Their major contributions
• Strategies for– Maximizing dignity and hope within students– Interacting with hostile, aggressive, or violent
students
Students misbehave because…
• Boredom• Irresistible• They can
• If their dignity is in danger– To exert control – Do this well since
failing academically– Meets the need for
attention and power
Characteristics of behaviorally at risk students
• Failing academically• Received most
punishments and consequences repeatedly
• Do not respond to punishments and consequences any more
• Low self-esteem• No hope of success• Attracted to other
behaviorally at risk students
What works 25-50% of the time…
• Spend time teaching good behavior and responsibility
• treat students with dignity and respect
• Discipline with motivation in mind
• Stress responsibility not obedience
Logical consequences…
• Generic – Reminders– Warnings– Choosing
• Options for student
– Planning • Student writes with
specific steps for changing the behavior
• Gives student the responsibility
• Instructional– Teach expectations
and rules through suggested appropriate behavior
– Opportunity for students to practice and learn appropriate behavior
What to do when behavior escalates…
Student refuses to change behavior
Use active listeningArrange to speak
about the matter laterSpeak with the student
privatelyUse the
insubordination rule
Motivation is the key…
• Lessons personal to and relevant to students
• Assessments based on authentic products and skills
• Activities helping students to connect and interact
Motivating activities…
• Engage five senses• Give opportunities to
make decisions• Create students’
anticipation
Aggression, hostility, violence
• Lack of values• Lack of compassion• Lack of remorse
• Teach nonviolent choices
• Model acceptable ways to share feelings
• Teach values of– Cooperation– Safety– Remorse
So…
• Create class rules and consequences– Based on school values
• Model school values through– Your behavior in actual situations– Student role playing
• Delete interventions – not promoting school values– Not promoting responsibility
When conflict or violence occur…
• Use privacy• Eye contact• Politely say what you
want• Arrange to meet when
everyone is calmer
• Stop…take a breath• Think• Decide
– What needs to happen– Second option
• Act on decision• Assess the results
As you create your plan…
• Does it promote dignity?
• Does it teach responsibility?
• Does it motivate?• Does it create
commitment?
Go to this website and read…
• http://wik.ed.uiuc.edu/index.php/Discipline_with_Dignity
• Following your reading go to our discussion board on Blackboard and share your opinion of text that impacted your thinking about Discipline with Dignity or classroom management.
Second trip to discussion board…
• Read responses made by classmates and respond to one or more giving feedback to their responses.
Write a reflection of Discipline with dignity and put in digital drop box
• Ideas and suggestions you find appealing and compatible with your personality and philosophy
• Ideas and suggestions with which you disagree
• Your appraisal of the model – its practicality and – ease of implementation
References
• Charles, C. (2005). Building classroom discipline (8th ed.). Boston: Pearson Education, INC.
• Levin, J. & Nolan, J. (2007). Principles of classroom management: A professional decision-making model (5th ed.). Boston: Pearson Education, INC.
• Manning, M. & Bucher, K. (2007). Classroom management models, applications, and cases (2nd ed.). Upper Saddle River, NY: Pearson Education, INC.
• Scarpaci, R. (2007). A case study approach to classroom management. Boston: Pearson Education, INC.
• Weinstein, C. & Mignano, A. (2007). Elementary classroom management: Lessons from research and practice (4th ed.). Boston: McGraw-Hill.