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| Acknowledgments | |
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| The Author | |
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| Introduction | |
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| Dear Teacher: An Open Letter | |
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| Are You Teacher Material? | |
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| Super, Excellent, or Good? | |
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| Earn Some Extra Credit | |
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| Those Who Can���t Teach Can Still Do | |
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| What Is Teaching All About? | |
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| Do Your Homework | |
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| Choose Your Persona | |
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| Dress the Part | |
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| Train Those Little Puppies | |
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| Control Your Classroom, Not Your Students | |
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| Plan for Bathroom Breaks | |
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| Your Optional Agenda | |
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| Face Your Own Prejudices | |
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| Respect Yourself | |
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| Grades: Percentage? Curve? Coin Toss? | |
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| Covering Curriculum Is Not Teaching | |
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| There Is No Such Thing as a Casual Remark to a Child | |
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| The Big Three: Preparation, Preparation, Preparation | |
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| Prepare Your Room | |
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| Prepare Your Paperwork | |
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| Prepare Yourself | |
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| Start with a Smile | |
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| Day One: Start with a Smile | |
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| Grab Your Students by Their Brains | |
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| Stop the Teacher-Versus-Student Attitude in Its Tracks | |
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| Teach Your Procedure for Oral Responses | |
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| Be Prepared for �ǣTest the Teacherï¿½Ç | |
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| Create a Daily �ǣDo-Nowï¿½Ç Activity | |
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| Introduce Students to Each Other | |
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| Establish Routines and Rituals | |
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| Take Time to Think | |
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| Do Some Diagnostics | |
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| Welcome Handouts and Folders | |
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| Delegate Some Authority | |
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| Demonstrate the Power of Choice | |
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| Review Maslow's Hierarchy | |
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| Introduce Metacognition | |
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| Show Your Gratitude | |
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| The Hard Part Is Over—We Hope | |
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| Discipline Is Not a Dirty Word | |
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| Define Your Philosophy | |
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| What Goes Around Does Come Around | |
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| Cowboy Philosophy | |
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| Rules Versus Procedures | |
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| Rules for Creating Rules | |
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| Identify Your Bullies and Outcasts | |
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| Characteristics of Successful Discipline Policies | |
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| Twelve Steps to Better Discipline | |
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| If You Have to Have Detention,Make It Worthwhile | |
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| Keep Records | |
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| Consult the Experts, but Trust Your Instincts | |
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| Emergency Meltdown Disaster Plan | |
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| The Three Rs: Reading, Reading, Reading | |
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| What's the Problem? | |
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| What the Solution? | |
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| And Now for Something Completely Different | |
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| Shakespeare for Reluctant Readers | |
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| Use Music to Introduce Poetry | |
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| Light and Learning | |
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| Can't Read—or Won't Read? | |
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| Seeing Is Believing | |
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| Scotopic Sensitivity | |
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| Signs and Symptoms of Light Sensitivity | |
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| Scientific Support | |
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| Shedding More Light on the Subject | |
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| Foods for Thought | |
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| The Big Fat Problem | |
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| Mother's Milk Versus Formula | |
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| Doctor's Orders | |
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| Other Major Nutritional Villains | |
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| We Need to "Use Our Noodles" | |
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| Top Twelve Motivational Strategies | |
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| Help Students Believe Success Is Possible | |
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| Adjust the Attitudes | |
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| Alter Student Self-Perceptions | |
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| Catch Kids Being Good | |
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| Reach Out to Parents and Guardians | |
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| Be Your Own Guinea Pigs | |
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| Request Frequent Feedback | |
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| Chart Student Progress | |
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| Go Right-Brain | |
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| Make Mistakes Mandatory | |
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| Connect Through Private Journals | |
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| Introduce Ethics | |
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| The Posse Update | |
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| Where Are the Dangerous Minds Kids Today? | |
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| "Raul" | |
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| "Gusmaro" | |
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| "Callie" | |
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| "Emilio" | |
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| Heidi | |
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| Octavio | |
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| Eric | |
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| Shonta | |
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| Nick | |
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| Isabel | |
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| My Take on the Movie | |
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| Twenty Years from Now | |
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| The Good News | |
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| Appendix | |
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| My Excellent-Eleven Book List | |
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| Recommended Web Sites | |
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| Index | |