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| Foreword to the First Edition | |
| Preface to the Third Edition | |
| Acknowledgments | |
| About the Author | |
| Introduction: Caring Teachers Can Make a Difference | |
| What Is Caring Teacher Discipline? | |
| Caring Teacher Discipline Saves Time and Reduces Stress | |
| Caring Teacher Discipline: An Approach for All Students | |
| The Basic Assumption | |
| Summary of Main Points | |
| Creating a Caring Community | |
| Caring Classroom Relationships: A Win-Win Situation | |
| Establishing Caring Relationships With Our Students | |
| Establishing Caring Relationships Among Our Students | |
| Engaging Parents as Partners in Discipline | |
| Insecure Attachment to Adults: A Relationship Challenge | |
| Summary of Main Points | |
| Setting the Stage for Appropriate Behavior | |
| Space: There's a Place for Everything | |
| Time | |
| Class Meetings | |
| Summary of Main Points | |
| Expectations, Limits, and Rules | |
| Unreasonable Barricades: How Students Respond | |
| No Fences: How Students Respond | |
| Waist-High Fences: How Students Respond | |
| How to Build Waist-High Fences | |
| Summary of Main Points | |
| Encouragement, Praise, and Rewards | |
| Encouraging | |
| Praising | |
| The Artful Critique | |
| Rewarding | |
| Summary of Main Points | |
| Social and Emotional Learning | |
| Recognizing and Labeling Feelings | |
| Communicating Feelings Nonhurtfully | |
| Listening to Others | |
| Caring Teacher Listening: A Preventive Discipline Tool | |
| Summary of Main Points | |
| Harnessing and Channeling Anger Into Constructive Outlets | |
| Defusing Student Anger on the Spot | |
| Helping Students Harness Anger | |
| Preventing Student Anger | |
| Harnessing Our Own Anger | |
| Summary of Main Points | |
| Tracking Down the Cause of Misbehavior | |
| Looking in the Mirror | |
| Understanding Common Cause of Misbehavior | |
| Summary of Main Points | |
| What to Do After Students Misbehave | |
| Low-Key Discipline | |
| Discipline With a Capital D: Problem Solving | |
| Contract for Prevention | |
| The Benefits of Problem Solving for Students | |
| Teaching Our Students Problem Solving | |
| Group Problem Solving | |
| Summary of Main Points | |
| Consequences for Misbehavior | |
| Choosing a Consequence | |
| Differentiating Between Consequences and Punishments | |
| More About Problem Solving for Consequences | |
| Summary of Main Points | |
| Strategies for Chronic, Annoying Misbehaviors | |
| Kinds of Misbehaviors | |
| Summary of Main Points | |
| Bullying: Prevention and Intervention | |
| Definition of Bullying | |
| Prevention | |
| Intervention | |
| Cyber Bullying | |
| Summary of Main Points | |
| Enhancing Resilience: Strategies for Misbehavior Resulting From Childhood Trauma | |
| What Is Childhood Trauma? | |
| Our Role | |
| Behavior Problems That Could Be Manifestations of Trauma | |
| Summary of Main Points | |
| Conclusion | |
| - Suggested Readings | |
| - Recommended Programs | |
| References | |
| Index | |
| Table of Contents provided by Ingram. All Rights Reserved. |
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