Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Curwin and Mendler

This is a bio of Richard Curwin and Allen Mendler and an overview of their classroom managment theory.
by

Brittany Cozzens

on 3 January 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Curwin and Mendler

Kirsten Christiansen
Brittany Cozzens
Nate Creel Richard Curwin and Allen Mendler Curwin and Mendler Richard L. Curwin W Works Cited http://www.in.com/richard-curwin/biography-233337.html

http://www.corwin.com/authors/535641

http://education.ucsb.edu/webdata/instruction/ed395bf/Management/LP5_Motivation/Curwin_Mendler.PDF Educator
School psychologist
Behavior and classroom management expert
Parent of three children Allen N. Mendler Expert in the fields of school discipline, motivation and classroom management
Has been professor of education at State University of New York at Geneseo, National Technical Institute for the Deaf, and San Francisco State University. Books:
Discipline with Dignity, Discipline with Dignity for Challenging Youth
Strategies for Successful Classroom Management
Rediscovering Hope: Our Greatest Teaching Strategy
Making Good Choices, Motivating Students Left Behind
Meeting Students Where They Live: Motivation in Urban Schools, Books
What Do I Do When?
Power Struggles: Successful Techniques for Educators
Motivating Students Who Don't Care
Connecting with Students
Discipline with Dignity for Challenging Youth Discipline with Dignity Benefits Criticisms Warmth
Clearly Defined Limits
Democratic Atmosphere
Skills in Recognizing and Resolving Conflict Assumption: Discipline problems develop within the classroom when the needs of an individual student, a group of students, or the teacher are not fulfilled.

l. Personal identity- which can be met through a positive self-image.
2. Connectedness- which can be met through a sense of positive affiliation with others.
3. Power- which can be met by having a sense of control over one's own life.
4. Achievement- which can be met by being enabled to achieve academically. Action Be consistent
Remind the student which rule has been broken
Use the power of proximity control
Make direct eye contact when delivering the consequences
Use a soft voice
Acknowledge appropriate behavior
Do not embarrass students in front of their peers
Do not give a consequence when angry
Do not accept excuses, bargaining, or whining Key Philosophies Focus on personal responsibility by allowing students to make decisions and mistakes in a safe environment.
Teachers create the majority of their discipline problems by failing to vary the way they present information and ignoring their students' attention span.
Believe that their management plan should be followed only as a framework that can be tailored to the students' needs.
Inclusion of Skinner, Jones, Dreikurs, Canter, and Glasser.
Main focus is on maintaining student dignity. Classroom Environment Stanley Coopersmith's work in self-esteem determined that students who had high self esteem had these four factors in their family backgrounds. Curwin and Mendler incorporated this theory because they feel that these same four factors encourage student responsibility. Individual Behavior Contract

I, _______________________________, will change my behavior by:

__________________________________________________________________________________________________________________________________________________________________________________

If I meet my goals and do not display unacceptable behavior, I will be rewarded with the following on Friday of each week until this contract ends:

__________________________________________________________________________________________________________________________________________________________________________________
If I do not meet my goals and have unacceptable behavior, I will have the following consequences:

__________________________________________________________________________________________________________________________________________________________________________________

This contract will be reevaluated on _________________

_________________ ____________________
Student’s Signature Teacher’s Signature Prevention Resolution 80-15-5 Principle Establish principles and rules Individual Behavior Contract 80 % rarely
15% somewhat regular
5% chronic Student and Teacher Needs Requires teachers to evaluate their values, interactions with students, contributions to the discipline situation, and teaching methods.
Curwin and Mendler use teacher feedback to keep theories current. Too much emphasis on rule development
Many high school teachers consider rule and consequence development too elementary. Kristina, in Mr. Jake’s class, is quiet docile. She never disrupts class and does little socializing with other students. But despite Mr. Jake’s best efforts, Kristina rarely completes an assignment. She doesn’t seem to care. She is simply there, putting forth virtually no effort. How would Curwin and Mendler deal with Kristina? How could you implement some of these ideas in your classroom?
Full transcript