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Positive Discipline in the Classroom

by Jane Nelson, Ed.D., Lynn Lott, M.A., and Stephen Glenn, Ph.D.
by

Carey Wendell

on 6 April 2016

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Transcript of Positive Discipline in the Classroom

Positive Discipline in the Classroom
Creating an atmosphere of caring based on kindness and firmness, dignity and respect
2. Classroom Meetings
4. Using Encouragement
3. The Four Mistaken Goals
of Behavior:
Undue Attention
Misguided Power
Revenge
Assumed Inadequacy

The Significant Seven
1. Creating an atmosphere of caring based on kindness and firmness, dignity and mutual respect
Positive Discipline Puzzle
Holding regularly scheduled classroom meetings
Understanding the four mistaken goals of behavior
Using encouragement
Using positive discipline classroom management tools
Holding parent/teacher/student conferences
Using the teachers helping teachers problem-solving steps
Three Emowering Perceptions:
I am Capable
I Contribute in Meaningful Ways, and I am Genuinely Needed
I use My personal power to make choices that influence what happens to me and my community

Four Essential Skills
Intrapersonal Skills:
Interpersonal Skills
Systemic Skills
Judgement Skills
I have self-discipline and self-control
I can work respectfully with others
I understand how my behavior affects others
My judgement skills and wisdom are improving through daily practice
What are the barriers to and builders of respect and encourage-ment?
Barrier 1: Assuming
Builder 1: Checking
Barrier 2: Rescuing/Explaining
Builder 2: Exploring
Barrier 3: Directing
Builder 3: Inviting/Encouraging
Barrier 4: Expecting
Builder 4: Celebrating
Barrier 5: "Adultisms"
Builder 5: Respecting
Schedule
1. Compliments and appreciations
2. Follow up on prior solutions
3. Agenda items (in a book or box)
4. Future plans (field trips, parties, projects)

Eight building blocks of
effective class meetings:
1. form a circle
2. practice compliments and appreciations
3. create an agenda
4. develop communication skills
5. learn about separate realities
(lion, eagle, turtle, chameleon)
6. recognize the four reasons people do what they do
(4 misguided goals)
7. practice role-playing and brainstorming
8. focus on non-punitive solutions

ONLY START SOLVING PROBLEMS
AFTER TEACHING SKILLS
What is the difference between praise and encouragement

Related, Respectful, Reasonable, Revealed
Wheel of choice (as just another choice)
5. Focusing on Solutions instead of punishment
Three Rs of Recovery
from Mistakes
Recognize –
the mistake with a feeling of responsibility instead of blame
Reconcile –
by apologizing to the people you have offended or hurt
Resolve –
the problem, when possible, by working together on a solution – possibly through brainstorming


Positive Discipline Classroom Management Tools:
Limited Choices (appropriate and acceptable)
Classroom Jobs
Problem Solving
(four problem solving steps)
Follow Through with Dignity and Respect
Ask, Don’t Tell “What,” “Why,” and “How”
Redirection Questions

Doing Nothing (Natural Consequences)
Deciding What YOU will Do
Saying “No” with Dignity and respect

Acting More, Talking Less

Putting Everyone in the Same Boat (getting the problem resolved w/o blame)
Positive Time-Out (quiet corner)
Parent/Teacher/Student Conferences
Parent/Teacher/Student Conferences
1. What is going well?
2. What is needed to encourage and support what is going well?
3. In what areas would improvement be beneficial?
4. What is needed to support improvement?
by Jane Nelson, Ed.D.
Lynn Lott, M.A.
& Stephen Glenn, Ph.D.

You "know" what's going on physically and/or emotionally
You "check in" with the students by asking
You do for them or explain too much
You ask questions that allow them to explore what is happening
Using commands as direction
Involve students in the planning and problem-solving, encourages cooperation
"I was expecting more maturity from you"
"I thought you were more responsible than that"
"I expected you to be the kind o student your brother was"
Affirming students' steps toward potential and maturity
Forgetting that they are kids
Teach them to understand how people perceive things differently instead of judging
Full transcript