Recovery with Accountability is how educators can help students when they step out of boundaries or do not meet expectations. The key is for the teacher to monitor student progress and provide support when needed.
Recovery Examples
1. Proximity
2. Eye Contact
3. Verbal Reminders
4. Peer Mediation, Tutoring, Support
5. Follow-up conversations to help students build Response-Ability (Villa, Thousand, & Nevin, 2010, p. 178).
Some discipline strategies that provide management tools for the recovery stage include: Win-Win Discipline, Cooperative Discipline and Discipline with Dignity.
Recovery Examples
1. Proximity
2. Eye Contact
3. Verbal Reminders
4. Peer Mediation, Tutoring, Support
5. Follow-up conversations to help students build Response-Ability (Villa, Thousand, & Nevin, 2010, p. 178).
Some discipline strategies that provide management tools for the recovery stage include: Win-Win Discipline, Cooperative Discipline and Discipline with Dignity.
What is Win-Win Discipline? Article by Spencer Kagan
Win-Win discipline is not something you do to students, but rather something educators help students acquire. Disruptive behaviors are seen as opportunities to learn. The goal is to help students learn how to meet their needs in appropriate and non-disruptive ways.
Win-Win Discipline is based on the belief that students misbehavior can be prevented when the students needs are met.
Three Pillars of Win-Win Discipline
1. Same-Side: Students, Families and Educators are all on the same side - no competition
2. Collaborative Solutions: Where Students, Families and Educators collaborate to seek solutions
3. Learned Responsibility: By focusing on self-management and autonomous proactive life skills
Contributions to Education
1. Provides a lens to look at seven structural position (needed for effective classroom climate for learning
2. Value Parents as part of an effective management approach
3. Focuses on Life Skills
4. Defines misbehavior in four roles: aggression, breaking rules, confrontation or disengagement.
5. Explains student's misbehavior in seven positions: attention seeking, avoiding failure, being angry, control seeking, being energetic, being bored or being uninformed
6. Provides specific strategies to avoid having students in one of the seven misbehavior positions.
Based on Beliefs
1. Discipline is not a verb, but a noun. It is something students acquire, not what educators do with students.
2. Misbehavior is a symptom that indicates that needs are not being met.
3. Students have the ability to control themselves and make positive decisions about the lives.
4. Educators can provide structure to meet the needs of students so that they can manage themselves effectively
5. Disruptions provide opportunities for learning
Advantages
Provides strategies for specific mis-behaviors and the motivations behind the mis-behaviors
Provides tools to promote Life Skills
Includes students families
Disadvantages
Complicated Disciplinary Approach
Takes time and energy to be consistent
Win-Win Approaches to Prevent Disruptive Behavior by Designing Effective Instruction
Provide engaging and challenging curriculum
Cooperative activities to provide meaningful interactive learning for students
Differentiated Strategies to meet all students needs
Prevent Disruptive Behavior During Instruction
1. Identify the position of the student misbehaving
2. Apply a Moment-of-Disruption Structure
3. Follow up Structure
Win-Win discipline is not something you do to students, but rather something educators help students acquire. Disruptive behaviors are seen as opportunities to learn. The goal is to help students learn how to meet their needs in appropriate and non-disruptive ways.
Win-Win Discipline is based on the belief that students misbehavior can be prevented when the students needs are met.
Three Pillars of Win-Win Discipline
1. Same-Side: Students, Families and Educators are all on the same side - no competition
2. Collaborative Solutions: Where Students, Families and Educators collaborate to seek solutions
3. Learned Responsibility: By focusing on self-management and autonomous proactive life skills
Contributions to Education
1. Provides a lens to look at seven structural position (needed for effective classroom climate for learning
2. Value Parents as part of an effective management approach
3. Focuses on Life Skills
4. Defines misbehavior in four roles: aggression, breaking rules, confrontation or disengagement.
5. Explains student's misbehavior in seven positions: attention seeking, avoiding failure, being angry, control seeking, being energetic, being bored or being uninformed
