Healthy classroom management : motivation, communication, and discipline

This text offers students�pre-service teachers�strategies and skills for classroom management that will empower both the children they will teach and themselves. Nakamura offers a practical, yet novel approach to classroom management with an emphasis on diversity. A healthy classroom can be attained if the pre-service teacher ascribes to Nakamura's technique: healthy motivation, healthy communication, and healthy discipline coupled with honesty, dignity, and respect. This text provides the student/future teacher with skills to build each child's strength and ability to succeed in the classroom, as well as tools to foster understanding and support of the emotional and social needs of the child. In addition, it instructs the student on how to instill responsibility, self-discipline, social interaction, and self-reliance into the typical, K-12 classroom/child. Activities are a strong asset to the text: the countless self-assessments, vignettes, chapter summaries, and quizzes add to the book's value and usefulness as a career reference.

Preface
Acknowledgments
Two Notes to the Reader
Part I The Foundation of the Healthy Classroom	p. 1
Chapter 1 The Healthy Classroom	p. 3
Student Wellness and the Healthy Classroom	p. 5
Dimensions of Student Wellness	p. 6
Mutual Respect and Trust	p. 10
Control and Wellness: Empowerment	p. 12
Making the Commitment to the Healthy Classroom	p. 14
The Teacher's Challenge: Four Critical Issues	p. 14
Equality	p. 15
Diversity	p. 16
The Power of the Student	p. 23
Common Goals	p. 24
Teachers Can Make A Difference	p. 26
Summary of Major Points in Chapter 1	p. 26
Chapter 2 The Healthy Classroom Teacher	p. 31
Teaching Styles	p. 32
The Autocratic or Controlling Teacher	p. 32
The Permissive Teacher	p. 34
The Healthy Teacher	p. 35
Expanding Teacher Leadership Roles Beyond the Classroom	p. 38
Redefining Teacher Leadership Roles	p. 39
The School as a Community	p. 39
What Is a Family?	p. 40
Parent Involvement in Education	p. 41
What Is Parent Involvement?	p. 42
Barriers to Parent Involvement	p. 43
The Importance of Healthy Communication between Teacher and Parent	p. 45
Linking School and Family Partnerships and Multicultural Education	p. 46
Connecting the School and Parents of Exceptional Children	p. 47
Connecting the Family and the School to Community Services	p. 48
Summary of Major Points in Chapter 2	p. 50
Chapter 3 The Foundation of Healthy Classroom Motivation	p. 53
Healthy Classroom Motivation	p. 54
Self-Esteem	p. 54
Resiliency	p. 57
Psychological Hardiness	p. 59
Humanistic Psychology	p. 61
Meeting Human Needs: A Prerequisite to the Healthy Classroom	p. 63
The Basic Psychological Needs	p. 63
The Difference between Needs and Wants	p. 66
Applying Resiliency Principles in the Classroom	p. 67
The Role of Perceptual Psychology in Psychosocial Wellness	p. 69
The Role of Existentialism in Psychosocial Wellness	p. 73
The High School Dropout: A Profile of Unfulfilled Needs	p. 74
Summary of Major Points in Chapter 3	p. 77
Part II Motivating Students in the Healthy Classroom	p. 81
Chapter 4 Motivation: Acceptance and Significance	p. 81
Motivation and Acceptance	p. 84
Messages of Acceptance	p. 84
Accepting Students for Who They Are	p. 86
A Simple Gesture	p. 86
Demonstrating That You Care For and Accept Each Student	p. 87
Personal Biases Affect Acceptance	p. 91
Motivation and Significance	p. 93
Making Students Feel Significant	p. 93
Setting Goals	p. 94
Leaders Help Others to Reach Goals	p. 94
Participation and Involvement	p. 95
Empowerment Through Participation	p. 96
Providing Opportunities for Contribution	p. 97
Setting Boundaries on Student Participation	p. 98
Delegation of Responsibility	p. 99
Student Decisions	p. 100
Culturally Sensitive Lesson Plans Increase Significance	p. 100
Summary of Major Points in Chapter 4	p. 102
Chapter 5 Motivation: Feeling Capable	p. 108
Making Students Feel Capable	p. 109
Barriers Constructed by Teachers That Obstruct a Student's Success	p. 110
Helping Students with Disabilities	p. 122
Structure For Success Rather Than Failure	p. 124
Instruction Strategies That Promote Success, Not Failure	p. 125
Summary of Major Points in Chapter 5	p. 126
Chapter 6 Motivation: Health and Safety	p. 132
Health Concerns of the Twenty-First Century	p. 134
Health Problems and Youth	p. 135
The Teacher's Role in Educating Students About Health Behaviors	p. 136
Health Status of Minority Americans	p. 137
Cultural Sensitivity	p. 138
Cultural Customs and Behaviors	p. 139
Examples of Cultural Factors That Affect Health	p. 140
School Health and Food Services	p. 140
When Is a Child Too Ill to Be in Your Class?	p. 142
School Food Services	p. 142
Promoting Physical and Emotional Safety	p. 143
Physical Safety/School Violence	p. 144
School Violence: Tragic Headline Stories	p. 144
Students as Victims of Violence	p. 146
Characteristics of At-Risk Youth	p. 147
Developing School Safety Programs	p. 148
