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1. Notes on Discipline with Dignity: A Classroom Behavioral Model by Richard Curwin and Allen Mendler Sources: www.stuff4educators.com www.disciplineassociates.com www.voices.yahoo.com www.faculty.washington.edu

2. What is Discipline with Dignity? • Discipline – from the Latin word disiplina meaning Dignity refers to one’s sense of self-worth. • Focus • Establishing classroom discipline based on dignity and hope (restoration of hope) • Reclaiming students destined to fail in school because of their misbehavior • Finding long-term solutions to problems of misbehavior, including violence • Working productively with difficult-to-manage students • Logic • Through dignified discipline, we can save students who would otherwise fail in school. • Many students misbehave when their sense of dignity is threatened. • It is essential to restore a sense of hope in students who chronically misbehave. • Violence and aggression, which teachers fear, can be dealt with effectively.

3. What is Discipline with Dignity? • Suggestions • Recognize that helping students behave acceptably is an integral part of teaching. • In all circumstances, interact with students in a manner that preserves dignity. • Do all you can to reinstill hope of success in students who chronically misbehave. • Never use any discipline technique that interferes with motivation to learn.

4. Five Goals 1. Effective Communication 2. Defusing Potentially Explosive Situations 3. Reducing Violence 4. Preparing Children for Their Future 5. Valuing and Protecting Opportunities for Learning

5. Before we start, let’s pause and reflect. • Something to think about: • All interventions can stop misbehavior for a short time.  • More important is: How the intervention affects behavior and learning over time • Something to Remember: • Students need dignity and control.  • Give control by giving choices and setting limits.

6. Before we start, let’s pause and reflect. • Something to use: • Reframe student behavior in a way that allows you to be a teacher rather than a policeman. Think in terms of opening doors, not closing them. • The word discipline comes from the Latin word disciplina, which means “instruction given to a learner.” Therefore, one of the main functions of discipline is to perceive discipline as a teaching process rather than a process of intimidation and humiliation.

7. Basic Principles • Long-term behavioral change, not quick fixes • Dealing with student behavior is part of the job. • Rules must make sense. • Be a model of what you expect. • Always treat students with dignity. • Responsibility is more important than obedience. • Stop doing ineffective things. • You can be fair without always having to treat every one the same.

8. Dimensions:Prevention, Action, and Resolution • Prevention describes what teachers can do to prevent discipline problems from happening in the first place. This dimension has seven stages (1) increasing teacher self-awareness, (2) increasing student awareness, (3) expressing true feelings, (4) discovering and recognizing alternatives or other models of discipline, (5) motivating students to learn, (6) establishing social contracts with the class, and (7) implementing social contracts.

9. Dimensions:Prevention, Action, and Resolution • The action dimension provides teachers with the knowledge and skills to stop misbehavior when it occurs. The model establishes 9 principles of consequence implementation: • Be consistent by always implementing a consequence.When the rule is broken, simply state the rule and consequence. • Use the power of proximity by being close to the student when implementing a consequence. • Make direct eye contact when delivering a consequence.  • Use a soft voice.  • Don’t embarrass the student in front of his/her peers. • Be firm and anger free while delivering the consequence. • Do not accept excuses, bargaining, or whining.

10. Dimensions:Prevention, Action, and Resolution • The resolution dimension is used to reach out of- control students. • These students who cannot comply with the social contract require individual contracts. • Individual contracts are needed • when students do not accept the consequences established in the social contract; • chronically violate rules and disrupt the class and • repeatedly refuse to follow specific rules of the rules of the social contract. • In these situations teachers should: • discuss preventive procedures with the student, • develop a mutually agreeable plan, • monitor the plan and revise it if necessary and • use creative approaches.

11. Practical Discipline Guidelines 1. The most practical discipline technique is to welcome every student. 2. It takes less time at the end when you spend more time in the beginning. 3. When students withdraw, make an even bigger invitation. 4. Discipline responses require a two-stage approach: stabilize & teach 5. Model effective expressions of anger with your students.

12. Practical Discipline Guidelines 6. When you take something away, give something back. 7. Never use something you want a child to love as a consequence. 8. Eventually you must face a student who misbehaves; no one can do it for you. 9. When disciplining students, always provide choices and limits. 10.No one can change his or her behavior without a commitment.

