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Classroom Management: Discipline with Dignity
Transcript of Classroom Management: Discipline with Dignity
a system for managing the classroom and is designed to enhance human interaction in the classroom.
Students have a sense of ownership by being involved in the creation of rules and regulations.
: represent the value system of a classroom.
Principles, unlike rules, cannot be enforced; they define attitudes and expectations for long-term behavioral growth
non-negotiable rules provided by the teacher.
Teachers must consider their own values in order to determine how they want to manage their classroom.
Range of Consequences:
a consequence is selected from a list; based on the individual student.
Critics of this model say that Discipline with Dignity places too much emphasis on what students are
to do rather than what they
Other critics disagree with the students' involvement in creating the rules for the classroom. Many teachers view rule development as the role of the teacher.
Allen Mendler and Richard Curwin received national recognition with their 1988 book Discipline with Dignity
Central to treating individuals with dignity is the creation of a school environment in which the needs of both students and teachers are met.
When the social contract of the classroom fails to work, an
is negotiated with the student to determine the cause of the misbehavior, the means of preventing the misbehavior from occuring in the future, the needs of the student that can be met by the teacher.
In many cases, other school professionals or the student's parents must be involved in the resolution phase.
When a discipline problem occurs, something must be done to stop the problem
Dealing with a problem quickly and effectively prevents minor problems from escalating.
In order to meet the needs of all students, it is recommended that teachers create a three-dimensional discipline plan the focuses on
discipline problems from occuring.
However, the plan provides
for when problems do occur and
the more serious discipline issues of the chronic rule breakers.
While updating their research and adapting their books, Mendler and Curwin remained true to their basic principle: students should be treated with the same dignity that is granted to teachers, administrators and staff.
Curwin and Mendler state that the needs of students and teachers fall into one of four categories:
Personal Identity: which can be met through a positive self-image
Connectedness: which can be met through a positive affiliation with others
Power: which can be by having a sense of control over one's own life
Achievement: which can be met by being enabled to achieve academically.
The 70-20-10 Principle: there are three groups of students.
The first group is the 70 percent of the students who rarely break rules or violate principles.
The second group is made up of the 20 percent of students who break the rules on a somewhat regular basis.
The final 10 percent are chronic rule breakers.
The key to a good discipline plan is to control the 10 percent of students who regularly break the rules without alienating or overly regulating the 20 who regularly do so.
Prevention is the heart of the Discipline with Dignity model.
Remind the student which rule has been broken
Use the power of proximity control
Make direct eye contact when delivering the consequence
Use a soft voice
Acknowledge prior behavior
Do not embarrass students in front of their peers
Do not give a consequence when angry
Do not accept excuses, bargaining, or whining
Strategies for Dealing with Difficult Students
: restoring order to the classroom during acting-out behavior by a student. The goal of this strategy is to ensure the survival of all the class and restore order when chaos occurs.
stops misbehavior and preserves the dignity to the student and teacher. These are designed to diffuse classroom escalation and end power struggles between the student and teacher.
used to prevent acting out behavior. Teacher and faculty work with the individual student to change behavior on a more permanent level.