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| Preface | |
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| Understanding Management and Discipline in the Classroom | |
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| A Community of Learners | |
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| What Is Classroom Management? | |
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| Order in the Classroom | |
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| Areas of Responsibility | |
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| Understanding Misbehavior | |
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| Misbehavior in Context | |
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| Types of Misbehavior | |
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| Causes of Misbehavior | |
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| Degrees of Severity | |
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| Principles for Working with Students and Preventing Misbehavior | |
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| What Effective Behavior Management Accomplishes | |
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| Models of Discipline | |
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| The Degree of Control | |
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| Low Teacher Control Approaches | |
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| Congruent Communication | |
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| Discipline as Self-Control | |
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| Teaching with Love and Logic | |
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| Inner Discipline | |
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| From Discipline to Community | |
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| Medium Teacher Control Approaches | |
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| Logical Consequences | |
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| Cooperative Discipline | |
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| Positive Discipline | |
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| Noncoercive Discipline | |
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| Discipline with Dignity | |
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| Win-Wine Discipline | |
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| High Teacher Control Approaches | |
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| Behavior Modification | |
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| Assertive Discipline | |
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| Positive Discipline | |
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| Discipline Without stress | |
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| Determining Your Management Plan | |
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| Your Management Philosophy | |
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| Your Management Plan | |
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| Preparing for the School Year | |
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| Preparing for the School Year | |
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| Making Management Preparations | |
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| Making Instructional Preparations | |
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| Managing Assessment, Record Keeping, and Reporting | |
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| Establishing a Plan to Deal with Misbehavior | |
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| Planning for the First Day | |
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| Conducting the First Day | |
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| Organizing Your Classroom and Materials | |
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| Floor Space | |
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| Storage Space | |
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| Bulletin Boards and Wall Space | |
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| Planning to Work with Families | |
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| Reasons for Working with Families | |
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| Understanding Families | |
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| Why Some Families Resist Involvement | |
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| Working through Cultural and Language Differences | |
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| Building a Family Support System | |
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| Contacting and Communicating with Families | |
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| Ways to Communicate with Families | |
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| Parent-Teacher Conferences | |
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| Choosing Rules and Procedures | |
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| Rules in the Classroom | |
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| Examine the Need for Rules | |
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| Select the Rules | |
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| Teach and Review the Rules | |
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| Obtain Commitments | |
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| Procedures in the Classroom | |
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| Examine the Need for Procedures | |
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| Select the Procedures | |
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| Teach and review the Procedures | |
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| Maintaining Appropriate Student Behavior | |
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| Having a Mental Set for Management | |
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| Withitness | |
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| Emotional Objectivity | |
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| Building Positive Teacher-Student Relationships | |
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| Level of Dominance | |
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| Level of Cooperation | |
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| Types of Students | |
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| Interacting with Students | |
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| Managing Whole-Group Instruction | |
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| Preenting Misbehavior | |
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| Managing Movement Through the Lesson | |
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| Lesson | |
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| Maintaining a Group Focus | |
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| Helping Students Assume Responsibility for Their Behavior | |
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| Their Behavior | |
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| Maintaining Student Attention and Involvement | |
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| Involvement | |
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| Improing Classroom Climate with Reinforcers | |
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| Types of Reinforcers | |
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| Using Reinforcers Effectively | |
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| Motivating Students to Learn | |
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| Planning for Motivation | |
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| Motivational Strategies for Instruction | |
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| Motivational Strategies for Evaluation and Feedback | |
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| Addressing Issues of Diversity | |
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| Classroom Management Implications for Diverse Classrooms | |
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| Diverse Classrooms | |
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| Sources of Student Diversity | |
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| Cognitive Area | |
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| Affective Area | |
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| Physical Area | |
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| Learning Styles | |
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| Creative Potential | |
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| Gender | |
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| Language | |
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| Cultural Diversity | |
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| Exceptionalities | |
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| Students at Risk | |
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| Socioeconomic Status | |
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| Creating an Inclusive, Multicultural Classroom | |
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| Create a Supportive, Caring Environment | |
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| Offer a Responsive Curriculum | |
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| Vary Your Instructrion | |
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| Provide Assistance When Needed | |
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| Helping Students with Special Needs | |
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| Students with Disabilities | |
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| Students with Learning Disabilities | |
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| Students with Emotional or Behavioral Problems | |
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| Students with Attention Deficit and Hyperactivity Disorder(ADHD) | |
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| Students with Speech and Language Disorders | |
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| Students with Hearing Impairments | |
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| Students with Visual Impairments | |
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| Students with Physical and Health Impairments | |
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| Students with Limited English Proficiency | |
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| Students Who Are Trouled | |
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| Substance Abuse | |
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| Students Who Have Been Abused or Neglected | |
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| Students Prone to Violence, Vandalism, and Bullying | |
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| Students Living in Poverty | |
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| Students Facing Serious Challenges | |
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| Planning and Conducting Instruction | |
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| Planning Decisions Affect Behavior Management | |
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| The Degree of Structure in Lessons Ways to Group Students for Instruction | |
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| Planning to Hold Students Academically Accountable | |
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| Managing Lesson Delivery | |
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| The Beginning of a Lesson | |
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| The Middle of the Lesson | |
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| The Ending of a Lesson | |
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| Managing Student Work | |
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| Managing Seatwork Effectively | |
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| Collecting Assignments And Monitoring Their Completion | |
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| Maintaining Records of Student Work | |
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| Managing the Paperwork | |
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| Giving Students Feedback | |
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| Responding to Inappropriate Behavior | |
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| Interventions | |
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| The Principle of Least Intervention | |
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| Some Practices to Avoid | |
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| Cautions and Guidelines for Punishment | |
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| A Three-Step Response Plan | |
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| Situational Assistance | |
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| Mild Responses | |
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| Moderate Responses | |
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| Dealing with Chronic Misbehaviors | |
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| Dealing with Challenging or Violent Students | |
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| Understanding Challenging and Violent Students | |
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| Behaviors | |
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| Influences | |
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| Early Signs of Serious Problems | |
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| Planning to Work with Challenging and Violent Students | |
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| Teachig Students Alternatives to Disruption and Violence | |
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| Dealing with Anger | |
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| Techniques for Solving Problems | |
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| Developing New Behavioral Skills | |
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| Responding to Disruptive or Violent Behavior | |
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| Approaches to Use in the Classroom | |
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| Seeking Outside Help | |
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| References and Further Readings | |
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| Name Index | |
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| Subjet Index | |