember What Matters | |
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| How Do You View Your Siam? | |
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| Ten Days Out of Ten | |
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| We Never Forget That One Time | |
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| You Do Not Have to Like the Students | |
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| The Power of Praise | |
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| Five Strategies That Help Praise Work | |
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| Too Much Nice | |
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| Be the Filter | |
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| How Is Your Day Going? | |
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| The Angry Parent | |
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| When the Teacher Sneezes | |
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| One Goal, Every Day | |
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| Where the Elite Meet? | |
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| The World Outside School | |
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| "This Is the Worst Group of Kids We've Ever Had" | |
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| Perception Can Become Reality | |
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| Don't Need to Repair-Always Do Repair | |
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| Some Never Need to Repair-But Always Do | |
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| Some Always Need to Repair-But Never Do | |
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| I Am Sorry That Happened | |
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| The Highway Patrol | |
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| The Ability to Ignore | |
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| Hey, Pretzel Face! | |
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| Ignore Minor Errors | |
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| Understand the High Achievers | |
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| Random or Plandom? | |
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| Why Does Jimmy Always Pick Billy? | |
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| The All-school Assembly | |
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| The Faculty Meeting | |
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| Base Every Decision on the Best People | |
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| Shoplifters Will Be Prosecuted! | |
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| This Means You! | |
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| What Will the Best Students Think? | |
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| The Best Students Will Be "Fine" No Matter What | |
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| The Teacher's Pet | |
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| In Every Situation, Ask Who Is Most Comfortable and Who Is Least Comfortable | |
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| Treat Everyone as If They Were Good | |
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| Uncomfortable Feelings Make People Change-One Way or Another | |
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| Pay for Performance | |
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| Put Yourself in Their Position | |
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| Teacher Pleasers | |
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| Model the Behavior You Expect | |
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| How Others See Us | |
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| What Do You Choose to Be? | |
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| What About These Darn Standardized Tests? | |
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| Without Success, Tests Become the School | |
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| Raise Those Test Scores! | |
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| Keep Testing in Perspective | |
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| So, You Want to Improve Your Reading Scores? | |
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| Make It Cool to Care | |
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| Having a "Cool" Classroom | |
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| The Great Teacher | |
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| Merry Christmas, Everyone! | |
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| Who Are the Legends? | |
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| Touch the Heart, Then Teach the Child | |
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| Clarify Your Core | |
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| Seventeen Things That Matter Most | |
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| References | |