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Classroom Management Theory: Allen Mendler & Richard Curwin
Transcript of Classroom Management Theory: Allen Mendler & Richard Curwin
• Students should be disciplined in such a way that it does not have a negative impact on their dignity or destroy their motivation to learn.
• Includes making curriculum relevant, building relationships, and making the classroom a safe place.
• They believe that the best way to deal with misbehavior is through a preventative approach.
• Students need to be taught core values and learn responsibility through participating in their own discipline. Description of Theory • This theory that Mendler and Curwin have created is referred to as the, "Discipline with Dignity" management theory.
• It is a flexible program for effective school and classroom management that teaches responsible thinking, cooperation, mutual respect, and shared decision-making.
• A Preventative & Reactive Strategy - but more so preventative
• Three-Dimensional Discipline Theory
• Consequences vs. Punishments
• 9 Principles of Consequence
• "As tough as Necessary Policy"
• Makeup of typical classroom:
70% of students rarely break any rules
20% of students break rules on a semi-regular basis
10% of students are chronic rule breakers Role of the Teacher • Influence Change
• Educators should teach students how to be responsible instead of how to be obedient.
• Build relationships with students
• Give logical consequences in private
• Avoid Power Struggles
• Listen, acknowledge, agree, and defer Strengths & Weaknesses Strengths:
• Designed to help the "behaviorally at-risk" student.
• Caring, respectful, concern and empathy.
• Focus on getting to know students.
• Better instruction techniques - structured.
• Enhance learning with connection to curriculum.
• Blame could occur between students and teacher.
• Too much emphasis could occur with student control in the classroom.
• Not a simple approach to classroom discipline. Strategies Advocated Adam Mendler
Richard Curwin Classroom Management Theory By: Patty Gray Role of the Student Consequences vs. Punishments Consequences:
• Intend to teach lessons
• Foster internal focus of control
• Are proactive
• Are logical and related
• Work in the long-term
• Promote Responsibility Punishments:
• Intend to give discomfort
• Foster external focus of control
• Are reactive
• Are unrelated and personal
• Work in the short-term
• Can promote obedience (but more likely resentment) 9 Principles for Consequence Implementation 1. Always implement a consequence: Be consistent.
2. Simply state the rule and consequence.
3. Be physically close: use the power of proximity
4. Make direct eye contact.
5. Use a soft voice.
6. Catch the student being good.
7. Don't embarrass the student in front of the class.
8. Be firm, but anger free when giving the consequence.
9. Don't accept excuses, bargaining or whining. "You have to start to help kids realize that it [following the rules] is the right thing for them to do -- not because someone is watching them, but because it will make their lives better." • Students can develop the rules under the school principles
• Take responsibility for their actions
• Understand how rules affect success in their lives and not just success in school 1. Emphasize the Right Answer - Valuing Effort
2. Count Improvement - Valuing Effort
3. Use "works in progress" - Value Effort
4. Build on mistakes - Valuing Effort/Bigger Brains
5. Assign personal challenges and goals
6. Establish Rules that may be changed in different situations.
7. Knowing what a good rule is (specific, behavioral, stated when possible, etc.)
8. Control anger.
9. Avoid excessive passive or aggressive behavior - tells the students that you are out of control.
10. Alter conditions to reach your highest goals.
11. Communication is better than force. Three Dimension Discipline Prevention
Resolution Sources • https://sites.google.com/site/curwinmendler/theories
•http://www.educationworld.com/a_admin/admin/admin534.shtml The End!