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II. Delaying Consequences.explains:
- About research that shows why consequences
do not always need to be immediate
- How to delay consequences in a way that
yields the benefits of delayed consequences and immediate consequences
at the same time
- That delayed consequences allow one to
calm down, develop an effective plan, and avoid “knee-jerk”
reactions
- Why repeated warnings are damaging to
students and schools
- How to develop an enforceable classroom
discipline plan
III. Applying
Empathy
involves:
- How the human brain responds to threat
by narrowing thinking and shifting into “fight or flight”
- That empathy is a powerful tool for helping
students remain in “thinking mode”
- That providing empathy before delivering
consequences allows students to learn from the consequence...instead
of developing resentment toward the adult
- Why empathy without accountability leads
to irresponsibility and low self-esteem
- Practical tips for using sincere empathy
even when anger feels more natural
IV. The Recovery Process teaches:
- How to use the “recovery area”
approach to preserve the learning environment when one or more
students become chronically disruptive
- The basic goals of this approach
- The importance of adapting this approach
to a specific school
- What to do it a student refuses to go
to Recovery when asked
- Related legal issues and tips for explaining
this approach to parents
V. Developing Positive Teacher/Student
Relationships involves:
- How coercive strategies and tangible rewards
backfire with disruptive students
- That positive teacher-student relationships
are the key to success with such students
- The difference between general praise
and specific encouraging feedback
- The importance of greeting students each
day with friendly eye contact, a smile and a handshake
- The “One-Sentence Intervention”
technique for building successful relationships with the most
challenging students
VI. Setting Limits with Enforceable
Statements shows:
- Why it’s important for educators
to set fair and consistent limits with students
- How to set such limits in ways that decrease
resistance and power struggles
- How to set limits that are easily enforceable
- Specific examples of enforceable limits,
or “enforceable statements”
- How to enforce limits through the use
of questions
VII. Using Choices to Prevent Power
Struggles will teach:
- That a general sense of personal control
is a basic human emotional need
- That most people will do almost anything
to regain control
- How to share control to gain more of it
- Guidelines for sharing control through
choices within limits
- Specific examples of appropriate versus
inappropriate choices
VIII. Quick and easy preventative interventions
teaches:
- About research showing that effective
teachers spend most of their time and energy preventing behavior
problems instead of reacting to them
- Specific interventions designed to prevent
disruptive behavior
- Guidelines for using preventative interventions
versus using logical consequences
- The importance of addressing discipline
on two levels: prevention of misbehavior and accountability for
poor behavior
- That positive teacher-student relationships
are the foundation of preventative discipline
IX. Guiding Students to Own and Solve
Their Problems contains:
- Five steps for helping students learn
to own and solve their own problems
- Why it’s important that educators
avoid rescuing students by solving their problems for them
- Guidelines for determining when to allow
students to solve problems versus when to step in
- The importance of keeping our disciplinary
discussion with students very brief
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