Acknowledgments.

How to Use This Book.

Foreword by Donald D. Deshler.

Preface.

Introduction.

Chapter 1: Vision: Understand Key Concepts About Managing Student Behavior.

Task 1: Understand the Basic Principles of Behavior Modification and Your Role in That Process.

Task 2: Understand Motivation and the Variables That Can Be Manipulated to Increase It.

Task 3: Understand the Importance of Maintaining High Expectations for Students’ Academic and Behavioral Performance.

Task 4: Understand the Importance of Building Personal Relationships with Students.

Task 5: Develop and Implement Guidelines for Success.

Task 6: Adjust the Structure of Your Management Plan Based on the Needs of Your Students.

In Conclusion.

Chapter 2: Grading: Design Instruction and Evaluation Systems.

Task 1: Develop Clear Goals for Each Class You Teach.

Task 2: Design Instruction and Evaluation Procedures That Create a Clear Relationship Between Student Effort and Success.

Task 3: Establish a System to Provide Students Feedback on Behavior and Effort. Incorporate This into Your Grading System.

Task 4: Design Procedures for Students to Receive Feedback on Each Aspect of Their Behavioral and Academic Performance and to Know Their Current Grades.

In Conclusion.

Chapter 3: Organization: Prepare Routines and Procedures.

Task 1: Arrange the Schedule of Activities for Each Class Period So It Maximizes Instructional Time and Responsible Behavior.

Task 2: Arrange the Physical Space in Your Classroom So That It Promotes Positive Student-Teacher Interactions and Reduces Disruption.

Task 3: Decide on a Signal You Can Use to Immediately Quiet Your Students and Gain Their Full Attention.

Task 4: Design Efficient, Effective Procedures for Beginning and Ending the Class Period.

Task 5: Design Effective, Efficient Procedures for Assigning, Monitoring, and Collecting Student Work.

In Conclusion.

Chapter 4: Expectations: Plan to Teach Students How to Be Successful.

Task 1: Define Clear and Consistent Behavioral Expectations for All Regularly Scheduled Classroom Activities.

Task 2: Define Clear and Consistent Behavioral Expectations for the Common Transitions, Both Within and Between Activities, That Occur During a Typical School Day.

Task 3: Develop a Preliminary Plan and Prepare Lessons for Teaching Your Expectations to Students.

In Conclusion.

Chapter 5: Rules and Consequences: Plan to Respond Consistently to Student Misbehavior.

Task 1: Identify and Post Three to Six Classroom Rules That Will Be Used as a Basis for Providing Positive and Corrective Feedback.

Task 2: Develop a Plan for Correcting Early-Stage Misbehaviors.

Task 3: Develop Consequences for Committing Rule Violations.

In Conclusion.

Chapter 6: Motivation: Enhance Students’ Desire to Succeed.

Task 1: Present the Desired Tasks to Your Students in a Manner That Will Generate Their Enthusiasm.

Task 2: Implement Effective Instruction Practices.

Task 3: Use Every Possible Opportunity to Provide Each Student with Noncontingent Attention.

Task 4: Give Students Positive Feedback on Their Successes in a Variety of Ways.

Task 5: Plan to Interact at Least Three Times More Often with StudentsWhen They Are Behaving Appropriately Than When They Are Misbehaving.

In Conclusion.

Chapter 7: Preparation and Launch: Pull It All Together for the First Day.

Task 1: Finalize Your Classroom Management Plan, and Prepare to Communicate That Plan to Your Students.

Task 2: Complete Your Preparations for the First Day.

Task 3: Implement Your Plan for the First Day of School.

In Conclusion.

Chapter 8: Implementation:Monitor and Adjust Your Plan Throughout the Year.

Task 1: Gradually Decrease the Amount of Time Spent Teaching Expectations, Procedures, and Routines.

Task 2:Mark on Your Planning Calendar Particular Times That You Will Reteach Your Expectations.

Task 3: Collect Objective Data About Classroom Behavior, and Adjust Your Management Plan Accordingly.

In Conclusion.

Chapter 9: Proactive Planning for Chronic Misbehavior.

Task 1: Implement Basic Interventions First,Moving to More Complex Interventions Only When Necessary.

Task 2: Develop an Intervention Plan for Awareness-Type Misbehaviors.

Task 3: Develop an Intervention Plan for Ability-Type Misbehaviors.

Task 4: Develop an Intervention Plan for Attention-Seeking Misbehaviors.

Task 5: Develop an Intervention Plan for Habitual and Purposeful Types of Misbehaviors.

In Conclusion.

Appendix A: CHAMPs and ACHIEVE versus Daily Reality Rating Scales.

Appendix B: Ratio of Interactions Monitoring Forms.

Appendix C: Misbehavior Recording Sheet.

Appendix D: Grade Book Analysis Worksheet.

Appendix E: On-Task Behavior Observation Sheet.

Appendix F: Opportunities to Respond Observation Sheet.

Appendix G: Student Satisfaction Survey.

References.

Index.