13. Typical Ineffective Methods of Discipline • Scolding • Lecturing • Taking away unrelated privileges • Sending to office • Public apologies • Sarcasm • Writing name on board • Serving time after school • Spanking

14. Five Strategies for Valuing Effort Five Alternatives to Threats Challenge Real choices Give “one time” trial offer Help student(s) find alternative routes to their goals Validate the parts you can agree with • Emphasize right answer • Count improvement • Use “works in progress” • Build on mistakes • Issue personal challenges and goals

15. Comparing Two Types of Discipline Systems Obedience   Responsibility Based on values; learning right from wrong Focuses on instruction Helps all students who need it Appropriate for all situations Takes longer, lasts longer • Based on rewards and punishments  • Focuses on deterrents • Works best with students who don’t need it • Appropriate for safety • Works fast, doesn’t last

16. Good (Rules) Expectations vs. Good Consequences Good (rule) Expectations Good Consequences clear and specific have a range of alternatives not punishments relate to the rule natural or logical (when possible) • based on principles • clear and specific • behavioral • enforceable • stated positively when possible • clear: succinct and parsimonious

17. 12 Guidelines for Effectively Utilizing Discipline with Dignity in Your Classroom 1. Let the students know what you expect. This means establishing and posting clear rules and consequences. 2. Provide instruction at levels that match student ability. In other words, where is the dignity in not being able to comprehend the material being learned in the classroom? Inability to understand will only lead to discipline problems. 3. Listen to what the students are thinking and feeling. Being able to identify with your students makes them feel important and understood. 4. Use humor. It defuses a potentially harmful situation without violence or accusation. Just make sure not to make students the butt of your jokes. 5. Vary your style of presentation. Doing the same activity for too long makes students restless and prone to outbursts of inappropriate behavior. 6. Offer choices. Make it seem like the student has some say in what happens. For example, "You can do your assignment now or during recess.”

18. 12 Guidelines for Effectively Utilizing Discipline with Dignity in Your Classroom 7. Refuse to accept excuses. This ensures that you treat students equally. If there are legitimate excuses for late homework, poor behavior, etc..., they will need to be posted along with your expectations. 8. Legitimize behavior that you cannot stop. Generally, if you take something that is against the rules and make it acceptable, it ceases to be fun for the students. 9. Use hugs and touching to communicate with kids of all ages. Obviously, this must be used with caution because of sexual misunderstanding, abused students, etc.... However, you want to communicate human warmth and caring, and kind words will only get you so far. 10. Be responsible for yourself and allow kids to take responsibility for themselves. 11. Realize and accept that you cannot reach every kid. Some of them choose to fail and this is not your decision. 12. Start fresh every day. What happened yesterday is finished.

19. Avoiding Power Struggles • Power struggles get worse if escalated • When the issue is dignity vs. dignity, it is impossible for either side to back down. As each side tries to win, they dig in deeper and fight harder, use more weapons and escalate the struggle. • Neither the student nor the teacher will win • As the stakes get higher, it becomes more and more impossible for either party to feel like a winner regardless of how the original issues turns out. Because the game no longer includes the original issue, it is now based on dignity.

20. Avoiding Power Struggles • Use active listening • Active listening is a technique that can be used to diffuse the power struggle. When a teacher uses active listening, he neither agrees nor disagrees with the student, but rather acknowledges the student’s remarks by paraphrasing it without judging it. • Agree to speak with the student later • Usually both parties are hot (full of emotion) it is very difficult to reach any sort of resolution. After the use of active listening, set up a time to speak with the student later. • Keep all communication as private as possible

21. On Power Struggles Goals for Defusing Power Struggles Methods for Defusing Power Struggles Listening Acknowledging Agreeing Deferring • Dignity for student • Dignity for educator • Keeping the student in class • Teaching an alternative to aggression

22. Do not think in terms of winning and losing. •  You and your students are both on the same team. • Control anger. Expressing genuine anger shows you are human, but a chronically angry teacher is not effective. • Do not accept excuses. • Sometimes it is best to let the student choose the consequence. • Avoid traps: diffuse power struggles. • Avoid behaviors that make you a victim. Excessive passive or aggressive behavior tells students you are out of control. They have won the battle: they are now in control because you are out of control. • Alter conditions to reach your highest goals. Change discipline and classroom structure to support students acting responsibly. • Take a professional stance. Do not interpret student behavior personally. • Communication is better than force.