1. Our Lady of Perpetual Help Creating A Peaceful School Community: Positive Discipline Christa M. Tinari, Educational Consulting www.peacepraxis.com

2. Peaceful Schools Institute • Summer 2007; 3-day professional development program • Attended by 50 Catholic school educators from 27 Archdiocesan schools (Including Miss Sweeney & Mrs. Carrozza) • Outcome: teachers learned strategies to increase school safety, foster a respectful, caring and cooperative community, and support students’ academic and personal success

3. Peaceful Schools Practices at OLPH • Peace Prayer • School Constitution • Peace Wall with Student-Created Symbols • Faculty Committee • Prayer Service • Classroom Practices

4. THINK-PAIR-SHARE Q: What is positive discipline? With your neighbor, discuss your ideas about positive discipline. What questions do you have about it?

5. Positive Discipline Utlizes a corrective action intending to teach Is respectful Motivates improved behavior Focuses on problem-solving Focuses on the future Offers children responsibility to “right the wrong” Punishment Utilizes an action that is intended to cause discomfort or distress Causes humiliation, anger, fear Motivates a desire for revenge or hidden misbehavior Focusus on blame and the past Seeks to make children “pay” or suffer a consequence for what they have done Positive Discipline v. Punishment

6. Positive Discipline Teaches problem-solving skills Fosters resiliency, personal responsibility & learning from mistakes Adults role model pro-social behaviors Encourages children Increases trust & positive relationships between adults & children Punishment Teaches compliance Fosters negative self-concept Encourages children to seek praise and hide mistakes Adults role-model anti-social behaviors Discourages children Descreases trust and harms the relationship between adults and children Positive Discipline v. Punishment

7. Positive Discipline • Positive Discipline is a term used to differentiate discipline from • punishment. • Positive Discipline always includes respect for the child being disciplined • and sees discipline as a learning opportunity. • Positive Discipline requires that adults model the behaviors they • would like their children to adopt: self-control, problem-solving, respect • for oneself and others, communicating efffectively, empathy, personal • responsibility, etc.

8. The Positive Discipline Paradigm Positive discipline can be categorized into three components, characterized by the timeframe in which it is applied: • Proactive Discipline is implemented before there are any problems or misbehaviors • Responsive Discipline is implemented during or after a child misbehaves • Restorative Discipline is implemented after ResponsiveDiscipline has been applied

9. Proactive Discipline Proactive discipline manages thecontext of the classroom and student-student and teacher-student relationships: • Rules and how they are communicated & taught • Room set-up, the schedule, the curriculum, grouping • Relationship and rapport with children • Assisting with ‘small’ relationship issues between students • Responding to children’s needs and emotions • Opportunities for children to learn and practice pro-social behaviors • Opportunities for children to feel capable

10. Responsive Discipline Responsive Discipline happens when a teacher must intervene to address a situation in which children are breaking rules or acting out. Responsive discipline directly manages the misbehavior: • Interrupting usafe or hurtful behaviors • Questioning and re-directing children’s behavior • Giving logical consequences for misbehaviors • Respectful, Relevant, Realistic

11. Restorative Discipline Restorative Discipline occurs after Responsive Discipline and it is used to address the root causes of behaviors. Restorative discipline addresses the context of behavior and seeks to understand what can be done differently next time. • Listening • Questioning • Problem-solving • Behavior planning • Relationship-mending/ “Apologies of Action”

12. Praise 1. To express a favorable judgment of 2. To glorify, especially by attribution of perfection 3. An expression of approval Encouragement 1. To inspire with courage 2. To spur on; stimulate Praise or Encouragement?

13. “I’m proud of you for getting an ‘A’ on your math test. Great job!” “The ‘A’ you received on your math test reflects your hard work and planning. I know it was a difficult decision to skip your favorite TV show to study. How do you feel about making that choice now?” Praise or Encouragement?

14. Children need to be encouraged even when they make or have made a poor choice about their behavior.They need to know they can make a different choice next time.

15. Recommended Reading • Developing Emotional Intelligence: A Guide to Behavior Management and Conflict Resolution in Schools by Bodine and Crawford • The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children by Ross W. Greene • Positive Discipline In The Classroom: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom (3rd edition)by Nelsen, Lott and Glenn • www.positivediscipline.com • Yardsticks: Children in the Classroom, Ages 4-14 by Chip Wood