Preface |
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xi | |
SECTION I Introduction |
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1 | (28) |
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Chapter 1 Teacher Behavior, Misbehavior, and Discipline |
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7 | (14) |
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The Severity Clause and "Stop" Statements |
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10 | (1) |
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The Teacher Behavior Continuum: The TBC |
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11 | (3) |
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The Three Faces of Discipline: A Concept, Not a Recipe |
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14 | (1) |
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15 | (1) |
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16 | (3) |
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19 | (1) |
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20 | (1) |
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Chapter 2 The Three Faces of Discipline System |
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21 | (8) |
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Teacher Skill and Personality Type |
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21 | (4) |
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22 | (3) |
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The Five Systems of an Effective Discipline Program |
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25 | (3) |
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25 | (1) |
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Professional-Administrative Backup System |
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26 | (1) |
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26 | (1) |
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26 | (1) |
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Classroom (and School) Management System |
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27 | (1) |
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28 | (1) |
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28 | (1) |
SECTION II The Limit-Setting System: Using the Pathway of Power of the Teacher Behavior Continuum |
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29 | (94) |
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Chapter 3 Looking: The Relationship-Listening Face |
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31 | (28) |
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Limit Setting: The TBC's Looking |
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37 | (9) |
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39 | (4) |
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Eye Contact and Proxemics |
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43 | (1) |
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Limit Setting on the Wing |
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44 | (2) |
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Looking and the Three Faces Concept |
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46 | (11) |
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Private versus Public Desist |
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48 | (1) |
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Limit Setting as a Desist |
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49 | (1) |
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Desist during Direct Instruction |
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49 | (2) |
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51 | (1) |
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51 | (2) |
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53 | (2) |
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55 | (1) |
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56 | (1) |
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56 | (1) |
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57 | (1) |
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58 | (1) |
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Chapter 4 Naming: The Relationship-Listening Face |
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59 | (13) |
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59 | (1) |
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Relationship-Listening Face |
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60 | (10) |
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The I-Message (Behavior-Effect-Feeling) |
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62 | (5) |
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Active Listening / Door Openers / Acknowledgments |
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67 | (3) |
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Limit Setting and Relationship-Listening Techniques |
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70 | (1) |
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70 | (1) |
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71 | (1) |
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Chapter 5 Questioning: The Confronting-Contracting Face |
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72 | (11) |
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Confronting-Contracting Limit Setting |
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73 | (1) |
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73 | (4) |
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Confronting-Contracting Orientation |
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77 | (1) |
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The Outside Aggressor Phenomenon |
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78 | (1) |
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79 | (1) |
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80 | (2) |
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82 | (1) |
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82 | (1) |
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Chapter 6 Commanding: The Rules and Consequences Face |
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83 | (8) |
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84 | (1) |
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85 | (3) |
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Characteristics of Assertive Teachers |
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85 | (3) |
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The Nonassertive or Hostile Teacher |
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88 | (1) |
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Characteristics of Nonassertive Teachers |
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88 | (1) |
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89 | (1) |
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89 | (1) |
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90 | (1) |
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Chapter 7 Acting: The Rules and Consequences Face |
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91 | (32) |
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Acting (Physical Intervention) and the Backup System |
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92 | (15) |
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92 | (3) |
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Crisis Level 1: Anxiety Phase |
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95 | (1) |
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Crisis Level 2: Defiant Phase |
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95 | (2) |
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Crisis Level 3: Physically Aggressive Phase (Assault) |
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97 | (4) |
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Crisis Level 4: Tension Reduction (Calming) Phase |
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101 | (1) |
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Private Meeting (Semi-Private) |
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102 | (2) |
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104 | (3) |
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107 | (6) |
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107 | (1) |
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108 | (5) |
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113 | (5) |
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Basket-Weave Hold Restraint |
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113 | (1) |
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114 | (1) |
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115 | (3) |
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Classmates as Onlookers to the Assault |
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118 | (2) |
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Class Meetings (Verbal Ventilation) |
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118 | (2) |
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120 | (1) |
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121 | (2) |
SECTION III The Professional-Administrative Backup System |
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123 | (38) |
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Chapter 8 The Backup System |
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125 | (36) |
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Documentation of the Backup Steps: The Backup System Checklist |
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125 | (3) |
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127 | (1) |
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128 | (8) |
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Looking (Relationship-Listening Face) |
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128 | (1) |
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Naming (Relationship-Listening Face) |
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128 | (4) |
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Questioning (Confronting-Contracting Face) |
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132 | (4) |
