ALTERNATE DISCIPLINARY

PRACTICES

9:00-9:15 Introductions/Overview/Format

9:15-9:45 Lecture 1

9:45-10:30 Exercise A

10:30-10:45 Break

10:45-11:30 Lecture 2

11:30-12:00 Exercise B

12:00-1:00 Lunch

1:00-1:15 Recap

1:15-1:45 Lecture 3

1:45-2:15 Exercise C

2:15-2:45 Lecture 4

2:45-3:00 Exam/Evaluation/Q&A

Lecture 1 What is discipline?

Lecture 2 Positive Discipline

Lecture 3 Discipline by Design

Lecture 4 Closing Tips

Discipline may be referred to as one’s

ability to control their behaviour. It requires

training which may be psychological or

physical.

Discipline is not necessarily synonymous

with punishment. Punishment, instead,

may be used to instil discipline.

Less teacher-child frustration.

More time spent teaching and learning

Development of appropriate interpersonal

and social skills.

Students develop habits which help them

in different spheres.

Cultural Factors

Family and Ethnic Identity Factors

School Factors

Individual Factors

Individual

• Family

• Socio-cultural

• Temperament

• Learning Style

• Behavioral Health

ADHD

Depression

Anxiety

Behavior Disorders

Organizational

• Protocols

• Procedures

• Routines

• Rules

• Rewards

• Consequences

Carlene Romans Smith, Ph.D.

Low motivation

Poor social/interpersonal skills

Learning style

Cultural Factors

Depression

Inattention/Anxiety/Anger

Peer issues

Authority issues

Cultural context

Visual

AuralKinesthetic

-Interpersonal

-Solitary

Carlene Romans Smith, Ph.D.

FACTORS EXPRESSER DRIVER RELATER ANALYTICAL

How to Recognize: Excited Decisive & strong viewpoints Warm, helpful, positive Systematic, data driven

Tends to Ask:Who? (the personal dominant

question)

What? (the results oriented

question.)

Why? (the personal non-goal

question.)

How? (the technical analytical

question.)

What They Dislike:Boring explanations wasting time

with too many facts.

Someone wasting their time

trying to decide for them.

Rejection, treated impersonally,

uncaring & unfeeling attitudes.

making an error, being

unprepared, spontaneity.

Reacts to Pressure and

Tension By:

"Selling" their ideas or

argumentative.

Taking charge taking more

control.

Becoming silent, withdraws,

introspective.

Seeking more data &

information.

Best way to Deal With:Get excited with them. Show

emotion.Let them be in charge. Be supportive; show you care.

Provide lots of data &

information.

Likes To Be Measured By: Applause, feedback, recognition. Results, Goal-oriented. Friends, close relationships.Activity & busyness that leads to

results.

Must Be Allowed To:Get ahead quickly. Likes

challenges.

Get into a competitive situation.

Likes to win.Relax, feel, care, know you care.

make decisions at own pace, not

cornered or pressured.

Will Improve With:Recognition & some structure

with which to reach the goal.

A position that requires

cooperation with others.

A structure of goals & methods

for achieving each goal.

Interpersonal and

communication skills.

Likes to Save:Effort they rely heavily on

hunches, intuition, feelings.

Time. They like to be efficient,

get things done now.

Relationships. Friendship means

a lot to them.

Face. They hate to make an

error, be wrong or get caught

without enough info.

For Best Results:Inspire them to bigger & better

accomplishments.

Allow them freedom to do things

their own way.

Care & provide detail, specific

plans&activities to be

accomplished.

Structure a framework or "track"

to follow.

http://www.drbackman.com/communication-styles.htm

Trigger

ReactionExhaustion

Escalation

Explosion

ReactionReaction

Current Practices

What are the discipline practices used in

your school?

What works?

What does not work?

What are the challenges in enforcing

discipline?

Corporal Punishment

Views?

Suspension

Views?

The United Nations Convention on the Rights of the Child

Article 22 of the T & T’s Children Act (1925) states: “Nothing in this Part shall be construed to take away or affect the right of any parent, teacher, or other person having the lawful control or charge of a child or young person to administer reasonable punishment to such child or young person.”

It is prohibited in the Children (Amendment) Act of 2000, but as at January 2012 this law has not been proclaimed.

While the Education Act of 1996 makes no reference to corporal punishment, the National School Code of Conduct (2009) of the Ministry of Education states that corporal punishment should not be used.

Positive Discipline is a model used to train persons by emphasizing positive behaviours. It does not focus on the individual but rather the positive and negative behaviours.

It is based on the idea that for persons to become contributing members of society, they ought to be taught necessary life and social skills.

Discipline, which is a part of this, not only is taught but teaches.

Positive Discipline is based on 5 criteria:1) Helps children feel a sense of connection.

(Belonging and significance)

2) Is mutually respectful and encouraging. (Kind and firm at the same time.)

