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| Preface | |
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| Acknowledgments | |
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| Two Notes to the Reader | |
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| The Foundation of the Healthy Classroom | |
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| The Healthy Classroom | |
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| Student Wellness and the Healthy Classroom | |
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| Dimensions of Student Wellness | |
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| Mutual Respect and Trust | |
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| Control and Wellness: Empowerment | |
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| Making the Commitment to the Healthy Classroom | |
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| The Teacher's Challenge: Four Critical Issues | |
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| Equality | |
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| Diversity | |
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| The Power of the Student | |
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| Common Goals | |
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| Teachers Can Make A Difference | |
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| Summary of Major Points in Chapter 1 | |
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| The Healthy Classroom Teacher | |
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| Teaching Styles | |
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| The Autocratic or Controlling Teacher | |
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| The Permissive Teacher | |
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| The Healthy Teacher | |
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| Expanding Teacher Leadership Roles Beyond the Classroom | |
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| Redefining Teacher Leadership Roles | |
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| The School as a Community | |
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| What Is a Family? | |
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| Parent Involvement in Education | |
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| What Is Parent Involvement? | |
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| Barriers to Parent Involvement | |
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| The Importance of Healthy Communication between Teacher and Parent | |
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| Linking School and Family Partnerships and Multicultural Education | |
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| Connecting the School and Parents of Exceptional Children | |
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| Connecting the Family and the School to Community Services | |
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| Summary of Major Points in Chapter 2 | |
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| The Foundation of Healthy Classroom Motivation | |
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| Healthy Classroom Motivation | |
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| Self-Esteem | |
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| Resiliency | |
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| Psychological Hardiness | |
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| Humanistic Psychology | |
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| Meeting Human Needs: A Prerequisite to the Healthy Classroom | |
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| The Basic Psychological Needs | |
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| The Difference between Needs and Wants | |
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| Applying Resiliency Principles in the Classroom | |
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| The Role of Perceptual Psychology in Psychosocial Wellness | |
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| The Role of Existentialism in Psychosocial Wellness | |
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| The High School Dropout: A Profile of Unfulfilled Needs | |
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| Summary of Major Points in Chapter 3 | |
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| Motivating Students in the Healthy Classroom | |
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| Motivation: Acceptance and Significance | |
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| Motivation and Acceptance | |
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| Messages of Acceptance | |
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| Accepting Students for Who They Are | |
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| A Simple Gesture | |
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| Demonstrating That You Care For and Accept Each Student | |
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| Personal Biases Affect Acceptance | |
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| Motivation and Significance | |
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| Making Students Feel Significant | |
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| Setting Goals | |
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| Leaders Help Others to Reach Goals | |
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| Participation and Involvement | |
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| Empowerment Through Participation | |
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| Providing Opportunities for Contribution | |
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| Setting Boundaries on Student Participation | |
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| Delegation of Responsibility | |
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| Student Decisions | |
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| Culturally Sensitive Lesson Plans Increase Significance | |
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| Summary of Major Points in Chapter 4 | |
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| Motivation: Feeling Capable | |
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| Making Students Feel Capable | |
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| Barriers Constructed by Teachers That Obstruct a Student's Success | |
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| Helping Students with Disabilities | |
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| Structure For Success Rather Than Failure | |
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| Instruction Strategies That Promote Success, Not Failure | |
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| Summary of Major Points in Chapter 5 | |
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| Motivation: Health and Safety | |
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| Health Concerns of the Twenty-First Century | |
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| Health Problems and Youth | |
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| The Teacher's Role in Educating Students About Health Behaviors | |
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| Health Status of Minority Americans | |
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| Cultural Sensitivity | |
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| Cultural Customs and Behaviors | |
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| Examples of Cultural Factors That Affect Health | |
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| School Health and Food Services | |
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| When Is a Child Too Ill to Be in Your Class? | |
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| School Food Services | |
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| Promoting Physical and Emotional Safety | |
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| Physical Safety/School Violence | |
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| School Violence: Tragic Headline Stories | |
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| Students as Victims of Violence | |
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| Characteristics of At-Risk Youth | |
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| Developing School Safety Programs | |
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| Gangs | |
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| Reporting Child and Sexual Abuse | |
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| Physical Safety/Accident Prevention | |
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| Is It Possible to Be Too Overprotective? | |
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| Emotional Safety | |
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| The Effects of Emotional Assaults | |
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| Summary of Major Points in Chapter 6 | |
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| Communication in the Healthy Classroom | |
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| Communication Skills | |
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| Listening Reflects Acceptance and Significance | |
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| Empathy Not Sympathy | |
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| Can You Develop Empathy? | |
