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Discipline with Dignity
Transcript of Discipline with Dignity
Discipline with Dignity Long-term behavioral change, not quick fixes
Dealing with student behavior is part of teaching
Rules must make sense to students
Model what you expect them
Always treat students with dignity
Responsibility is more important than obedience
Stop practicing ineffective behaviors
You can be fair without treating everyone the same Three-Dimensional
(3-D) Plan 1. Prevention 12 Guidelines
for effectively utilizing DWD 1. Let the students know what you expect
2. Provide instruction at levels that match student ability
3. Listen to what the students are thinking and feeling
4. Use humor
5. Vary your style presentation
6. Offer choices
7. Refuse to accept excuses
8. Legitimize behavior that 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 for themselves
11. Realize and accept that you cannot reach every kid
12. Start fresh every day! Jenn Anderson ~ Sara Enstad ~ Devena Holmes
Richard Schmit ~ Britlyn Sturlaugson The Authors Dr. Richard Curwin Background:
Born and raised in Massachusetts
B.A. in English from University of Massachusetts Amherst (UMASS)
Masters in Education from Boston State College
Married with 3 children and 7 grandchildren Dr. Richard Curwin (1944-) Experience in education:
7th grade classroom
students with emotional behavior disorders (EBD)
workshops for parents & educators on variety of topics
currently Director of Master's program in behavior disorders at David Yellin College in California Author of many books including:
Discipline with Dignity (co-author)
Discipline with Dignity for Challenging Youth
As Tough as Necessary: Countering Violence, Aggression, and Hostility in our Schools
Rediscovering Hope: Our Greatest
Making Good Choices Dr. Allen Mendler (1949-) Part of Dr. Mendler's Philosophy: Born in Queens, NY
Over 25 years of experience as an educator and a
Extensive work in:
Public schools - regular and special education students
Day and residential centers - youth in juvenile detention
His primary education experience
Driven to improve conflict situations between adults and youth "A Common Teaching Mistake" Dr. Allen Mendler Curwin & Mendler Colleagues who had the same interest to create a book which put their philosophies together
Discipline with Dignity offers educators:
* ways to manage the classroom
* strategies for behavior issues Social Contract
Range of Consequences
Notification of Rules 2. Action Be consistent
Remind 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 appropriate behavior
Do not embarrass students in front of peers
Do not give a consequence when angry
Do not accept excuses, bargaining or whining 3. Resolution Idividual contracts
The role of the teacher:
* Identify students having trouble with social contract.
* Evaluate your own biases toward the student.
* Arrange a time for a private conversation with student.
* Develop a plan based on student's needs.
* Put the plan in writing.
* If plan cannot be carried out, meet with student to
revise the plan.
* Provide assistance to make the plan work.
* Seek outside help if additional help is needed. Scenario Positives & Negatives
Discipline with Dignity (+) Positives: Structured, yet flexible
Takes into account the feelings of students & teachers
Provides strategies and techniques from other discipline models
Increased mutual respect between the teacher and student (-) Negatives: A power struggle can take over during the situation
Student may look for reward, but the model's focus is motivation
Requires personalizing the approach for each student's situation
Takes time to carryout motivation to change behavior Question:
How many psychiatrist's does it
take to change a light bulb? Discipline with Dignity Human needs in regards to permanent change
Inspire change: get them to want to change
The heart of the approach: "Creating positive motivation for children to adopt new behaviors." Answer:
None. The light bulb
has to want to
change. Sources: http://www.aeispeakers.com/speakerbio.php?SpeakerID=1951