discipline_through belonging,_cooperati on, and_self-control authoritative input from: cooperative,...

Discipline_through Belonging,_Cooperation, and_Self-Control

Authoritative Input from: Cooperative, Inner & Positive Discipline authorities.

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Part 1. Linda Albert’s Belonging and Cooperation

Class Discipline is at it’s best when students and teachers genuinely cooperate with one another to:

establish a classroom that is safe, orderly and inviting;provide a sense of connectedness and belonging;make teachable moments out of behavior mistakes.

She suggests:Focus on the behavior, not the studentTake charge of your negative emotionsDiscuss the misbehavior at a later timeGive the student the opportunity to save face

Albert’s Cooperative Discipline

Genuine & Mistaken Goals:

When students are unable to get a sense of belonging (genuine goal) they misbehave by pursuing mistaken goals to gain acceptance.

Mistaken goals include attention, power, revenge and withdrawal.

The 3 C’s of Cooperative Discipline

11 Capable: students believe that they can accomplish their schoolwork

i. Counter fear of mistakes: let students know that it’s okay to make mistakes; everyone does it and it’s a part of learning how to do things correctly.

ii. Build confidence: teachers should look for activities that maximize the likelihood for success.

iii.Make progress tangible: scaffold lessons with “yesterday, today and tomorrow” and use portfolios.

iv.Recognize achievement: acknowledge students’ strengths in class, at awards assemblies, exhibits, and presentations for parents & community.

3 C’s continued2 2 ConnectedConnected: The 5 A’s of connecting: The 5 A’s of connecting

i.i. AcceptanceAcceptance: communicating to the student that : communicating to the student that they can be themselves.they can be themselves.

ii.ii. AttentionAttention: making yourself available to the : making yourself available to the students.students.

iii.iii.AppreciationAppreciation: Positively acknowledge students’ : Positively acknowledge students’ accomplishments; focus on the deed, not the accomplishments; focus on the deed, not the doer.doer.

iv.iv.AffirmationAffirmation: find something positive to say about : find something positive to say about every students, regardless of their behavior.every students, regardless of their behavior.

v.v. AffectionAffection: given freely -with nothing expected in : given freely -with nothing expected in return- shows caring for the students and is return- shows caring for the students and is different from reward.different from reward.

3 C’s continued3 3 ContributingContributing: show students that school gets better : show students that school gets better

when everyone contributes to it and each other.when everyone contributes to it and each other.

Encourage student inputEncourage student input: let them have a say in class : let them have a say in class req’s, routines, and how it can be improved.req’s, routines, and how it can be improved.

Encourage student contributions to the schoolEncourage student contributions to the school: foster a : foster a sense of pride in the students for their classroom and sense of pride in the students for their classroom and school.school.

Encourage student contributions to the communityEncourage student contributions to the community: : random acts of kindness, volunteering, contributing to random acts of kindness, volunteering, contributing to community drives.community drives.

Encourage students to work to protect the environmentEncourage students to work to protect the environment: : Alberts suggests adopting a street or community are and Alberts suggests adopting a street or community are and keep it litter free.keep it litter free.

Encourage students to help other studentsEncourage students to help other students: peer : peer tutoring/counseling, having homework buddies, etc. tutoring/counseling, having homework buddies, etc.

Class Code of Conduct

Involve students in forming the class code of conduct that stipulates the expected behavior that is expected from everyone in the class.

Students should be in on deciding the consequences for misbehaving.

Motivate students to behave properly with encouragements, not rewards.

Types of Misbehavior• Attention-Seeking Behavior

- active: pencil tapping, showing off, calling out, asking irrelevant questions; passive: dawdling, lagging behind, slowness to comply

• Power-Seeking Behavior- muttering replies, disregarding instructions, insolent

compliance, tantrums, back-talking, disrespect, defiance

• Revenge-Seeking Behavior- is caused when a student suffers hurt feelings (bruised

ego) and is usually directed back at the teacher in the form of verbal attacks (“you suck!”) but could also manifest in physical disruption/destruction.

• Avoidance-of-Failure Behavior- alter assignments and provide plentiful

encouragement:• use manipulatives to teach abstract concepts• step-by-step assignments so students enjoy small

successes• differentiate instruction

Avoiding and Defusing Confrontations

i. Focus on the behavior, not the student: use objective words and don’t be judgmental, deal with the moment (not what happened yesterday or last week) be firm but friendly, indicate the behavior must stop pronto.

ii. Take charge of negative emotions: respond calmly, objectively and non combatively.

iii.Discuss the misbehavior with the student later: take time for you both to cool down.

iv.Allow the student to save face: students know you’re ultimately in charge, so give them a chance to come around. Don’t expect immediate compliance, rather, understand -and ignore- their face saving behaviors.

Dealing with More Severe Confrontations

Albert suggests using “graceful exits” to distance yourself from a confrontation.

Acknowledge the student’s power but also state your expectation: “I can’t make you turn in your assignment but it’s due on Friday...”Talk about it laterCall the students bluff: “Let me get this straight, you refuse to do this assignment?”Refuse to fight; if the student persists, have the student take a time-out.