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| Students Need to Be Understood | |
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| Listening for Feelings | |
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| Practice the Art of Listening | |
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| The Skill of Reflective Listening | |
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| Cultural Differences Can Impair Communication | |
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| Intercultural Differences and Similarities in Nonverbal Communication | |
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| Guidelines for Communicating with Students with Disabilities | |
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| The Major Barrier to Healthy Communication | |
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| When Does the Teacher Get to Speak? | |
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| Wants into Words: Healthy Communication | |
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| Anger Affects Healthy Communication | |
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| When a Student's Words or Actions Affect the Teacher's Emotional Well-Being | |
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| Putting It All Together: The Completed Message | |
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| Further Thoughts about Healthy Communication | |
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| Using Encouragement Instead of Praise | |
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| The Praise Craze | |
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| The Ulterior Motives of Most Praise | |
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| Insulting Through Praise | |
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| Praise That Does Not Match the Student's Perception | |
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| Overpraising | |
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| An Alternative to Praise | |
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| Summary of Major Points in Chapter 7 | |
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| Communication: Resolution and the Class Meeting | |
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| Healthy Resolution | |
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| Caring and Respect as the Foundations of Negotiations | |
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| Operating Assumptions for Approaching Conflict | |
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| The Four Steps to Problem Solving for Teachers and Students | |
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| When Students Do Not Want to Participate in the Spirit of Fair Negotiations | |
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| What If the Teacher Makes a Mistake? | |
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| What Is a Class Meeting? | |
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| What a Class Meeting Is Not | |
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| The Class Meeting Foundation: Mutual Respect and Emotional Honesty | |
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| The Class Meeting Structure | |
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| How To Have Effective Class Meetings | |
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| Ground Rules for a Class Meeting | |
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| Getting Started | |
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| Start Slowly | |
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| The Class Vision | |
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| Common Questions about Class Meetings | |
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| Summary of Major Points in Chapter 8 | |
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| Discipline in the Healthy Classroom | |
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| Discipline: Discipline Styles and the Goals of Behavior | |
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| Styles of Discipline | |
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| Autocratic Discipline | |
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| Permissive Discipline | |
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| Healthy Discipline | |
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| Discipline and Cultural Bias | |
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| Discipline and Gender | |
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| Discipline and the Exceptional Child | |
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| Classroom Control Through Motivation | |
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| Twelve Helpful Hints to Reduce Discipline Problems | |
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| Common Classroom Discipline Problems | |
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| Understanding the Goals of Behavior | |
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| The Four Mistaken Goals of Behavior | |
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| Attention-Seeking | |
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| Power | |
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| Revenge | |
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| Self-Imposed Inadequacy | |
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| Why Mistaken Goals of Behaviors Do Not Work | |
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| Identifying the Mistaken Goal of Behavior | |
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| Prescriptions for Each Mistaken Goal | |
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| Responses to Attention-Seeking Behavior | |
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| Responses to Power Behavior | |
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| Responses to Revenge Behavior | |
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| Responses to Assumed Inadequacy Behavior | |
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| Goals Beyond the Dreikurs Basic Four | |
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| Summary of Major Points in Chapter 9 | |
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| Discipline: Rules, Consequences, and Controlling the Physical Environment | |
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| Sending Firm Messages and Establishing Rules and Procedures | |
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| Firm Messages | |
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| Soft Messages | |
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| Class Rules and Procedures | |
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| What Makes a Good Rule? | |
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| Administering Consequences: Making Students Accountable for Their Behavior | |
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| When Students Keep Challenging Certain Rules | |
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| Student Input | |
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| Rules Should Be Flexible and Negotiable | |
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| Using Procedures to Prevent Problems | |
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| Minor Misbehaviors: Keeping Students On-Task | |
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| Cueing with Hand Signals | |
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| Managing the Physical Environment | |
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| The Action Zone | |
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| Arranging Student Space | |
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| Other Factors That Contribute to the Emotional Environment of the Classroom | |
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| Natural and Logical Consequences | |
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| Natural Consequences | |
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| Logical Consequences | |
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| Help Students Learn from Their Mistakes | |
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| Time-Out as a Logical Consequence | |
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| The Difference between Punishment and Consequences | |
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| Teaching Beyond Consequences | |
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| Summary of Major Points in Chapter 10 | |
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| Appendices | |
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| Humanistic Psychology | |
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| Activities to Enhance Acceptance | |
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| High Risk Health Behaviors | |
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| Barriers to Health Care for Minority Populations | |
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| A Facilitator's Guide to Healthy Classroom Management | |
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| The Student with a Disability | |
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| Multicultural Magazines and Journals | |
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| References | |
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| Author Index | |
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| Subject Index | |