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Preface | |
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Iterative Case Study Analyses | |
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Iterative Case Study Analysis: First Analysis | |
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Foundations | |
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The Basics | |
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Principles of Classroom Management | |
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Prereading Questions for Reflection and Journaling | |
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Introduction | |
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Defining the Process of Teaching | |
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Getting Students to Respond | |
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"Why Study? We Don't Get Enough Time for the Test Anyway!" | |
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Principles of Classroom Management | |
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Professional Decision-Making Hierarchy | |
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The Vice-Principal Wants to See Whom? | |
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Summary | |
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References | |
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Exercises | |
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Nature of the Discipline Problem | |
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Principles of Classroom Management | |
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Prereading Questions for Reflection and Journaling | |
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Introduction | |
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Defining a Discipline Problem | |
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Can a Teacher Be a Discipline Problem? | |
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Problem Student Behavior Outside the Definition | |
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Extent of the Problem | |
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Solving a Motivational Problem | |
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The Effect of Classroom Discipline Problems on Teaching and Learning | |
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Discipline: A Costly Waste of Time | |
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The Ripple Effect | |
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Summary | |
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References | |
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Exercises | |
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Understanding Why Children Misbehave | |
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Principles of Classroom Management | |
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Prereading Questions for Reflection and Journaling | |
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Introduction | |
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Societal Changes | |
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The Knowledge Explosion and the Erosion of Respect for Authority | |
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The Knowledge Explosion, Teacher and Student Feelings of Frustration, and the Relevancy of Schooling | |
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"This Is the Greatest Thing That Has Happened to Me in Twenty Years of Teaching" | |
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Television and Violence | |
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Who Really Cares? | |
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Television and Alternative Role Models | |
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Changes in Ethnicity | |
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Failure to Meet Children's Basic Needs | |
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The Home Environment | |
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Hanging on the Corner | |
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Marital Conflict | |
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The School Environment | |
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Physiological Needs | |
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Forgetting to Sit Down | |
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Safety and Security Needs | |
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There Must Be a Better Way | |
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Too Much Noise | |
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Afraid of Going to School | |
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Belonging and Affection Needs | |
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Turning Off Students | |
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Children's Pursuit of Social Recognition and Self-Esteem | |
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Social Recognition | |
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"I'm Going to Be Sorry When Fifth Grade Is Over" | |
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Seeking Faulty Goals | |
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Self-Esteem | |
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Bullying | |
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"Get Out of My Face" | |
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Stages of Cognitive and Moral Development | |
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Cognitive Development | |
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Moral Development | |
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Behavior: The Interaction of Cognitive and Moral Development | |
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Instructional Competence | |
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Not Being Able to Teach | |
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Summary | |
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References | |
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Exercises | |
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Philosophical Approaches to Classroom Management | |
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Principles of Classroom Management | |
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Prereading Questions for Reflection and Journaling | |
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Introduction | |
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The Tricks-of-the-Trade Approach | |
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Teacher Power Bases | |
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Referent Power | |
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The Involved Teacher | |
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Expert Power | |
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Her Reputation Precedes Her | |
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Legitimate Power | |
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"School Is Your Job" | |
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Reward/Coercive Power | |
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Going to Recess | |
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Theories of Classroom Management | |
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Student-Directed Management | |
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Handling Disruptive David | |
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Collaborative Management | |
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Teacher-Directed Management | |
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Summary | |
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References | |
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Management Models on the Web | |
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Exercises | |
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Iterative Case Study Analysis: Second Analysis | |
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Prevention | |
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The Professional Teacher | |
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Principle of Classroom Management | |
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Prereading Questions for Reflection and Journaling | |
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Introduction | |
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The Basics of Effective Teaching | |
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Lesson Design | |
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Student Motivation: Teacher Variables | |
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The Popcorn Popper | |
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Talking between Classes | |
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Nonconstructive Feedback | |
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Teacher Expectations | |
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Classroom Questioning | |
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Maximizing Learning Time | |
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Allocated Time | |
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Time-on-Task | |
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Beyond the Basics | |
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Teaching for Understanding | |
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Authentic Instruction | |
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Emphasis on Thinking and Problem-Solving Skills | |
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Creating Communities of Learners | |
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Teaching toward Multiple Intelligences | |
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Cooperative Learning in Biology | |
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Differentiating Instruction | |
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Student Motivation: Student Cognition | |
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Three Years of History Rolled into One | |
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Summary | |
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References | |
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Exercises | |
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Structuring the Environment | |
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Principles of Classroom Management | |
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Prereading Questions for Reflection and Journaling | |
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Introduction | |
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Designing the Physical Classroom Environment | |
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Environmental Conditions | |
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Use of Space | |
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Seating Arrangements | |
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Bulletin Boards and Display Areas | |
