Chapter 11: Discipline through Self-Chapter 11: Discipline through Self-

Restitution and Moral IntelligenceRestitution and Moral Intelligence

Frank SchwartzFrank Schwartz

EDUC 531EDUC 531

Professor Patricia WilliamsProfessor Patricia Williams

Fundamental Hypothesis of Self-RestitutionFundamental Hypothesis of Self-Restitution

Self-restitution, which involves regular Self-restitution, which involves regular reflection on personal behavior, helps reflection on personal behavior, helps students learn to profit from mistakes and students learn to profit from mistakes and become better able to conduct themselves in become better able to conduct themselves in harmony with their needs and inner sense of harmony with their needs and inner sense of morality.morality.

Self-Restitution TheorySelf-Restitution Theory

Developed by Diane Gossen. She pointed out 3 unchanged circumstances in Developed by Diane Gossen. She pointed out 3 unchanged circumstances in schools: discipline is #1 for teachers, violence is increasing, and students need schools: discipline is #1 for teachers, violence is increasing, and students need environment that satisfies needs and is free from fear and coercionenvironment that satisfies needs and is free from fear and coercion

Since punishments/rewards do not work, her program is entitled Discipline Since punishments/rewards do not work, her program is entitled Discipline through Self-Restitution, a “needs-satisfying” environment in which students through Self-Restitution, a “needs-satisfying” environment in which students who have behaved inappropriately are encouraged to reflect on their behavior, who have behaved inappropriately are encouraged to reflect on their behavior, identify the need that prompted it, and create a new way of behaving that is identify the need that prompted it, and create a new way of behaving that is indicative of the responsible person they want to be.indicative of the responsible person they want to be.

It focuses on helping students learn how to make things right within themselves, It focuses on helping students learn how to make things right within themselves, as well as whoever they offended with their behavior.as well as whoever they offended with their behavior.

The main characteristics of the restitution healing process are:The main characteristics of the restitution healing process are: 1. Not a payback, but a “pay-forward,” which provides an avenue 1. Not a payback, but a “pay-forward,” which provides an avenue

towards being a better persontowards being a better person 2. Mets needs of not only offended person, but also of the offended and 2. Mets needs of not only offended person, but also of the offended and

is restorative and healingis restorative and healing 3. Provides a means of dealing with root causes of the problem3. Provides a means of dealing with root causes of the problem 4. Focuses on solutions and restores/strengthens relationships4. Focuses on solutions and restores/strengthens relationships 5. Operates through invitation, not coercion5. Operates through invitation, not coercion 6.Teaches people to look inward, identify the need for the behavior, and 6.Teaches people to look inward, identify the need for the behavior, and

visualize who they want to bevisualize who they want to be 7. Creates solutions and restores offender to group7. Creates solutions and restores offender to group

The Restitution Triangle and How It Is UsedThe Restitution Triangle and How It Is Used

The Restitution triangle helps us understand how easily the process The Restitution triangle helps us understand how easily the process worksworks

The first step begins at the base. It is to The first step begins at the base. It is to stabilize stabilize the student’s identity by the student’s identity by removing fear and anger so learning can take it’s place.removing fear and anger so learning can take it’s place.

The next is on the left side of the triangle. We help students understand The next is on the left side of the triangle. We help students understand that people do things for a reason and usually the best they know how, that people do things for a reason and usually the best they know how, under the circumstances. We ask questions to help the student see that under the circumstances. We ask questions to help the student see that their behavior wasn’t the worst possible choice. Afterwards, we explain their behavior wasn’t the worst possible choice. Afterwards, we explain that most behavior occurs when a person believes their needs are not that most behavior occurs when a person believes their needs are not being met. The, we review and ask them what they are and give the being met. The, we review and ask them what they are and give the student time to reflect.student time to reflect.

The 3The 3rdrd (right) side is where we encourage the student to tap into more (right) side is where we encourage the student to tap into more ideal pictures of behavior in order to stimulate the student to reflect their ideal pictures of behavior in order to stimulate the student to reflect their behavior and judge it against the kind of person they want to be.behavior and judge it against the kind of person they want to be.

The Least Coercive RoadThe Least Coercive Road

Gossen believes her theory works best when teachers use the least Gossen believes her theory works best when teachers use the least coercive road. coercive road.

When teachers have a difficult time in class, it’s usually because teachers When teachers have a difficult time in class, it’s usually because teachers are trying to make students do what they don’t want to do.are trying to make students do what they don’t want to do.

She says if you want students to be responsible for their behavior and She says if you want students to be responsible for their behavior and understand that the teachers’ job is to provide a rich environment in understand that the teachers’ job is to provide a rich environment in which students learn because they want to, use self-restitution with the which students learn because they want to, use self-restitution with the least coercion possible.least coercion possible.

