| |
| |
| Preface | |
| |
| |
| Introduction | |
| |
| |
| Demands of Todays Classroom | |
| |
| |
| Changing Structure of American Society | |
| |
| |
| Emerging Beliefs about Quality Teaching and Classroom Management | |
| |
| |
| Guiding Assumptions about Effectively Managing Todays Classroom | |
| |
| |
| |
| Reflection: A Vital Tool for Navigating Life in Today's Classroom | |
| |
| |
| On Becoming a Reflective Practitioner | |
| |
| |
| Levels of Reflection | |
| |
| |
| Developing the Practice of Self-Reflection | |
| |
| |
| Examining Core Beliefs, Assumptions, and Expectations | |
| |
| |
| Practices to Enhance Reflection | |
| |
| |
| |
| A Multidimensional Approach to Classroom Management | |
| |
| |
| The Balancing Act: The Many Faces of Classroom Management | |
| |
| |
| Setting the Stage: Preventive Planning | |
| |
| |
| Deciding to Intervene | |
| |
| |
| Alternatives for Managing in the Multicultural Classroom | |
| |
| |
| Intervention Escalation | |
| |
| |
| |
| Building a Democratic Learning Community | |
| |
| |
| Community Building in Schools | |
| |
| |
| How Teachers Create a Sense of Community | |
| |
| |
| Developing Rituals and Traditions for Community Building | |
| |
| |
| Activities to Build Community among Students | |
| |
| |
| Attributes of a Caring, Democratic Community: Respect, Authenticity, Thoughtfulness, and Emotional Integrity (RATE) | |
| |
| |
| Choice and Voice: Fundamentals of a Democratic Learning Community | |
| |
| |
| |
| Keeping Communication Channels Open | |
| |
| |
| The Potential Perils of Praise as a Management Tool | |
| |
| |
| Alternatives to Praise: Authentic Responses to Students | |
| |
| |
| Inviting versus Inhibiting Communication | |
| |
| |
| Inhibiting Communication: The Language of Disrespect | |
| |
| |
| Inviting Communication: The Language of Respect | |
| |
| |
| Listening: An Essential Element of Supportive Relationships | |
| |
| |
| |
| Managing a Learning Community | |
| |
| |
| Integrating Theories of Development into Classroom Practice | |
| |
| |
| Moving beyond Reacting to Responding below the Surface | |
| |
| |
| Types of Authority | |
| |
| |
| Glassers Managing without Coercion: Satisfying Student Needs | |
| |
| |
| Restitution: Helping Students Become Self-directed and Self-disciplined | |
| |
| |
| Dreikurss Democratic Discipline: Identifying Students Mistaken Goals | |
| |
| |
| Ginotts Congruent Communication: Sane TeachersSane Messages | |
| |
| |
| |
| Managing by Rewards and Consequences | |
| |
| |
| Using Rewards and Consequences: Some Issues and Concerns | |
| |
| |
| Basic Principles of Behavior Modification | |
| |
| |
| Punishment | |
| |
| |
| Instead of Punishment | |
| |
| |
| Behavioral Support, Not Behavior Management | |
| |
| |
| Functional Behavioral Assessments (FBA) for Designing Effective | |
| |
| |
| Behavioral Intervention Plans (BIP) | |
| |
| |
| |
| Managing Students Who Exhibit More Challenging and Troubling Behavior | |
| |
| |
| Current Perspectives on Educating Students with Behavioral and Emotional Problems | |
| |
| |
| Addressing Aggressive Behavior | |
| |
| |
| Developing Resilience | |
| |
| |
| Developmental Therapy-Developmental Teaching | |
| |
| |
| Attachment Theory: Implications for Discipline and Classroom Management | |
| |
| |
| School Violence | |
| |
| |
| Approach is to Violence Prevention | |
| |
| |
| |
| Supporting Students to Develop as Self-Regulated | |
| |
| |
| Self-regulation and Social-emotional Learning (SEL) | |
| |
| |
| Strategies for Enhancing Social-emotional Learning | |
| |
| |
| Implications of Brain Research for Social-emotional Learning | |
| |
| |
| Teaching Cognitive Behavior Management (CBM) Strategies | |
| |
| |
| Teaching Anger Management | |
| |
| |
| Using Classroom Meetings to Develop Decision-making and Problem-solving Skills | |
| |
| |
| |
| Conflict and Stress Management Strategies | |
| |
| |
| Teaching Students Conflict Management Strategies | |
| |
| |
| Processes for Resolving Conflict | |