PART I

CHAPTER 1: Using This Book as a Handbook ............

A. For Education Majors and Student Teachers

B. For New Teachers or Veteran Teachers

C. For Substitute Teachers

D. For Teachers K-6

E. For Paraprofessionals, Aides

F. For Instructors/Consultants of Inservice or Graduate Workshops/Courses

G. For School Psychologists and Guidance Counselors

H. For Administrators

I. For Supervisors of Student Teachers

J. For Instructors of Education Courses

K. For Parents:

1. When Your Child is a "Discipline Problem"

2. When It's the Other Students

CHAPTER 2: Why Many Attempts Have Been Inadequate

A. What We Need to Do and Be Careful About

B. A Summary and Critique of the Literature

C. Recent Developments

CHAPTER 3: You're Not Alone: "Right in the Middle of My Lesson, This Kid Suddenly.."

CHAPTER 4: When Should You Call It: "A Discipline Problem?"

A. Not All Disruptions Are "Discipline Problems"

B. Fifteen Typical Miscalls

C. What to Do Instead of Making Miscalls

D. Especially for Grades K-6

E. Teachers Share Their Growing Pains

F. Training Exercises and Checklist for Chapter 4

CHAPTER 5: From the Horse's Mouth:" I Like to Bug Mr. Johnson Because He Always.."

Prevention: Locating the Sources of Disruptive Behavior

CHAPTER 6: From Outside Your Classroom ..............

A. From Childhood to Adolescence

B, From Home and Peers

C. From Right Outside Your Classroom

D. Especially for Grades K-6

E. Training Exercises and Checklist for Chapter 6

CHAPTER 7: From the Environment of Your Classroom . . .

A. Disorder Breeds Disorder

B. From the Physical Environment

C. From the Seating Arrangement

D. From Your Procedures

E. From Being Poorly Equipped

F. Especially for Grades K-6

G. Training Exercises and Checklists for Chapter 7

CHAPTER 8: From the Interactions Between You and Your Students ..........

A. From Making Miscalls

B. From Being Incongruent (Inauthentic)

C. From Not Following Through

D. From Being Inappropriate

E. From Being Unfair

F. Especially for Grades K-6

G. Training Exercises and Checklists for Chapter 8

CHAPTER 9: From the Delivery of Your Lesson Plan ...........

A. From Incongruent Content

B. From Not Being Affective Enough

C. From Not Being Actional or Experiential Enough

D. From Not Being Inductive Enough

E. From Not Being Interactive Enough

F. From a Lack of a Felt Sense of Order, Rewards, and Momentum

G. From a Mismanaged Distribution of Attention

H. From Not Being Explained Well Enough

I. Especially for Grades K-6

J. Training Exercises and Checklist for Chapter 9

PART III

Preventing and Handling The Sources of Disruptive Behavior

Introduction to Part III: Four Guiding Caveats ....

CHAPTER 10: Dealing with Those That Are Somewhat Out of Your Hands

A. Learning How to "Duck"

B. Dealing with Disturbances Right Outside Your Classroom

C. Working on the Environment of Your Classroom

D. Being Well-Equipped (Survival Tools)

E. Especially for Grades K-6

F. Teachers Share Their Growing Pains

G. Training Exercises and Checklists for Chapter 10

CHAPTER 11: Repairing Your Student-Teacher Interactions

A. Not Making Miscalls

B. Being Congruent (Authentic)

C. Following Through

D. Being Appropriate

E. Being Fair

F. Especially for Grades K-6

G. Teachers Share Their Growing Pains

H. Training Exercises for Chapter 11

CHAPTER 12: Preventing Your Rules from Falling Apart . .

A. Twenty-one Guidelines for Effective Rules and Warnings

B. Some Psychological Considerations about Rules and Warnings

C. Systematic Rewards, Instead of Punishments: 43 Suggestions

D. Conflict Resolution Training

E. Strengthening Students To Be Less Vulnerable to Peer Pressure

F. Warding Off Bullies By Strengthening the Victim

G. Working on Asserting Yourself and Taking Stands

H. Especially for Grades K-6

I. Teachers Share Their Growing Pains

J. Training Exercises and Checklist for Chapter 12

CHAPTER 13: SPECIFICS:

A. How to Handle the "See Me after Class!"

B. How to Handle Students Who:

1. Call out

2. Fight

3. Cheat

4. Come in late

5. Don't do the homework

6. Have crushes on you

7. Wear hats

8. Bring personal stereos to class

9. Have beepers

10. Criticize "dis," each other

11. Are "high" or dealing drugs

12. Carry weapons

C. Especially for Grades K-6

D. Training Exercises and Checklist for Chapter 13

CHAPTER 14: Repairing the Delivery of Your Lesson Plan: 89 Methods

A. Delivering the Subject Matter Congruently

B. Making the Lesson Affective

C. Making the Lesson Actional and Experiential

D. Making the Lesson More Inductive

E. Involving the Students: Participation Methods

F. Creating Lessons That Feel Orderly and Have Rewards and Momentum

G. Managing the Distribution of Attention

H. Explaining the Lesson Well

I. Especially for Grades K-6

J. Teachers Share Their Growing Pains

K. Training Exercises and Checklist for Chapter 14

CHAPTER 15: Helping the Substitute Teacher

A. Securing Your Place

B. Some Helpful Techniques

C. Some Useful " Task Sheets"

D. Especially for Grades K-6

CHAPTER 16: Epilogue: "You Matter!"

PART IV

SF.1 A Questionnaire for Your Staff:

"Assessing the Problems and Needs of Your Teachers

Regarding Discipline Problems."

SF.2 A Training Video Cued to This Book (Available From the Author)

For: Principals, School Psychologists, Education Instructors, and Consultants

SF.3 Legal Parameters

SF.4 "Am I Going To Have A Lot of Discipline Problems?"

A Pre-test for Diagnosis and Prevention

SF.5 An Indexed, Systematic List of the Sources of Disruptive Behavior

and Their Remedies .......

SF.6 A Checklist for Student Teachers, and Your First Day!

SF.7 A Glossary of Technical Terms Used in Schools.

SF.8 A Resource Bibliography

Index