6. Provides specific strategies to avoid having students in one of the seven misbehavior positions.
Based on Beliefs
1. Discipline is not a verb, but a noun. It is something students acquire, not what educators do with students.
2. Misbehavior is a symptom that indicates that needs are not being met.
3. Students have the ability to control themselves and make positive decisions about the lives.
4. Educators can provide structure to meet the needs of students so that they can manage themselves effectively
5. Disruptions provide opportunities for learning
Advantages
Provides strategies for specific mis-behaviors and the motivations behind the mis-behaviors
Provides tools to promote Life Skills
Includes students families
Disadvantages
Complicated Disciplinary Approach
Takes time and energy to be consistent
Win-Win Approaches to Prevent Disruptive Behavior by Designing Effective Instruction
Provide engaging and challenging curriculum
Cooperative activities to provide meaningful interactive learning for students
Differentiated Strategies to meet all students needs
Prevent Disruptive Behavior During Instruction
1. Identify the position of the student misbehaving
2. Apply a Moment-of-Disruption Structure
3. Follow up Structure
Cooperative Discipline
Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
Educators and students work cooperatively to create:
- a safe, orderly and inviting community
- a sense of connectedness and belonging
- opportunities to turn mistakes into learning experiences
- Capable: Educators must foster an "I can" belief in students
- Connection: Educators can connect with their students and help their students connect with each other through acceptance, attention, appreciation, affirmation, and affection (The 5 A's)
- Contribution: Educators can foster student contribution by encouraging student input in class matters, school activities andcommunity engagement as well as encouraging students to protect the environment and creating a circle of friends.
- All actions are intentional ways to gain our underlying goals.
- Educators and Students can work cooperatively to create positive community for teaching and learning.
- Power is shared amongst students and educators.
- Encouraged educators to look at motivation for behaviors.
- Provides tangible steps for sharing power with students.
- Albert, Linda. (1989). A Teacher's Guide to Cooperative Discipline; How to Manage Your Classroom and Promote Self-Esteem.Philadelphia, PA: American Guidance Service.
Advantages
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Disadvantages
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EXAMPLES OF COOPERATIVE DISCIPLINE
Cooperative Discipline Strategies for Students Seeking Attention
1. Catch them being good
2. Teach them to ask for attention (e.g. "Notice Me, Please" cards)
3. Give the "eye"
4. Stand close by
5. Send a general signal (established gestures to the whole class)
6. Send a secret signal (the above strategy, modified for an individual student)
7. Give written notice
8. Use an I-message (as in Ginott)
10. Do the unexpected
To prevent revenge seeking behavior we must apply two general principles:
1. Use concrete leaning materials that students can see, feel, and manipulate to support success
2. Celebrate small success to help students acknowledge each step
3. Teach to the multiple Intelligences
Strategies for Defusing Confrontations
In order to avoid or defuse confrontations with a student an educator should:
2. Educators must keep their emotions in check and not show frustration or anger. Educators need to employ relaxed body language, a quiet voice, humor (not directed at the student) can all prevent the situation from escalating. Other strategies are:
4. Allow the student to save face.
Implementation of Consequences
Educators can discuss the four different types of consequences
1. Loss or Delay of Privileges
2. Loss of Freedom
3. Restitution: Return, Repare, Replace &/or Service
4. Relearning Appropriate Behaviors - Discussions, Role-Play, Journaling ...
Linda Alpert emphasizes 4 R's of Consequences
1. Consequence is directly RELATED to the misbehavior
2. Consequence is REASONABLE and proportionate to the misbehavior
3. Consequence is invoked RESPECTFULLY in a friendly but firm manner
4. Consequences are RELIABLE, consistent and predictable
Cooperative Discipline 6 Step Conflict Resolution
1. Define the problem.
2. Declare the need.
3. Describe feelings.
4. Discuss pro and cons to possible solutions.
5. Decide on the best solution for all.
6. Follow up meeting to determine the effectiveness of the plan.
Cooperative Discipline Strategies for Students Seeking Attention
1. Catch them being good
2. Teach them to ask for attention (e.g. "Notice Me, Please" cards)
3. Give the "eye"
4. Stand close by
5. Send a general signal (established gestures to the whole class)
6. Send a secret signal (the above strategy, modified for an individual student)
7. Give written notice
8. Use an I-message (as in Ginott)
- Objective description of the disruptive behavior
- Relates to our feelings
- Identifies the effect of the misbehavior
- Finishes with a request
- Target the student by name
- Identifies the behavior to be stopped
- Tells the student what he is expected to do at that moment
- Use a diminishing quota (Dreikurs).