Implementing Consequences

Talk to your class about the four categories of consequences.

i. loss or delay of privileges, such as a favorite activity

ii. loss of freedom of interaction, such as talking with other students

iii.restitution, such as return, repair or replacement of objects, doing school service, helping offended students

iv.relearning appropriate behavior

4 R’s and 6 D’s

The 4 R’s of consequences:i. the consequences are directly related to their

misbehaviorii. reasonable consequences are proportional to the

misbehavioriii. respectful consequences are invoked firmly but

without blaming, shaming or preachingiv. reliably enforced consequences are invoked

consistently

The 6 D’s of conflict resolution plans:i. define the problem objectivelyii. declare the need for consequencesiii.describe the feelings for both sidesiv. discuss possible solutionsv. decide on a planvi.determine its effectiveness

Part 2. Barbara Coloroso’s Inner Self-Control

Discipline occurs best when teachers help students develop self-control which is developed through:

earning trust

assuming responsibility

acquiring the power to make decisions

Establish classrooms that provide a climate of trust and responsibility.

Principles of Good Discipline

It is a means of teaching students how to make good decisions, to take ownership of their misdeeds and how to solve the problem.Different than punishment (punishing is often psychologically hurtful and often produces Fear, Fighting-Back, or Fleeing.)Proper discipline leads to positive behavior by:

showing students what they have done wronggives ownership of involved problemsprovides strategies for solving the problemleaves the students’ dignity intact.

Dealing with Misbehavior

Coloroso finds that misbehavior falls into three general categories: mistakes (simple errors), mischief (intentional misbehavior), & mayhem (willfully serious misbehavior).Mayhem calls for the 3 R’s of Reconciliatory Justice:

Restitution- repairing any damageResolution- identify & correct misbehaviorReconciliation- healing relationships with the people you’ve hurt

How Class Discipline Leads to Inner Discipline

The ultimate goal of discipline is to enable students to make intelligent decisions.

Ask yourself, “Self, what is my goal in teaching,” and, “what is my teaching philosophy?”

Students won’t always make the best choices so it’s up to us to provide a safe and nurturing environment in which to deal with the consequences.

6 Step Problem-Solving Plan

i. Identify the reality and define the problem

ii.List the possible solutions

iii.Evaluate the options

iv.Select the most promising option

v.Make & carry out a plan

vi.Hindsight: reevaluate the problem & solution

They contend that almost all students can learn to behave with dignity, self-control and concern for others.

Part 3. Nelson & Lott’s Fundamental Hypothesis: Positive Discipline

Relationship Barriers & Builders• Barriers- disrespectful and discouraging, Builders-

respectful and encouraging.i. Assuming v. Checking- don’t assume that you know

what your students feel, can(‘t) do… etc.ii. Rescuing/Explaining v. Exploring- Student learning

improves when they are allowed to perceive situations for themselves and proceed on their perceptions.

iii.Directing v. Inviting/Exploring- commands such as “pick that up, put that away…” are disrespectful to students and build dependency; invite and encourage students to be self-directed.

iv.Expecting v. Celebrating- look for improvements and call attention to them rather than judging their negatives.

v. Adult-isms v. Respecting- statements such as “How come you never…” produce guilt, not encouragement.

Classroom Meetings:Building Blocks

Classroom Meetings provide a unique opportunity for teachers to employ positive discipline strategies.

Over the next two slides, we will look at Lott & Nelson’s 8 building blocks.

Building Blocks 1-4i. Form a Circle- allows face to face contact; invite

students to help design the circle & make a decision based on their input.

ii. Practice giving compliments and showing appreciation- begin the class on a positive note: give compliments to each other. Often, the proper response to a compliment is “thank you;” if receiving compliments is difficult for your students, re-word it as “showing appreciation.”

iii.Create an agenda- have a clear-cut plan of what to do each day; allow students to address concerns in each class.

iv. Develop communication skills- use I-statements ( I think, I feel…); never speak judgmentally about people in class, and frame conclusions with “we decided.”

Building Blocks 5-8

v. Learn about separate realities- not everyone is the same; help the class realize that different people adapt and react to situations differently and *celebrate their diversity.*

vi.Recognize the reasons people do what they do- understand what motivates students(Nelson & Lott use Dreikurs’ explanation of why.)

vii.Practice role playing and brainstorming-discuss key elements of a problem situationhave students act out roles in the situationthink of ways to solve it as a class

viii.Focus on non-punitive solutions: the 3 R’s of solutions:v. Related- the help you provide is relative to the

problemvi.Respectful- they’re still people; don’t be degradingvii.Reasonable- the solution isn’t too much for the

infraction

Standard Format for Class Meetings

i. Express compliments and appreciation- start class on a high note

ii.Follow up on earlier solutions applied to problems- any solutions decided on by the class are re-examined after a week to judge efficacy and determine need for modification

iii.Go through agenda meetings- give students an opportunity to address the class agenda

iv.Make future plans for class activities- end class by discussing upcoming events, videos, doing hw with friends, etc.

When Class Meetings FailThe authors posit that you must give up “control over”

students in exchange for “cooperation with” students.

If the class meetings don’t go as planned, it is probably because of one or more of the following:

not forming a circle

mot having regular meetings

censoring students’ ideas/speech

not helping students to learn non-punitive problem-solving skills

talking down to students

not giving everyone in the circle a chance to be heard