Gangs	p. 149
Reporting Child and Sexual Abuse	p. 152
Physical Safety/Accident Prevention	p. 153
Is It Possible to Be Too Overprotective?	p. 154
Emotional Safety	p. 154
The Effects of Emotional Assaults	p. 155
Summary of Major Points in Chapter 6	p. 156
Part III Communication in the Healthy Classroom	p. 161
Chapter 7 Communication Skills	p. 163
Listening Reflects Acceptance and Significance	p. 164
Empathy Not Sympathy	p. 166
Can You Develop Empathy?	p. 166
Students Need to Be Understood	p. 167
Listening for Feelings	p. 168
Practice the Art of Listening	p. 169
The Skill of Reflective Listening	p. 170
Cultural Differences Can Impair Communication	p. 171
Intercultural Differences and Similarities in Nonverbal Communication	p. 171
Guidelines for Communicating with Students with Disabilities	p. 173
The Major Barrier to Healthy Communication	p. 174
When Does the Teacher Get to Speak?	p. 175
Wants into Words: Healthy Communication	p. 175
Anger Affects Healthy Communication	p. 176
When a Student's Words or Actions Affect the Teacher's Emotional Well-Being	p. 177
Putting It All Together: The Completed Message	p. 179
Further Thoughts about Healthy Communication	p. 180
Using Encouragement Instead of Praise	p. 180
The Praise Craze	p. 182
The Ulterior Motives of Most Praise	p. 182
Insulting Through Praise	p. 182
Praise That Does Not Match the Student's Perception	p. 183
Overpraising	p. 183
An Alternative to Praise	p. 183
Summary of Major Points in Chapter 7	p. 184
Chapter 8 Communication: Resolution and the Class Meeting	p. 189
Healthy Resolution	p. 190
Caring and Respect as the Foundations of Negotiations	p. 190
Operating Assumptions for Approaching Conflict	p. 191
The Four Steps to Problem Solving for Teachers and Students	p. 192
When Students Do Not Want to Participate in the Spirit of Fair Negotiations	p. 194
What If the Teacher Makes a Mistake?	p. 195
What Is a Class Meeting?	p. 197
What a Class Meeting Is Not	p. 197
The Class Meeting Foundation: Mutual Respect and Emotional Honesty	p. 197
The Class Meeting Structure	p. 198
How To Have Effective Class Meetings	p. 199
Ground Rules for a Class Meeting	p. 201
Getting Started	p. 201
Start Slowly	p. 201
The Class Vision	p. 202
Common Questions about Class Meetings	p. 203
Summary of Major Points in Chapter 8	p. 205
Part IV Discipline in the Healthy Classroom	p. 211
Chapter 9 Discipline: Discipline Styles and the Goals of Behavior	p. 213
Styles of Discipline	p. 214
Autocratic Discipline	p. 214
Permissive Discipline	p. 216
Healthy Discipline	p. 218
Discipline and Cultural Bias	p. 220
Discipline and Gender	p. 221
Discipline and the Exceptional Child	p. 221
Classroom Control Through Motivation	p. 222
Twelve Helpful Hints to Reduce Discipline Problems	p. 222
Common Classroom Discipline Problems	p. 223
Understanding the Goals of Behavior	p. 224
The Four Mistaken Goals of Behavior	p. 225
Attention-Seeking	p. 225
Power	p. 226
Revenge	p. 226
Self-Imposed Inadequacy	p. 227
Why Mistaken Goals of Behaviors Do Not Work	p. 227
Identifying the Mistaken Goal of Behavior	p. 229
Prescriptions for Each Mistaken Goal	p. 229
Responses to Attention-Seeking Behavior	p. 230
Responses to Power Behavior	p. 231
Responses to Revenge Behavior	p. 231
Responses to Assumed Inadequacy Behavior	p. 232
Goals Beyond the Dreikurs Basic Four	p. 232
Summary of Major Points in Chapter 9	p. 232
Chapter 10 Discipline: Rules, Consequences, and Controlling the Physical Environment	p. 238
Sending Firm Messages and Establishing Rules and Procedures	p. 239
Firm Messages	p. 239
Soft Messages	p. 241
Class Rules and Procedures	p. 242
What Makes a Good Rule?	p. 243
Administering Consequences: Making Students Accountable for Their Behavior	p. 244
When Students Keep Challenging Certain Rules	p. 245
Student Input	p. 245
Rules Should Be Flexible and Negotiable	p. 245
Using Procedures to Prevent Problems	p. 245
Minor Misbehaviors: Keeping Students On-Task	p. 247
Cueing with Hand Signals	p. 249
Managing the Physical Environment	p. 249
The Action Zone	p. 251
Arranging Student Space	p. 253
Other Factors That Contribute to the Emotional Environment of the Classroom	p. 254
Natural and Logical Consequences	p. 255
Natural Consequences	p. 258
Logical Consequences	p. 259
Help Students Learn from Their Mistakes	p. 261
Time-Out as a Logical Consequence	p. 262
The Difference between Punishment and Consequences	p. 263
Teaching Beyond Consequences	p. 264
Summary of Major Points in Chapter 10	p. 265
Appendices	p. 271
Appendix A Humanistic Psychology	p. 271
Appendix B Activities to Enhance Acceptance	p. 276
Appendix C High Risk Health Behaviors	p. 283
Appendix D Barriers to Health Care for Minority Populations	p. 300
Appendix E A Facilitator's Guide to Healthy Classroom Management	p. 306
Appendix F The Student with a Disability	p. 310
Appendix G Multicultural Magazines and Journals	p. 324
References	p. 329
Author Index	p. 343
Subject Index	p. 347

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