Preface | |
Introduction | |
Demands of Todays Classroom | |
Changing Structure of American Society | |
Emerging Beliefs about Quality Teaching and Classroom Management | |
Guiding Assumptions about Effectively Managing Todays Classroom | |
Reflection: A Vital Tool for Navigating Life in Today's Classroom | |
On Becoming a Reflective Practitioner | |
Levels of Reflection | |
Developing the Practice of Self-Reflection | |
Examining Core Beliefs, Assumptions, and Expectations | |
Practices to Enhance Reflection | |
A Multidimensional Approach to Classroom Management | |
The Balancing Act: The Many Faces of Classroom Management | |
Setting the Stage: Preventive Planning | |
Deciding to Intervene | |
Alternatives for Managing in the Multicultural Classroom | |
Intervention Escalation | |
Building a Democratic Learning Community | |
Community Building in Schools | |
How Teachers Create a Sense of Community | |
Developing Rituals and Traditions for Community Building | |
Activities to Build Community among Students | |
Attributes of a Caring, Democratic Community: Respect, Authenticity, Thoughtfulness, and Emotional Integrity (RATE) | |
Choice and Voice: Fundamentals of a Democratic Learning Community | |
Keeping Communication Channels Open | |
The Potential Perils of Praise as a Management Tool | |
Alternatives to Praise: Authentic Responses to Students | |
Inviting versus Inhibiting Communication | |
Inhibiting Communication: The Language of Disrespect | |
Inviting Communication: The Language of Respect | |
Listening: An Essential Element of Supportive Relationships | |
Managing a Learning Community | |
Integrating Theories of Development into Classroom Practice | |
Moving beyond Reacting to Responding below the Surface | |
Types of Authority | |
Glassers Managing without Coercion: Satisfying Student Needs | |
Restitution: Helping Students Become Self-directed and Self-disciplined | |
Dreikurss Democratic Discipline: Identifying Students Mistaken Goals | |
Ginotts Congruent Communication: Sane TeachersSane Messages | |
Managing by Rewards and Consequences | |
Using Rewards and Consequences: Some Issues and Concerns | |
Basic Principles of Behavior Modification | |
Punishment | |
Instead of Punishment | |
Behavioral Support, Not Behavior Management | |
Functional Behavioral Assessments (FBA) for Designing Effective | |
Behavioral Intervention Plans (BIP) | |
Managing Students Who Exhibit More Challenging and Troubling Behavior | |
Current Perspectives on Educating Students with Behavioral and Emotional Problems | |
Addressing Aggressive Behavior | |
Developing Resilience | |
Developmental Therapy-Developmental Teaching | |
Attachment Theory: Implications for Discipline and Classroom Management | |
School Violence | |
Approach is to Violence Prevention | |
Supporting Students to Develop as Self-Regulated | |
Self-regulation and Social-emotional Learning (SEL) | |
Strategies for Enhancing Social-emotional Learning | |
Implications of Brain Research for Social-emotional Learning | |
Teaching Cognitive Behavior Management (CBM) Strategies | |
Teaching Anger Management | |
Using Classroom Meetings to Develop Decision-making and Problem-solving Skills | |
Conflict and Stress Management Strategies | |
Teaching Students Conflict Management Strategies | |
Processes for Resolving Conflict | |
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