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Fourteen to Ten, Music Wins | |
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Establishing Classroom Guidelines | |
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Having Your Name Placed on the Board Isn't Always Bad | |
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Classroom Procedures | |
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Classroom Rules | |
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The Need for Rules | |
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Determining Necessary Rules | |
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Developing Consequences | |
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Communicating Rules | |
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Obtaining Commitments | |
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"I Don't Know if I Can Remember" | |
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"I'm Not Promising Anything" | |
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Calling Out Correct Answers | |
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Teaching and Evaluating | |
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The Smiley Face Self-Analysis | |
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The Cultural Embeddedness of Rules and Guidelines | |
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Creating Group Norms to Structure Appropriate Behavior | |
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Summary | |
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References | |
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Exercises | |
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Iterative Case Study Analysis: Third Analysis | |
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Interventions for Common Behavior Problems | |
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Coping with Common Behavior Problems: Nonverbal Interventions | |
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Principles of Classroom Management | |
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Prereading Questions for Reflection and Journaling | |
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Introduction | |
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Prerequisites to Management | |
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Surface Behaviors | |
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Proactive Intervention Skills | |
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"... 3, 2, 1, Blast Off" | |
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Remedial Intervention Skills | |
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Planned Ignoring | |
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Signal Interference | |
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Proximity Interference | |
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Touch Interference | |
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Effectiveness of Nonverbal Intervention Skills | |
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Notes versus Math | |
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Let Your Fingers Do the Walking | |
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Summary | |
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References | |
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Exercises | |
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Coping with Common Behavior Problems: Verbal Interventions and Use of Logical Consequences | |
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Principles of Classroom Management | |
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Prereading Questions for Reflection and Journaling | |
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Introduction | |
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Blowing His Stack | |
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Classroom Verbal Intervention | |
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Jimmy, the Little Sneak | |
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Adjacent (Peer) Reinforcement | |
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Calling on the Student/Name-Dropping | |
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Humor | |
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Questioning Awareness of Effect | |
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Sending an "I Message" | |
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Direct Appeal | |
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Positive Phrasing | |
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"Are Not For's" | |
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Reminder of the Rules | |
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Glasser's Triplets | |
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Explicit Redirection | |
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Canter's "Broken Record" | |
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Comply or Face the Logical Consequences: "You Have a Choice" | |
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When "You Have a Choice" Doesn't Work | |
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"Doing Nothin'" | |
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Summary | |
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References | |
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Exercises | |
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Interventions for Chronic Behavior Problems | |
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Classroom Interventions for Chronic Behavior Problems | |
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Principles of Classroom Management | |
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Prereading Questions for Reflection and Journaling | |
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Introduction | |
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"I Just Dropped My Book" | |
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Long-Term Problem-Solving Strategies | |
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Relationship Building | |
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Darnell | |
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Relating to Cindy | |
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Breaking the Cycle of Discouragement | |
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Talking to Solve Problems | |
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Receiving Skills | |
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Sending Skills | |
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Asking Authentic Questions | |
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Specific Short-Term Problem-Solving Strategies | |
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Self-Monitoring | |
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Anecdotal Record Keeping | |
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Behavior Contracting | |
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Summary | |
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References | |
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Exercises | |
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Seeking Outside Assistance | |
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Principles of Classroom Management | |
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Prereading Questions for Reflection and Journaling | |
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Introduction | |
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The Nature of Persisting Misbehavior | |
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Failure in the Classroom Environment | |
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Failure Outside the Classroom Environment | |
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Failure as a Result of Primary Mode of Conduct | |
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When Outside Assistance Is Needed | |
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The Referral Process | |
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The Role of the Counselor | |
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The Role of the Administrator | |
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The Role of the School Psychologist | |
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The Consultation Team | |
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Working with Parents | |
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When Parents Should Be Contacted | |
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The Importance of Working with Parents | |
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In Order to Drive, You Must Speak Spanish | |
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Understanding Parents | |
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Conducting Parent Conferences | |
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"Won't Be Much Help" | |
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Symptoms of Serious Problems | |
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Legal Aspects of Seeking Outside Assistance | |
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Summary | |
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References | |
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Exercises | |
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Iterative Case Study Analysis: Fourth Analysis | |
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The Discipline Problem Analysis Inventory (DPAI) | |
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Have I Done All I Can to Prevent Misbehavior? | |
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Chapter t: The Basics | |
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Chapter 2: Nature of the Discipline Problem | |
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Chapter 3: Understanding Why Children Misbehave | |
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Chapter 4: Philosophical Approaches to Classroom Management | |
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Chapter 5: The Professional Teacher | |
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Chapter 6: Structuring the Environment | |
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Am I Effectively Resolving Misbehavior? | |
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Chapter 7: Coping with Common Behavior Problems: Nonverbal Interventions | |
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Chapter 8: Coping with Common Behavior Problems: Verbal Interventions and Use of Logical Consequences | |
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Chapter 9: Classroom Interventions for Chronic Behavior Problems | |
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Chapter 10: Seeking Outside Assistance | |
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General Guidelines for Working with Special Needs Students | |
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Decisions and Tasks for Beginning the School Year | |
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Index | |