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Acknowledgments | |
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About the Author | |
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Introduction | |
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The Role of Discipline | |
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Discipline in Classrooms, Families, and Society | |
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Communities That Affect Children's Development | |
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Family Expectations and Classroom Expectations | |
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Discipline From the Inside Out | |
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Practice Makes Better | |
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Appropriate Discipline Develops Social Competence | |
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Chapter Highlights | |
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Time and Using Timeout | |
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Before Timeout: Understanding Children's Sense of Time | |
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Children's Sense of Time | |
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Making Time Relevant to Children | |
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Or Else! | |
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When There Isn't One "Best" Choice | |
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Likability, Validation, Acceptance, and Connection | |
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Unconditional Love and Conditional Acceptance | |
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Chapter Highlights | |
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Three Common Uses of Timeout and Why They Fail to Work | |
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The "Suffering" Theory of Timeout | |
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The "Think About It" Theory of Timeout | |
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The "How Would You Like It Ifï¿½Ç " Theory of Timeout | |
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Chapter Highlights | |
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The Community Theory of Timeout That Works | |
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The Three Rules of Community | |
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The Gift of Timeout | |
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Chapter Highlights | |
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Applying Timeout Effectively | |
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Begin With Basic Boundaries and Instructions | |
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Return to Timeout | |
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Timeout Again? | |
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Timeout in Perspective | |
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Moving From Timeout to a Plan: Doing Something Differently | |
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Chapter Highlights | |
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Setting and Following Through With Boundaries | |
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Boundaries: The Foundation for Growth and Change | |
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Block Negative Behaviors First | |
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Clarify Boundaries and Consequences | |
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Ambiguity Won't Work | |
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Chapter Highlights | |
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Follow-Through and Consistency | |
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Follow Through With Verbal and Nonverbal Messages | |
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Be More Stubborn Than Your Students | |
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Constantly and Consistently Reinforce Behavior | |
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Beyond Boundaries, Consequences, Follow-Through, and Consistency | |
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Chapter Highlights | |
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Punishment, Praise, and Rewards | |
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How and Why Punishment Works-and Doesn't Work | |
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Motivation to Misbehave | |
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Immunity to Punishment | |
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Intensification and Abusive Behavior | |
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Admitting It's Time for a Change | |
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Discipline Is More Than Punishment Alone | |
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Chapter Highlights | |
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The Effective and Judicious Uses of Praise | |
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Praise the Person, Not the Behavior | |
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Self-Awareness of Achievement: The True Reward | |
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Attention, Appreciation, and Material Rewards | |
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Chapter Highlights | |
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The Most Important Lesson of Choices | |
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A Multiple-Choice World | |
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Rewarding Children for Meeting Expectations | |
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Consequences for Poor Choices Are Necessary | |
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Reasonable and Unreasonable Behaviors | |
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Reflecting on Your Own Choices | |
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Chapter Highlights | |
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Motivating Reward Systems: Key Issues and Effective Principles | |
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Rewards as a Part of the Process, Not the Total Process | |
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A Reward System Cannot Become a Punishment System | |
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Principles of an Effective Reward System | |
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Chapter Highlights | |
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Rewards-Only Behavior Plans | |
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"Rewards-Only" Means Just That | |
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Basic Terms of the Plan | |
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Make the Plan Practical | |
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Success in One Area of Behavior Transfers to Other Areas | |
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Chapter Highlights | |
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Connecting Goals to Motivating Rewards | |
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Defining Goals and Rewards | |
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Choosing Quantifiable Goals | |
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Defining and Quantifying Desirable Behaviors | |
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Short-Term, Midterm, and Long-Term Goals | |
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Goals That Involve Time Frames | |
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Remember, No Punishments | |
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Children Should Choose Their Rewards (Within Reason) | |
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Age-Appropriate and Individually Tailored Rewards | |
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Rewarding Consistency With Bonuses | |
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Examples of Rewards-Only Incentive Plans | |
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Always Follow Through | |
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Chapter Highlights | |
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Recognizing and Responding to Specific Behaviors and Emotions | |
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When There Is More to It: Helping Children With Deeper Issues | |
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Happy Children Act Out Too | |
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Is This an Angry Child? | |
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Is This a Sad Child? | |
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Is This a Fearful or Anxious Child? | |
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Is This a Child Who Is Holding Unprocessed Pain or Loss? | |
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Is This a Child Who May Need a Referral to a Specialist? | |
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Chapter Highlights | |
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Conclusion: Now What? | |
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Asking Questions | |
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From Observations to Results | |
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Be a Teaching Artist | |
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References | |
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Index | |