10. Do the unexpected
- Turn out the lights
- Play a musical sound
- Lower your voice
- Change your voice
- Talk to the wall
- Ask a direct question
- Ask a favor
- Give choices
- Change the activity
- Proximity praise
- Standing ovation
- Allow voice and choice
- Grant legitimate power (involve students in decision-making)
- Delegate responsibility
To prevent revenge seeking behavior we must apply two general principles:
- Build caring relationships ("separate the deed from the doer"-Ginott)
- Teach appropriate expressions of feelings
1. Use concrete leaning materials that students can see, feel, and manipulate to support success
2. Celebrate small success to help students acknowledge each step
3. Teach to the multiple Intelligences
Strategies for Defusing Confrontations
In order to avoid or defuse confrontations with a student an educator should:
- Describe the behavior, not the student
- Be firm and friendly
- Control negative emotions
2. Educators must keep their emotions in check and not show frustration or anger. Educators need to employ relaxed body language, a quiet voice, humor (not directed at the student) can all prevent the situation from escalating. Other strategies are:
- Remove the audience
- Table the matter
- Schedule a conference
- Use a fogging technique (e.g. respond to inflammatory statements as if they are of no consequence)
- Agree with the student
- Change the subject
- State both viewpoints
- Refuse responsibility (if the goal is attention or power then say "I am sure that you can figure it out")
- Call their bluff ("Let me get this straight. I asked you to ______ and you are refusing. Is this correct?")
- Take a teacher time-out
4. Allow the student to save face.
Implementation of Consequences
Educators can discuss the four different types of consequences
1. Loss or Delay of Privileges
2. Loss of Freedom
3. Restitution: Return, Repare, Replace &/or Service
4. Relearning Appropriate Behaviors - Discussions, Role-Play, Journaling ...
Linda Alpert emphasizes 4 R's of Consequences
1. Consequence is directly RELATED to the misbehavior
2. Consequence is REASONABLE and proportionate to the misbehavior
3. Consequence is invoked RESPECTFULLY in a friendly but firm manner
4. Consequences are RELIABLE, consistent and predictable
Cooperative Discipline 6 Step Conflict Resolution
1. Define the problem.
2. Declare the need.
3. Describe feelings.
4. Discuss pro and cons to possible solutions.
5. Decide on the best solution for all.
6. Follow up meeting to determine the effectiveness of the plan.
Discipline with Dignity
Curwin, Richard & Mendler, Allen. (1999). Discipline with Dignity, Alexandria, VA: Association for Supervision and Curriculum Development.
Curwin, Richard & Mendler, Allen. (1999). Discipline with Dignity, Alexandria, VA: Association for Supervision and Curriculum Development.
Richard Curwin and Allen Mendler claim that it is extremely important to discipline children with dignity and respect. If someone is not treated with respect, a vicious cycle may ensue. This discipline encourages teachers to look at why a problem is occurring, and then try to formulate a strategy that will work for a specific student and for a specific situation, instead of trying to discipline each child in the exact same manner.
Based on the Belief
Discipline with Dignity 12 Points of Functionality (Mendler & Curwin, 1999, p. 13-16)
1. Let students know what you need.
2. Provide instruction at levels that match students' abilities.
3. Listen to what students are thinking and feeling.
4. Use humor.
5. Vary your style of presentation.
6. Offer choices.
7. Refuse to accept excuses.
8. Legitimize behavior you cannot stop.
9. Use hugs and pats when communicating with students.
10. Be responsible for yourself and allow students to be responsible for themselves.
11. Accept that you will not be successful in helping every student.
12. Start fresh every day.
Discipline with Dignity Overview
1. Most effective discipline technique is making every student feel welcome and important.
2. Spend plenty of time at the beginning helping students get to know you, understand the nature and value of the class, and understand how they are expected to behave.
3. When students withdraw, give them an even bigger invitation.
4. Discipline responses require a 2-stage approach
a. Stabilize the behavior
b. Teach behaviors that bring greater success
5. Model ways of expressing anger effectively.
6. When you take something away from students, give them something back.
7. Eventually you must face students who misbehave. At that time, provide them limits and choices.
Power Component
· Power is shared with both educators and students
· Students make their own disciplinary decisions
· Teacher must maintain consistency
Contributions to Education
· Student dignity is basis for effective discipline
· Understand that chronically misbehaving students have no hope unless we provide dignified alternatives to restore hope
· Need systematic approach, which preserves dignity and restores hope to student
· Need concrete suggestions, instead of abstract when dealing with violence, and other major problems
Based on the Belief
- People are different and need to be treated uniquely.
