Cornerstone Cross-Reference       Ch. 14: Strategies for Preventing Behavior Problems   *When you're not seeing results: how to determine which of 2 problems you've got and remedy it immediately      Ch. 15: Teaching Children to Be Self-Reliant   *Setting teacher-student boundaries and training kids how to get your attention appropriately (i.e., without tapping you or following you around the room)   *The importance of the 3-Before-Me rule (and why the first person your kids should ask is themselves)   *How your response to attention-seeking behaviors is the sole determination of whether they'll continue: ways to choose encouragement over praise and replace evaluative responses with ones that foster self-reliance   *The difference between teacher control and self control   *How to construct effective questions to redirect behavior (instead of answering a child's redundant question yourself)   *One-liners to help you untangle yourself from petty issues during instruction: what works and what backfires   *Teaching kids to solve social problems independently: discussing physical confrontations and the claim "If someone hits me, my mom told me to hit them back!"; a sample discussion of the consequences of fighting (no sugar-coating or political-correctness here)   *An example of facilitation using active listening   *The hidden reason why children tattle: once this issue is addressed (and it may take a serious adaptation on your part), you'll see major break-throughs in self-sufficiency     Ch. 16: Whole Class Reinforcement Systems   *How to balance intrinsic motivators with rewards so that students behave because it's the right thing to do (not because they expect a prize)   *2 pages of ideas on extending the token system throgh incorporation with classroom jobs, letting kids nominate each other for tokens, and more   *More resources for the bead system: ways to incorporate other class rewards, handle potential problems such as stealing, trading, or losing beads (the solution is simple!), and involve special educators and other school staff in the bead system for greater student accountability     Ch. 17: Meeting Individual Needs   *Considering the 6 student positions (needs/motives): identify WHY the child is acting out so you can choose an appropriate response   *5 student responses to correction, and how the teacher should enforce consequences for each response type   *Being consistent while differentiating for students' needs: handling jealously by getting kids to recognize and accept that your job is to be equitable, NOT fair   *The secrets of low-key rule enforcement and the importance of revealing your reasoning   *2 critical strategies for dealing with violent, defiant, and emotionally unstable children   *How to avoid power struggles with a calm, unemotional demeanor and through replacing repeated demands with expectation reminders   *What to do in a stand-off with a defiant child: step by step directives on what to say and do in the most extreme and/or violent encounters   *4 examples of personal improvement (individual behavior modification) plans that work with real kids (read their before and after stories!)     Ch. 18: The Challenges of High-Poverty Schools   *The realities of teaching in low socio-economic areas--everything they didn't teach you in college!   *My own background and experiences living and working in the inner city, and why I have a special heart for the teachers and kids there   *Lessons learned from a teacher who didn't make it: 5 important mindsets that a former co-worker never developed...and was terminated for after only 2 months on the job     Ch. 25: Teaching Techniques That Minimize Off-Task Behavior   *How variety and creativity in lesson implementation make the difference: NINE pages of tips to help you keep your kids engaged WITHOUT spending hours designing perfect lessons and activities!     Ch. 31: Keeping Parents Informed   *Managing daily or weekly reports to hold kids accountable for their behavior and work habits   *How student-led conferences empower students to reflect on their actions and take the pressure of explaining misbehavior to parents off of the teacher   *When to hold conferences, how to prepare, and sample questions to involve students and their parents in meaningful discussions     Ch. 32:  The Importance of Documentation   *The definitive guide: what to document and when so that students get the servcies they need and you are protected from allegations of not meeting students' needs or not keeping parents informed   *4 situations in which you need to keep extra documentation (and how to do so with minimal time expenditure)   *Step-by-step guidelines on how to document and suggestions for utilizing your teacher's union in difficult situations

Free Downloads Referenced in the Book     A great way to provide info for parents about incidents in the classroom is to send home the child's own reflection on what happened.  Filling out problem-solving sheets not only documents misbehavior (important for conferences, office referrals, IEP meetings, etc.), but also helps students reflect on their choices and responsibilities.  Students can fill them out or can dictate to you if they are unable to write independently.  I have a very plain form I made up in 5 minutes that you can view here or use my older version.  You can fit problem solving sheets into any behavior modification system you are using (whole class or individual)--just make completing one part of the consequence for a certain level of misbehavior.   Bi-Weekly form Parent contract-less detail Parent contract-more detail Phone documentation sheet PIP Andre PIP Claire PIP Elijah PIP Kylie (bonus) Removal from class form Weekly eval--emphasis on comments section Weekly eval--emphasis on social skills section Weekly eval--emphasis on work habits section Work sample form

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