Discipline With Dignity The Discipline An approach that

Discipline With Dignity

The Discipline “An approach that uses a set of values on which interventions, strategies, and constructs are built to help children make informed choices to improve their behavior and to make life better for teachers” - Discipline with Dignity: New Challenges, New Solutions by Richard Curwin and Allen Mendler

Discipline Strategies Developing a comprehensive classroom discipline plan Preventing behavior and management problems from occurring Stopping misbehavior when it occurs without attacking the dignity of the student Resolving problems with students who chronically disrupt the learning process Reducing student stress as well as your own, and Using special guidelines for rules and consequences that work

Dr. Richard Curwin Born May 25, 1944 in Cambridge, MA Teaching career began in a seventh grade class of boys who displayed out-of-control behavior, which led him to a career specialization in school discipline Doctorate in education: University of Massachusetts in 1972 Proves his ideas on effectively managing children’s behavior while maintaining each one’s dignity Co-authored the original and newly revised book Discipline with Dignity, Discipline with Dignity for Challenging Youth, Strategies for Successful Classroom Management and author of Rediscovering Hope: Our Greatest Teaching Strategy, Making Good Choices, Motivating Students Left Behind, Author of Meeting Students Where They Live: Motivation in Urban Schools Presented training, seminars and workshops on an international scale Received the Crazy Horse Award Currently director of the master’s program in behavior disorder at David Yelling College and has 3 children; 7 grandchildren

Allen Mendler Born Oct. 21, 1949 in Queens, New York Doctorate in psychology: Union Institute in 1981 Worked a great deal with general and special ed. children of all ages Emphasizes helping at-risk youth succeed Offered training on classroom management, discipline, and motivating difficult students, provided workshops and seminars for parents and professionals, and motivational speaker and trainer for various educational organizations Co-authored 15 books: When Teaching Gets Tough, Power struggles 2 nd Edition: Successful Techniques for Educators, Motivating Students Who Don’t Care, Connecting with Students, Handling Difficult Parents, Discipline with Dignity for Challenging Youth and the What do I do When? series. Recognized by the Bureau of Education and Research for distinguished teaching Received Crazy Horse Award

The 70 -20 -10 Principle 70% of students rarely break rules or violate principles 20% of students break rules on a somewhat regular basis 10% of students are chronic rule breakers and generally out of control most of the time The goal of the teachers is to maintain the 20% without alienating the 70% or neglecting the 10%

Why Do Kids Misbehave? A sense of entitlement Effects of the media Lack of a secure family environment Diminished social civility Concentration of poverty

Main Causes of Classroom Discipline Problems Competitive environment Student boredom Powerlessness Unclear limits Requiring students to earn educational opportunities Lack of acceptable outlets to express feelings Attacks on dignity

Core Beliefs for Effective Discipline Dealing with student behavior is part of the job Always treat students with dignity Discipline works best when integrated with effective teaching practices Adults see it as their professional to make positive, consistent connections with students Acting out is sometimes an act of sanity Fair is not always equal

The Three-Pronged Approach to Discipline Prevention (What can be done to prevent problems from occurring? ) Action (What can be done when misbehavior occurs to solve the problem without making it worse? ) Resolution (What can be done for students who are chronically challenged? )

Rules vs. Values RULES Direct and clear “Don’t talk in class. ” VALUES Often vague and undefined “Be respectful to others. ”

The Twelve-Step Plan Let the students know what you need, and ask what they need from you Differentiate instruction based on students’ strengths Listen to what the students are thinking and feeling Use humor Vary your style of presentation Offer choices

The Twelve-Step Plan (continued) Refuse to accept excuses and stop making them yourself Legitimize behavior that you cannot stop Use a variety of ways to communicate with children Be responsible for yourself and allow kids to take responsibility for themselves Realize and accept that you cannot reach every kid, but act as if you can Start fresh every day