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Discipline with Dignity
Transcript of Discipline with Dignity
Taking Action Prevention Punishment How to Take Action Scenario #6 Hope Responsibility Dignity The Guidelines The Logic An Overview 1. Establishing classroom discipline through dignity and hope
2. Reclaim failing students
3. Find long-term solutions to problems with misbehavior
4. Working productively with difficult-to-manage students
5. The teacher models good behavior for the students
6. Provide insight and motivation so permanent changes take
7. Build connections within the classroom to make it a
8. Responsibility, not obedience 1. Students tend to misbehave when their sense of
dignity is threatened
2. Strong relationships create compliance
3. When the students develop rules, there is no power struggle
4. The 3 C's: Connection, Competence and Control
5. Discipline can't hinder motivation and must
preserve their dignity 1. Don't alter behavior when emotions are high
2. Let the students know what to expect
3. Listen to what the students are thinking and feeling
4. Use humor to defuse and relax
5. Vary your style of presentation
6. Offer choices
7. Refuse to accept excuses
8. Legitimize behavior you cannot stop
9. Use hugs and touching to communicate with kids of all ages
10. Be responsible for yourself and allow kids to take responsibility
11. Realize that you cannot reach every kid
12. Start fresh everyday
13. Provide instruction that matches student ability - Respect for life and oneself
- Students with chronic problems can see themselves as
"losers" and stop trying
- Maintaining the student's dignity is vital
- Compliment good behavior to curb simultaneous bad
- Dignity should not be confused with pride
- Be especially careful to help the at-risk group and
not isolate them
- Be concerned with students' needs and respect
their viewpoints - Belief that things will be better for us in the future
- Students without hope don't care how they behave in
- Students who are at-risk often have given up hope that education will serve them.
- Students need to see the purpose behind assignments and
- Let students see their success (progress not comparisons)
- Use grading systems that provide encouraging feedback - More important than obedience
- Obedience means "do as you're told"
- Responsibility means "make the best decision possible"
- Responsibility provides a long-term solution to misbehavior
- You have to motivate them to change their own behavior I. Hold a class meeting to define a "social contract"
A. Test the students (only accept 100% accuracy)
B. Share it with parents, principal, substitutes, other teachers and the school counselor
C. Rules are most effective when partially planned by the students
D. Helps students understand why the rules exist
II. Make interesting lessons that approach the "difficult"
students on a personal level.
III. Trust students to be dignified when expressing
opinions and feelings - Punishment is a bad word
- Challenge the students instead of threatening (or rewarding
- Don't attack the students personally or embarrass them
- Model good behavior for them (and follow the same rules)
- Four types of consequences: logical, conventional, generic,
- Keep kids in class
- Always implement a
consequence when a rule
is broken - Simply state the rule and consequence
- Use the power of proximity
- Direct eye contact
- Use a soft and firm tone of voice
- Be firm and anger-free
- Don't accept excuses, but keep an open mind for other
- Sometimes it's best to let the student choose the
- Use active listening
- Deal with the student privately (at a later
time) if the need arises The Focus "You have to start to help kids realize that following the rules is the right thing to do -- not because someone is watching them, but because it will make their lives better." "Teachers can look on misbehavior as an ideal opportunity for teaching responsibility" - C. M. Charles Big Ideas Quote from Discipline with Dignity "When hope is lost there is no longer any reason to try" Responsibility finds a way. Irresponsibility makes excuses!" - Gene Bedley (National Educator of the Year) -don't get trapped into a power struggle
-make them look good in front of class
-give them a choice of the consequence
- talk with them later
-empower/challenge the leaders "Millie, when you need something, having a tantrum is probably not the best approach. Do you think you can come up with a more appropriate way to tell me what you are needing?"
"Great Millie, I'm sure everyone is really happy with you! " Discussion Questions 1. What are the strengths and weaknesses that you see in the Curwin & Mendler model?
2. Why should you not attempt to alter behavior when emotions are high? Bibliography Wolfgang, Charles. "Solving Discipline and Classroom Management Problems." New York: John Wiley & Sons inc., 2001.
Curwin, Richard and Mendler, Allen. "Discipline with Dignity." Virginia: Association for Supervision and Curriculum Development, 2008.
Delisio, Ellen. "Discipline with Dignity Stresses Positive Motivation." Education World Article, 2011. Accessed 2/4/13. www.educationworld.com/a_admin/admin/admin534.shtml
Bunchwacky. "Discipline with Dignity: A Classroom Behavioral Model by Richard Curwin and Allen Mendler." Yahoo! Voices Article, 2008. http://voices.yahoo.com/discipline-dignity-classroom-behavioral-model-1524981.html?cat=25