establishing order & building self-control the responsive classroom/ developmental designs...
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Establishing Order & Building Self-control
The Responsive Classroom/Developmental Designs Approach
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Proactive vs. Reactive Discipline
• Proactive Discipline intentionally teaches positive behaviors through– Modeling– Practice & coaching– Reflection
• Reactive Discipline uses– Logical Consequences for rule infractions– Concept of Restitution to “right a wrong” & fix
mistakes
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Rules: Proactive Discipline
“Too often, we think of rules as necessary evils, restraints which prevent our negative impulses from gaining the upper hand. I believe that rules can lead us in positive directions, serving as guideposts and guardrails as we move toward our goals and ideals.”
Teaching Children to Care, Charney, 2002
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Constructivist Discipline Philosophy
• Discipline is NOT something we “do” to children, as a “higher all-powerful authority”
• It is NOT punitive in nature, or shame-based• It is a process that teaches and leads a student
to greater levels of maturity, wisdom, and self-control
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Current Approach to Rule-Making
• Complete individual reflection handout – “My Current Approach to Establishing Classroom Rules”
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Creating Goals & Declarations
Motivation/Connect• First, set the tone…..How will you create
conditions for hopeful thinking• Partner Read p. 58-60 for
ideas….Exchange additional ideas for fostering motivation with your group
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Guiding Goal Setting Process
• Picture yourself being successful in school. • Direct the conversation to talk about social, academic,
physical and spiritual goals for a school year.• Then ask, “What are some things you hope to learn or
do in school this year?”• Individual Read pg. 60 – 66 ….Making
Declarations/Goals
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Publishing Goals & Declarations• You will want to publish your students’ Goals• Have the students write out and illustrate their Goals for the
year• You may wish to make a bulletin board with their work.
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Creating Goals & DeclarationsIndividual Planning
• Plan how YOU will lead your students through a Goal Creation experience– How will you “Connect” the goal-setting process
to real life for your students?– How will you motivate and inspire Hope?– Will you involve parents? If so, how?– Describe the process you will use
• Share your plan with a partner at your table
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Creating Rules: Democracy & the Social Contract
• Begin by reviewing Goals & Declarations• Ask “What Common Understandings would be
necessary in order to make our dreams come true.”• Record all the students’ suggestions in a positive way.• You will end up with a very long list.• Explain to the students that it would be hard to
remember so many rules.
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Narrowing it down…
• Point out that, “This rule is a lot like this one. How are they the same?”
• Begin to categorize the students’ ideas. • You should be able to narrow down your list to
2-5 rules.
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Publishing Your Rules
• Have students create their own rule posters.• Make sure spelling is correct.• Have the students personalize the posters in
some way.
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Create Broad Guidelines
• Example of class Social Contract:– Be respectful and responsible.– Be organized and follow directions.– Be prepared and on-time.– Use materials gently.
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Personal Reflections on Rule Creation Process
• Review & discuss Social Contract section• Individual Read p. 67-71• Create Social Contract Plan:
– Plan how you will lead your students through a Goal Creation experience
– How will you “Connect” the goal-setting process to real life for your students?
– How will you motivate and inspire Hope?– Will you involve parents? If so, how?– Describe the process you will use– Share your plan with others at your table
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Modeling & Practicing
• Start at the beginning on the first day of school• Use Reflective Loop to establish common
language– What did you notice?– Who can remind us how to……
• Teacher modeling vs. student modeling• Partner Read: p. 72-75• Share & discuss with partner
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Written Reminders & Remodeling
• Don’t nag! Post written procedural reminders about the room.
• Individual Read p. 76-82• Complete Plan Sheet- Introducing Students to
a new routine pg. 83