Table of Contents
Introduction
Key Considerations
About This Book
Features of This Book and Companion Website
SECTION 1: BEHAVIOUR
Chapter 1: The Design of Power Plays
Knowledge as Design
The Role of a Partner and an Audience
Chapter 1 Conclusion
Chapter 2: Understanding the Student Who Moves to Power
Goals of Misbehaviour
The Nature of Students Who Consistently Engage in Power Plays
Students Who Move to Power in Non-aggressive Ways
The Missing Think
Classifying Student Misbehaviour
The Value of a Repertoire of Responses
Chapter 2 Conclusion
Chapter 3: Pre-Power Approaches: Our Theory of Bumps
What Are the Bumps?
Essential Low-Key Preventive Techniques
Responding—Pre-Power Approaches
Bump 1: Low-Key Responses
Bump 2: Squaring Off
Bumps 3 and 4: The Choice and the Follow-Through
Chapter 3 Conclusion
Chapter 4: Responding to Students Who Move to Power
Power Plays in the Workplace
Case Studies
Four Key Factors in De-escalating Power Plays
What Other Effective Teachers Have Told Us
Chapter 4 Conclusion
Chapter 5: Power Responses: The Informal Chat
Key Attributes of an Informal Chat
The Informal Chat: A Personal Perspective
The Informal Chat: Five Steps
The Five Steps Explained
Rationale for the Informal Chat
Examples of Informal Chats
Chapter 5 Conclusion
SECTION 2: TEACHER PRACTICE
Chapter 6: The Teacher Continuum: Moving Toward Effective Teaching Practices
Comparing Effective and Less Effective Teachers
Responding to Misbehaving Students
Personal Positioning
Chapter 6 Conclusion
Chapter 7: How We Talk to Students: Questioning, Responding, and Checking for Understanding
Framing Questions and Requests
Responding to Students
Checking for Understanding and Student Behaviour
Chapter 7 Conclusion
Chapter 8: Cooperative Learning and the Inclusive Classroom
Developing a Perspective
Effective vs. Ineffective Group Work
Why Implement Effective Group Work?
How to Start Developing Effective Group Skills
Social Studies Lesson on Goods and Services in a Community: A Sample Lesson Integrating the Work of Kagan, Gibbs, and the Johnsons
Chapter 8 Conclusion
Chapter 9: School-Wide Responsibility for Student Behaviour
The Class from Hell—How We Create It…and How We Can Fix It
Discipline Policies: Factors to Consider
Chapter 9 Conclusion
Chapter 10: Research into the Thinking and Actions of Effective Teachers: A Historical Perspective
Historical Reflection on Teacher Thinking and Actions Related to Student Behaviour
Research on Encouraging Appropriate Behaviour
Research on Responding
Chapter 10 Conclusion
Appendix A: Bumps 7 to 10
Appendix B: Sample Personal Plans
Appendix C: Bloom’s Taxonomy
Appendix D: How Effective Group Work Creates Problems
Appendix E: Concerns Based Adoption Model (CBAM)
Appendix F: Staff Surveys
Appendix G: Sample Lesson for Guest Teachers
Appendix H: Learning Enriched and Learning Impoverished Schools
Appendix I: Description of Instructional Methods Discussed in the Text
References
Index
Credits