3) Is effective long-term. (Considers what the child is thinking, feeling, learning, and deciding about himself and his world – and what to do in the future to survive or to thrive.)

4) Teaches important social and life skills.

(Respect, concern for others, problem

solving, and cooperation as well as the

skills to contribute to the home, school or

larger community.)

5) Invites children to discover how capable

they are. (Encourages the constructive

use of personal power and autonomy.)

Using Gerunds (-ing)

Phrase correction in positive terms. Instead of

telling them what NOT to do, tell and show them

how it should have been done.

E.g. Instead of “Jonathan! Stop running,” one can

use “Walk Jonathan.”

Instead of “Stop the shouting,” one can use

“_____________”

Instead of “Don’t do that!” one can use

“__________”

Positive Recognition

Positive consequences encourage and increase

desirable behaviours.

Acknowledging positive behaviours can be

effective in curbing or limiting negative ones.

In the classroom, teachers may use “Star of the

Week,” ‘star necklace’ or simply positive words.

Praising children builds self-esteem and self-

confidence.

Confidence that is built will be used when faced

in other situations.

Classroom Structure (seating, rules,

routine, etc)

Limit Setting

The use of body language.

Eye contact

Physical Proximity

Body Carriage

Facial Expression

Responsibility Training (use of incentives)- Preferred Activity Time (PAT)

The use of group incentives to instil responsibility for self and others; it is used to establish unity and cooperation among students. The group must behave in order to receive PAT, which is a meaningful, learning, fun activity of their choice. Misbehaviour can result in reduced PAT while improvement can lead to increased PAT.

Omission Training

Students who continually misbehave are given the opportunity to correct their behaviour for the benefit of the group and themselves. They may receive addition PAT for the group if they improve.

Back-up System

The use of consequences when omission training

has been unsuccessful

This ranges from small to medium to large

consequences; from private then to publicly in

class and then publicly on a wider scale

(suspension, principal’s office).

Preventative Measures

1) Fun classroom jobs/responsibilities

2) Standing between students

3) Gently placing a hand on student’s

shoulder

4) Individual or Group work

5) Making rules clear from the

beginning(Mr./Ms. Octupus)

6) Morning Meditation

Using Positive Discipline, develop 5

discipline procedures for your classroom.

Discipline by design is based on creating a

controlled classroom environment by being

proactive. It allows the teacher to determine

what is acceptable or not in the learning

environment. This may go beyond the classroom

and extend to the playground and on the way to

and from school.

It involves the ‘Honour System.’

Honour Level 1: includes students who rarely

find themselves in trouble. To qualify for this

group, students should not have gotten into

trouble within the last 14 days. These

students will be rewarded either through

planned and agreed upon prizes and/or

spontaneous prizes.

Honour Level 2: includes students who have

committed 1 or 2 infractions within the last 14

calendar days. They are also awarded some of the

extra privileges or rewards.

Honour Level 3: includes students who would have

committed 3 or more infractions within the last 14

calendar days. These students do not receive

privileges of those belonging to Honour Levels 1 and

2. Instead, some of their privileges may be taken

away. They may be excluded from activities but

some negotiation may be allowed.

Honour Level 4: includes students who consistently display inappropriate behaviour. They are excluded from activities others may enjoy and may also be sanctioned (e.g. detention, lines, note of apology). There is no room for negotiation.

What is significant about this model is that children get the chance to move between levels and are not permanently labelled.

While a student’s behavioural level is usually calculated on a computer, teachers can feel free to make daily notes.

The school’s discipline matrix consists of its arrangements and protocols to manage infractions.

The school’s stakeholders should help determine the consequences to common discipline challenges.

For example,Obscene language (first offence) = warningObscene language (second offence= lunchtime detentionObscene language(third offence) = Parent-Teacher Conference

List challenges/common infractions

(fighting, stealing, substance use/abuse,

obscene language, tardiness).

Share solutions using the day’s content.

Develop a discipline matrix for your school

Dictatorship. While there is one leader, a teacher should be open to listening to various sides with a non-confrontational attitude and without judgment.

Seeking everyone’s approval.Not everyone is going to like you. You are not going to like everyone but there ought to be mutual respect.

Shouting matches.

Lack of explanations.

Inconsistency/ preferential treatment.

Labelling.

Negativity (sarcasm, insults, humiliation).

Comparisons

Be consistent!!

Inconsistency gives children double meanings.

Consistency lets the child know where they

stand in their behaviour and that you are serious.

Stay calm!

Teachers are allowed time outs as well.

Don’t be afraid to go back and say you’re sorry if

you were out of order.

Set clear and reasonable expectations

Communicate to your child what behaviour is

expected. (hygiene/personal appearance,

behaviour, religion, academics, personal).

Discipline would not work otherwise.

Discipline techniques should be appropriate

and teach a lesson or relay a principle.

Exam

Feedback

Networking

http://www.positivediscipline.org

http://www.honorlevel.com/