- Children must be responsible for their own actions
- Children have the right to make their own decision and choose their own destiny.
Discipline with Dignity 12 Points of Functionality (Mendler & Curwin, 1999, p. 13-16)
1. Let students know what you need.
2. Provide instruction at levels that match students' abilities.
3. Listen to what students are thinking and feeling.
4. Use humor.
5. Vary your style of presentation.
6. Offer choices.
7. Refuse to accept excuses.
8. Legitimize behavior you cannot stop.
9. Use hugs and pats when communicating with students.
10. Be responsible for yourself and allow students to be responsible for themselves.
11. Accept that you will not be successful in helping every student.
12. Start fresh every day.
Discipline with Dignity Overview
1. Most effective discipline technique is making every student feel welcome and important.
2. Spend plenty of time at the beginning helping students get to know you, understand the nature and value of the class, and understand how they are expected to behave.
3. When students withdraw, give them an even bigger invitation.
4. Discipline responses require a 2-stage approach
a. Stabilize the behavior
b. Teach behaviors that bring greater success
5. Model ways of expressing anger effectively.
6. When you take something away from students, give them something back.
7. Eventually you must face students who misbehave. At that time, provide them limits and choices.
Power Component
· Power is shared with both educators and students
· Students make their own disciplinary decisions
· Teacher must maintain consistency
Contributions to Education
· Student dignity is basis for effective discipline
· Understand that chronically misbehaving students have no hope unless we provide dignified alternatives to restore hope
· Need systematic approach, which preserves dignity and restores hope to student
· Need concrete suggestions, instead of abstract when dealing with violence, and other major problems
Advantages
|
Disadvantages
|
DISCIPLINE WITH DIGNITY APPROACH EXAMPLES
Principles of Effective Discipline
Curwin & Mendler (1999) encourage educators to be mindful of how they may unintentionally contribute or support students to misbehave when they do not prioritize dignity in their actions and attitudes. Some questions to help teachers include:
Principles of Effective Discipline
- Discipline is a key area of teaching - Short-term solutions are rarely effective
- Students must always be treated with dignity
- Discipline must not interfere with motivation to learn
- Responsibility is more important than obedience= Stronger person is developed because she is thinking critically
- Equal effort into good behavior and content
- Respect students as individuals
- Get students actively involved
- Logical consequences, make consequences immediate
- Conventional consequences, sending student away until he is ready to participate
- Generic consequences, warnings and reminders. Make sure students are aware of consequences
- Instructional consequences, teaching students how to behave properly. Using consequences consistently and appropriately
- Use privacy and eye contact when possible
- Indicate politely what you want from student
- Defer discussion to later time, let anger pass
Curwin & Mendler (1999) encourage educators to be mindful of how they may unintentionally contribute or support students to misbehave when they do not prioritize dignity in their actions and attitudes. Some questions to help teachers include:
- Does my action or attitude promote dignity or humiliation?
- Does my action or attitude teach responsibility or obedience?
- Does my action or attitude motivate student learning?
- Does my action or attitude foster commitment?
Power of Our Words
Denton, Paula. (1994 or 2013). The Power of Our Words: Teacher language that helps children learn. Turners Falls, MA: Center for Responsive Schools.
Learn how your words make an impact on your students. Choose positive language for communicating.
http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/The-Power-of-Our-Words.aspx
Five Guiding Principles of Positive Language
1. Be direct
2. Convey faith in students' abilities and intentions
3. Focus on actions, not abstractions
4. Keep it brief
5. Know when to be silent
Denton, Paula. (1994 or 2013). The Power of Our Words: Teacher language that helps children learn. Turners Falls, MA: Center for Responsive Schools.
Learn how your words make an impact on your students. Choose positive language for communicating.
http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/The-Power-of-Our-Words.aspx
Five Guiding Principles of Positive Language
1. Be direct
2. Convey faith in students' abilities and intentions
3. Focus on actions, not abstractions
4. Keep it brief
5. Know when to be silent