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Kagan, Kyle, and Scott
Transcript of Kagan, Kyle, and Scott
Rachael Miller Kagan, Kyle, and Scott Win-Win Theory Fundamental hypothesis Premises of Win-Win Discipline The Three Pillars Preventive Procedures & Moment-of-Disruption Structures Follow-Up Structures ABCD Disruptions and
Seven Student Positions Consequences •Quality classroom discipline, where students manage themselves responsibly, is best achieved when teacher and students work together cooperatively from the same side to find a common ground in dealing with behavior problems that occur in the classroom. 1) Same Side - Students, teachers, and parents all work together on the same side to enhance the school experience for everyone
2) Collaborative Solutions - students and teachers collaborate when identifying problems and proposing solutions
3) Learned Responsibility - results from continually emphasizing self-management and autonomous proactive life skills Disruptions are identified as either
Breaking the Rules
Disengagement Moment-of-disruption structures:
Picture It Right - If we were doing our very best, how would we look?
Make a Better Choice - I want you to think of a better choice to make right now.
To you...To me - To you, this lesson is boring. To me, it is important because...
Designed for when students need further assistance:
1. Establishing new preventive procedures or re-establishing existing measures
2. establishing moment-of-disruption procedures for the next disruption
3. Implementing a follow-up strategy
4. Offering training in a life skill such as self-control, anger management, or self-motivation Consequences Sequence:
2. Reflection Time
3. Personal Improvement Plan
4. Phone call to parent or guardian
5. Principal's Office Visit Spencer Kagan Patricia Kyle Sally Scott Clinical Psychologist
Specializes in research and development of discipline strategies and life skills
Company Owner: Kagan Publishing and Prof. Development School Administrator
Lead Trainer in Win-Win Discipline since its inception
Her school is considered by national and international educators as a "must-see school" School counselor
Researches and writes about classroom discipline
Coordinator of the School Psychology program at the University of Idaho The goal of discipline is not to end disruptions but to teach autonomous responisibility.
Win-Win is composed of six parts: The Three Pillars, ABCD Disruptions, The Seven Positions, Preventive Procedures, Moment-of-Disruption Strategies, and Follow-Ups.
Win-Win provides teachers with tools to identify reasons behind student behavior, ways to prevent disruptive behavior, and discipline strategies for the classroom to ensure disruptive behavior decreases. The seven positions take it beyond by further identifying disruptions as
Uninformed. Intervention Strategies for Types of Disruptions Attention Seeking - Physical Proximity, personal attention, & I-messages
Avoiding Failure - assign partners/helpers and present information in smaller pieces.
Angry Students - ask what are some responsible ways to deal with anger
Control Seeking - give options for how & when work should be done
Overly Energetic Students - remove distracting elements and objects
Bored Students - involve students more actively
Uninformed Students - ask what they are supposed to do; let them work with a buddy Preventing Disruptive Behavior
An interesting & challenging curriculum
Cooperative activities that allow group work
Adaptations to the curriculum to students' needs and interests
Life skills are not only important in the classroom but also in life. Class Rules Agreements between teacher and students Should be taught carefully by teacher
Should be practiced until natural
Should be no more than 5 rules
Should be kept simple
Should be clearly displayed Typical Rules:
Ready Rule - Come to class ready to learn
Respect Rule - Respect the rights and property of others
Request Rule - Ask for help when needed
Offer Rule - Offer help to others
Responsibility Rule - Strive to act responsibly at all times For persistently disruptive behavior, teachers may have to use more prescriptive structures, such as applying consequences. Resources: Charles, C. M. (2008). Building Classroom Discipline (9th ed., pp. 151-
167). N.p.: Pearson Education, Inc.
Kline, S. (2012, February 21). Targeting Behavior: An Overview of
Kagan’s Win-Win Discipline Strategies to Aid in Classroom
Management. In Bright Hub Education. Retrieved November 3,
2012, from http://www.brighthubeducation.com/classroom-
strategies/ Case Study Case 3: Joshua clowns and intimidates
Joshua, larger and louder than his classmates, always wants to be the center of attention,
which he accomplishes through a combination of clowning and intimidation. He makes wise
remarks, talks back (smilingly) to the teacher, utters a wide variety of sound effects noises such
as automobile crashes, gunshots, and makes limitless sarcastic comments and put-downs of
his classmates. Other students will not stand up to him, apparently fearing his size and verbal
aggression. His teacher, Miss Pearl, has come to her