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136 | (5) |
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136 | (4) |
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Levels of Exclusion and Time Out |
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140 | (1) |
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141 | (2) |
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142 | (1) |
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143 | (1) |
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Common Questions Regarding Confronting-Contracting |
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143 | (4) |
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144 | (1) |
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144 | (1) |
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145 | (2) |
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Meetings and Conferencing in Public |
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147 | (12) |
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The Relationship-Listening Metting |
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148 | (1) |
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The Confronting-Contracting Meeting |
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149 | (1) |
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150 | (4) |
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Step 1: Stating the Problem (Overview of the Student's Behavior) |
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154 | (2) |
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Step 2: Generating Solutions |
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156 | (1) |
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Step 3: Evaluating Solutions |
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156 | (1) |
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Step 4: Deciding on Solutions (A Final Written Plan) |
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157 | (1) |
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Step 5: Implementing the Solution (A Commitment) |
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158 | (1) |
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Step 6: Reevaluation Meeting |
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158 | (1) |
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159 | (1) |
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160 | (1) |
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160 | (1) |
SECTION IV The Incentive System |
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161 | (24) |
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Chapter 9 The Rights and Responsibilities Game |
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163 | (22) |
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Developmental Tasks of Early Adolescence |
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163 | (19) |
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166 | (7) |
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173 | (3) |
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176 | (1) |
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Scoring and the Score Card |
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177 | (2) |
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179 | (1) |
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Out-of-Classroom Supervision |
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180 | (1) |
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181 | (1) |
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181 | (1) |
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182 | (2) |
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184 | (1) |
SECTION V The Encouragement System |
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185 | (32) |
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Chapter 10 Finding Acceptance |
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187 | (30) |
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189 | (1) |
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190 | (4) |
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191 | (1) |
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Questioning (Clarifying Teacher Feelings) |
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191 | (1) |
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192 | (1) |
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193 | (1) |
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194 | (2) |
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196 | (1) |
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196 | (2) |
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198 | (3) |
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201 | (12) |
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201 | (1) |
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Natural / Logical Consequences |
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201 | (2) |
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The Process of Encouragement |
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203 | (4) |
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207 | (2) |
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209 | (2) |
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211 | (2) |
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213 | (2) |
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215 | (1) |
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215 | (2) |
SECTION VI The Management System |
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217 | (60) |
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Chapter 11 Design of the Classroom |
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219 | (29) |
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Scientifically Designed Classroom: Double E Classroom |
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220 | (5) |
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Concepts and Principles versus Techniques |
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221 | (1) |
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222 | (3) |
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Three Spheres of Relationship |
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225 | (8) |
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228 | (1) |
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Making a Group of Four or Eight |
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229 | (1) |
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229 | (4) |
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233 | (1) |
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233 | (14) |
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236 | (1) |
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236 | (1) |
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Directionality (Materials) |
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237 | (1) |
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237 | (4) |
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241 | (1) |
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242 | (1) |
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243 | (1) |
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243 | (1) |
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244 | (1) |
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Audiovisual and Similar Equipment |
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244 | (1) |
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Care of the Windows and Blinds |
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244 | (1) |
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Turning Lights On and Off |
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245 | (1) |
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Teacher's Desk, Filing Cabinets, and Bookcases |
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245 | (1) |
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Storage of Hand-Carried Items |
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245 | (1) |
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246 | (1) |
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246 | (1) |
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247 | (1) |
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247 | (1) |
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Chapter 12 Rules and Authority |
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248 | (20) |
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Rules Are Situational and Spatially Bound |
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248 | (1) |
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Rules Are Taught Formally or Informally |
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249 | (1) |
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250 | (4) |
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250 | (2) |
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What Should the Classroom Motor Rules Be? |
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252 | (2) |
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Establishing Teacher Authority and Leadership |
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254 | (2) |
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Power and Degrees of Desist Control |
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256 | (1) |
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256 | (1) |
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256 | (1) |
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257 | (1) |
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257 | (1) |
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258 | (10) |
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Chapter 13 The First Days of School: Teaching the Basics of Good Classroom Discipline |
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268 | (9) |
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269 | (1) |
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270 | (1) |
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270 | (7) |
Glossary |
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277 | (4) |
Index |
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281 | |