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Foreword | |
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Preface | |
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Acknowledgments | |
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About the Author | |
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Introduction | |
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The Critical Beginning: Knowing and Using Students' Names | |
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Barry | |
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Knowing and Using Students' Names | |
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Your Number 1 Classroom Management Tool | |
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Student Teachers and Interns | |
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Novice and Experienced Elementary Teachers | |
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An Easy Strategy | |
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Other Approaches | |
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Back to Barry | |
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Summary: Step 1 | |
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What Comes Next? | |
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Avoiding Anonymous and Dangling Questions | |
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Dave | |
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Types of Questions Teachers Ask | |
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Levels of Questions Teachers Ask | |
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Dangling Questions: What Are They and What Was Dave Doing Wrong? | |
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Students Left in the Dark | |
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Worse Consequences | |
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What Can You Do? | |
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The Problems With Hand Raising | |
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A Better Way | |
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An Old Teacher's (or Is It Researcher's) Tale | |
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The Results of These Better Strategies | |
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Anonymous Questions: What Are They? | |
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What's Wrong With These Questions? | |
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How Can a Teacher Fix This? | |
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Did Dave Recover? | |
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The Experiment | |
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The Results | |
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Summary: Step 2 | |
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What's Next? | |
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Choosing and Using Words Wisely | |
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Mariah | |
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Mariah's Goal | |
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What's in a Word? | |
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The Importance of Tight and Professional Language | |
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What Are Filler Words? | |
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What Happens When You Use Filler Words? | |
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An Unprofessional Word | |
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Mariah's Transformation | |
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Terry | |
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And Danae | |
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Using Words of Civility in the Classroom | |
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The Common Thread | |
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Three Other Powerful Hints About Language | |
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Making These Language and Tone Changes in Your Classroom | |
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Summary: Step 3 | |
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Coming Attractions | |
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Avoiding Confusion When Giving Directions | |
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Elizabeth | |
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Clarifying Directions | |
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The Results | |
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A Pilot Project: A Different Story | |
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Chris | |
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What Are We Supposed to Do? | |
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Giving Instructions That Don't Lead to Disruption | |
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Why It's Important for Students to Re-explain | |
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Back Up! We Are Missing Two Preliminary Steps | |
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Chris' Plan | |
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The Results | |
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Summary: Step 4 | |
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What's Next? | |
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Attending to Civility With Reminders and Cues | |
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Seventh Period: A Special Ninth-Grade Class | |
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The First Day of School | |
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What Happened With This Class? | |
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Mrs. Watkins' Advice | |
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The Problem With Classroom Rules | |
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Simple Expectations of Civility | |
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Jeannie | |
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Reminders and Cues | |
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How Often Do You Have to Give Reminders or Cues? | |
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Jeannie's Approach | |
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The Results | |
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The Bottom Line | |
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Summary: Step 5 | |
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Coming Next | |
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Upgrading Interactions: Can You Feel the Heartbeat? | |
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The Title | |
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Julia | |
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Moving to a Higher Level | |
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Challenging Julia | |
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The Results | |
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Two Challenges for You | |
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How to Begin | |
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What Can Go Wrong Here? | |
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Subtle Classroom Disorder | |
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Jake | |
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Shy Students | |
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Detached Students | |
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National History Day | |
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Phil | |
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The Contest | |
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The Points of This Story | |
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The Results | |
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The Ultimate Goal | |
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Summary: Step 6 | |
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Now What? | |
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Harry and Clara Reclaim Their Classes | |
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Harry | |
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Harry's Mistake: An Ultimatum | |
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Harry's Meltdown and Recovery | |
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The Letter | |
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The Students' Responses | |
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The Results | |
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Streamlining Harry's Format | |
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Clara | |
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Clara's Approach | |
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The Results | |
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A Bonus: You Learn More Than You Think From Student Letters or Student Drawings | |
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Your Turn | |
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Making This Happen | |
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Beginning | |
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Teacher Preparation Courses and Preservice Teachers | |
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University Professors | |
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Student Teachers | |
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Novice Teachers | |
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Experienced Teachers | |
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Bon Voyage | |
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Appendix: Handling Unwanted and Inappropriate Responses | |
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Examples | |
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References | |
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Index | |