Ronald Morrish

PowerPoint by: Jackie Surdyk

Background InformationTeacher and behaviorist specialist for 26 years in

CanadaBecame an independent consultant in 1997Has written three books: The Secrets of

Discipline (1997), With All Due Respect (2000), and Flip Tips (2003)

Morrish’s website: www.realdiscipline.com

CURRENTLY: -writer-conference presentations-professional development -courses for teachers-parent groups and child care providers

Main IdeasDiscipline is best established through purposeful

teacher guidance

Teachers set standards, so students understand exactly how they are expected to behave

Do NOT assume all students come to school knowing how to behave responsibly—most don’t

Self-control develops over time

Self-control rarely occurs without supportive adults

Teachers are ideal for providing support, although many are not sure how to do so

Reasons Modern Discipline FailedDiscipline approaches that call on students to

decide howthey will behave in school

For over three decades discipline experts have claimed thatplentiful student choice leads to self-esteem, responsibility, and motivation toachieve

Those experts also believe the teacher’s role is to encourage good choices and discouragepoor ones

Reasons Modern Discipline FailedIt does not demand proper behavior from

students

It instead allows them, if they don’t mind the consequences to choose to behave discourteously and irresponsibly

Systems based on fear of consequences cannot be effective unless students truly find the consequencesunacceptable—and many do not

Modern discipline leaves teachers to bargainand negotiate endlessly

Morrish Side NotesEffective school discipline requires a different

approach—students must be taught what is acceptable and what is unacceptable before they are given the chance to make choices

If students are able to make choices right from the start, they are likely to choose whatever appeals to them at the time

Today’s discipline too often allows students to:-underachieve -behave impolitely-engage in high-risk behaviors -contribute little or nothing to the school environment-use intimidation and violence when dealingwith others

Morrish’s Solution: Real DisciplineReal Discipline is a lot more than simply giving choices to

children and then dealing with the aftermath. We have to teach them to respect legitimate authority. We have to teach them the lessons that have been learned by others and by ourselves. Then, and only then, we will enjoy watching them develop into adults. (1997, p.33)

Morrish says this is necessary because young children are “impulsive and self-centered”

If children are going to develop into successful members of society, they must learn to:-cooperate -behave responsibly-show consideration for others

Many children do not have role models in their lives,

therefore, they stay self-centered and grow up only thinking of themselves, they want things their wayand cooperate in school when they feel like it

For many, abusive language and bullying is normal

FlipTipsMorrish published FlipTips in 2003; it is a small spiral-bound book containing comments from his many writings and presentations

Discipline is a process, not an event.Discipline is about giving students the structure they

need for proper behavior, not the consequences they seem to deserve for misbehavior,

Discipline comes from the word disciple. It’s about teaching and learning, not scolding and punishing.

Discipline isn’t what you do when students misbehave. It’s what youdo so they won’t.

Discipline isn’t about letting students make their own choices.It’s about preparing them properly for the choices they willbe making later.

Don’t let students make choices that are not theirs to make

Train students to comply with your directions. Complianceprecedes cooperation. If you bargain for compliance now,you’ll have to beg for it later.

Always work from more structure to less structure, not theother way around.

Three-Phase Approach To Real DisciplineAimed at a particular goal and involves a certain set of

strategiesPhase 1: Training for Compliance

The first step is training students to accept adult authority

Should be taught as a nonthinking activity, such as stopping at a red light, or saying “thank you” when someone opens the door for you

Compliant classroom behavior is taught through direct instruction and close supervision—if you want students to raise hands before speaking, tell them and practice until it becomes habitual

In compliance training, teachers address all misbehaviorsPhase 2: Teaching Students How to Behave

Focuses on teaching students the skills, attitudes, and knowledgeneeded for cooperation, proper behavior, and increasedresponsibility

In preparation for this phase, you have already: -established the class rules-taught rules through explanations, demonstrations,practice, corrective feedback, and repetition

Students understand the need for rules, and they will complywith them if they accept your authority

Three-Phase Approach To Real DisciplineAimed at a particular goal and involves a certain set of

strategiesPhase 3: Managing Student Choice

Choice management helps students move toward greater independence by offering them more and more choices as they show capability for handling them

One basic requirement in choice making is that students must consider the needs of fellow students and school personnel

If students don’t care about the outcome of a particular goal, they shouldn’t be allowed to make choices about it

If a student turns in poor work, instead of handing out a bad grade, teachers should say “Your work is disorganized and incomplete; I‘m not accepting it. Take it back, please and fix it up. I’ll mark it when it is done properly”

Teachers must make decisions for students until they begin to care about quality and completeness

Planning and Implementing the Discipline Program

Decide in advance how you want your students to behaveDesign the supporting structure (i.e. rules posted)Establish a threshold for behavior at school (say to your

students “you’re now at school, remember how you behave when you’re here”

Run a two-week training campTeach students how to behave appropriately

1. Courtesy 2. How to treat substitute teachers3. Conflict prevention 4. Self-Discipline5. Concentration 6. Being part of the solution7. Think about others 8. Perseverance9. Being a good role 10. Being a good ambassadormodel to younger for your class and schoolstudents

Set the stage for quality instructionProvide active, assertive supervision Enforce rules and expectations

Planning and Implementing the Discipline Program (continued)

Focus on preventionSet high standardsTreat parents as partners

Developing Teacher-Student RelationshipsConsistently focus on the positiveWipe the slate clean after students make mistakesDon’t back away from disciplineLead the wayNever humiliate students when correcting their

misbehaviorDon’t accept mediocrity

Consequences in Real Discipline

Motivation and RewardsYou CAN make students do what they don’t want to doMake instructional activities interesting, and when you

can’t, do not shy away from teaching the lesson just because it may be boring

Don‘t praise or reward when students are simply doingwhat is expected of them

Give special recognition when need

Compensation: Have student do something positive to make up for negative behavior.

Letter Writing: Have the offending student write a letter to the person who was offended, including a statement of commitment for better behavior in the future.

Improvement Plan: Have student make a plan for handling the situation better in the future.

Teaching Younger Children: Have the offending student write and illustrate a story about the incident to read to younger children.

SourcesCharles, C. M. "Chapter 10." Building Classroom Discipline. Tenth ed. Pearson, 2011.

175-93. Print.