Why do discipline problems occur?

Do you know right from wrong?

Why do you "misbehave"?

Why do discipline problems occur?

Three Styles of Management

How do you monitor/manage the entire classroom at one time?

Methods of Intervention

Group Focus

Discipline with Dignity

Consequences

• Ability to engage as many students as possible in an activity
• Don't focus all attention on one student for long period of time if you can help it
• How might that impact the group?

Premise:

• Traditional methods no longer work
• Trips to the office
• Detention
• Public Apologies
• Checks
• Sarcasm

Result of Tradition:

• Loss of dignity
• Power struggles

Overlapping

Withitness

• CONVENTIONAL - Time outs, loss of privileges, removal from the room, and suspension from school
• LOGICAL - Students must make right what they have done wrong
• Miss a pep rally to make up time missed in class
• Clean up own messes
• INSTRUCTIONAL - Teach students how to correct behavior and provide examples of proper behavior, like Thursday's presentations.

PREVENTION

• Rules and Procedures
• Be Clear
• Include Students - Social Contract

ACTION - ways to handle minor disruptions

• Proximity
• Eye Contact
• Privacy
• Will work on 95% of issues

RESOLUTION

• Insubordination Rule
• Positive Student Confrontation
• Arbitrator involved
• End in agreement

• Ability to deal with behaviors without interrupting flow of an ongoing lesson
• Consider Proximity
• How does changing your proximity re-direct students or change their behavior?
• Direct to desired behavior or activity
• Address behavior later if needed
• Keep the main activity going!!!!

• Ability to remain aware of and responsive to students' behaviors at all times
• Scan frequently
• Read facial expressions
• Read body language
• Interpret the mood of the class
• Restless
• Loosing interest
• Willing to make adjustments
• Get students involved

Movement Management

• Authoritarian
• Compliance = goal
• Stimulus Control
• Permissive
• Rely on liking and respecting
• Authoritative
• Self Regulation = goal

Kagan's Win-Win Discipline

The goal of Win-Win -

• to assure all participants benefit (win) from using it
• helps students develop life-long, responsible behavior

Keys to Management Success

He believes all disruptive behavior can be used as an opportunity to learn responsibility.

To do that, the teacher must see things from the student's perspective.

Step One - Attention to Needs and Behavior

• Ability to keep a lesson moving
• Strategic questioning
• Appropriate pacing
• Logical organizations
• Proper sequencing
• Manage transitions
• Recognize potential problems before they occur
• Move smoothly from one activity to the next

• Ask: Where is the student coming from?
• What type of behavior is it?
• Aggressive - name calling
• Breaking Rules - using cell phones in class
• Confrontation - power struggles
• Disengagement - not dressing out for PE or forgetting instrument
• Why is the behavior being exhibited?
• Angry
• Control Seeking
• Uninformed
• Avoid failure
• Do not accept behavior but validate the student's position
• "I understand where you are coming from, however,...."

Step Two - Proactive and Reactive

• Proactive - Review the rules and or procedures
• Reactive - Applied the moment of disruption
• Picture it right
• Make a better choice
• To you (it is this), to me (it is this).

• Show confidence
• 3-5 basic expectations
• Develop and model procedures
• Give clear directions
• Give frequent and specific feedback
• Select an arrangement which is conducive to learning
• Keep high traffic areas free from congestion
• Assure appropriate materials are easily accessible
• Make sure you can see all your students
• Don't punish the entire group (Ripple Effect)
• Make sure you are aware of their basic needs

Three Pillars

• Same Side
• Collaborative Solutions
• Learned Responsibility

Step Three - Long-Term/Major Disruptions

• Same-Side Chat
• Responsible thinking
• Re-establish expectations
• IDENTIFY REPLACEMENT BEHAVIOR
• Agree on terms
• Establish consequences

PRINCIPLE OF LEAST INTERVENTION

• PROXIMITY
• EYE CONTACT
• GESTURE
• USE A CANNED ONE-LINER
• "THAT'S ENOUGH"
• STATE THE PROBLEM/REDIRECT STUDENT
• TALK PRIVATELY
• CONTACT PARENTS
• PRINCIPAL
• ALWAYS RE-ESTABLISH RAPPORT

"Discipline isn't something we do to kids, it is something we give kids"

AUTHORITATIVE TEACHERS...

• Help students to monitor and manage their behavior
• Give students a greater sense of autonomy
• Foster a sense of personal responsibility within their students

Wears a Onesie

Goal 1

Goal 3

Goal 2

Consequences

The Alternative

Problem with Punishment

Introduce ways student can check their own behavior and judge its appropriateness

Provide tools for them to talk themselves through a task using detailed, step-by-step instructions

Learn problem-solving steps to take when they confront classroom issues

EX. - Have a checklist of things they should do prior to the beginning of class and have it visible for them at the front of the room.

EX. - Provide visuals of how your students should behave or study. A fourth grader in Mr. Dahl's class always...

EX. - Present them with potential scenarios and discuss the best way to address the conflict

• Conventional
• Similar to punishment
• Result not tied directly to the behavior
• Ex. Time out, loss of privileges, removal from school
• Logical
• Natural
• Students must make right what they have done wrong
• Instructional
• Teach students how to correct behavior provide examples of proper behavior

• Makes the wrong assumptions
• Inhibits learning
• Not effective way to change behavior
• Feeds external locus of control
• Gives good strategies negative feel (i.e., homework, writing, grades)

What can you do in your class to encourage students to:

What am I looking for?

• Take responsibility for their belongings
• Complete assignments
• Manage their time well

• How will you monitor your students and help them monitor their own behavior?
• How will you handle minor incidents in your classroom?
• How will you handle major incidents in your classroom?
• Why are these effective and how do they help students develop?