There are 4 steps for least coercion self-restitution.There are 4 steps for least coercion self-restitution.

1. Open Up The Territory-Maximizing 1. Open Up The Territory-Maximizing FreedomFreedom

By reducing the number of interventions to the students’ behavior, you By reducing the number of interventions to the students’ behavior, you “open up the territory” for students to have more freedom to explore “open up the territory” for students to have more freedom to explore options, make choices, and learn from the process, which leads to options, make choices, and learn from the process, which leads to responsible behavior. It calls on teachers to identify and address only responsible behavior. It calls on teachers to identify and address only what they truly believe is important in classroom behavior.what they truly believe is important in classroom behavior.

She also has teachers to ask themselves “Does It Really Matter?” to She also has teachers to ask themselves “Does It Really Matter?” to restrict certain behaviors? (e.g., sitting with feet on floor, chewing gum, restrict certain behaviors? (e.g., sitting with feet on floor, chewing gum, exchange seats, etc.) . She suggests we place limits only on behavior that exchange seats, etc.) . She suggests we place limits only on behavior that pertains to safety, class function, and other matters with strong pertains to safety, class function, and other matters with strong convictions.convictions.

The second part is known as “Yes, if…” If a teacher finds him or herself The second part is known as “Yes, if…” If a teacher finds him or herself frequently responding with “no,” to a students’ requests, she frequently responding with “no,” to a students’ requests, she recommends we use a more positive response to elicit good behavior recommends we use a more positive response to elicit good behavior (EX. “Can I sharpen my pencil?” “Yes, if you wait till I’m finished my (EX. “Can I sharpen my pencil?” “Yes, if you wait till I’m finished my instructions.”instructions.”

2. Establish the Social Contract-Building a 2. Establish the Social Contract-Building a Sense of BelongingSense of Belonging

A “social contract” is an agreement between the teacher and students A “social contract” is an agreement between the teacher and students concerning how you want to be when together. It is an attempt to gain concerning how you want to be when together. It is an attempt to gain students’ willingness to work with the teacher and establish and maintain students’ willingness to work with the teacher and establish and maintain a better class.a better class.

One common goal is to be an effective member of the group. To do this, One common goal is to be an effective member of the group. To do this, we must determine how to meet our needs without interfering with we must determine how to meet our needs without interfering with others’ needs. Discussions on group values and class agreements others’ needs. Discussions on group values and class agreements increase interaction with students and teachers and makes students increase interaction with students and teachers and makes students accept responsibility for classroom function.accept responsibility for classroom function.

Class members should spend time exploring and discussing their beliefs Class members should spend time exploring and discussing their beliefs regarding the kind of person they want to beregarding the kind of person they want to be

After students reflect further, ask them if they can suggest ways of After students reflect further, ask them if they can suggest ways of conducting themselves in a way that will support the values they have conducting themselves in a way that will support the values they have identified. This leads to agreements concerning good behavior, identified. This leads to agreements concerning good behavior, formalized as the class social contract.formalized as the class social contract.

3 .Establish Limits-Clarifying Personal Power3 .Establish Limits-Clarifying Personal Power

Students are helped to realize that duties accompany membership in social Students are helped to realize that duties accompany membership in social relationships. In order to attain good qualities (e.g., predictability, enjoyment, relationships. In order to attain good qualities (e.g., predictability, enjoyment, and power in our lives), class agreements must be made that indicate and power in our lives), class agreements must be made that indicate responsibilities and include bottom lines beyond which behavior is not responsibilities and include bottom lines beyond which behavior is not acceptable. These, in turn, bring about a shift in balance of responsibility for acceptable. These, in turn, bring about a shift in balance of responsibility for classroom demeanor.classroom demeanor.

Teachers may find it helpful to identify the expected class roles, or jobs of Teachers may find it helpful to identify the expected class roles, or jobs of teacher and student., with examples of what is expected and what is not expected teacher and student., with examples of what is expected and what is not expected of each. This helps students know who is responsible for what.of each. This helps students know who is responsible for what.

When a student interferes, a teacher may ask “What’s your job/rule?” It provides When a student interferes, a teacher may ask “What’s your job/rule?” It provides a step towards getting a solution and avoids debating. a step towards getting a solution and avoids debating.

Rules are used to impose external control. Their contract usually requires Rules are used to impose external control. Their contract usually requires teachers apply sanctions for unruly behavior. Even in restitution, rules are to be teachers apply sanctions for unruly behavior. Even in restitution, rules are to be used as a fall-back position. The used as a fall-back position. The bottom linebottom line refers to the point beyond which a refers to the point beyond which a student is not allowed to transgress without consequences. We can prevent this student is not allowed to transgress without consequences. We can prevent this by using re-direction or role –related comments (What’s your job?)However, if by using re-direction or role –related comments (What’s your job?)However, if this fails, the teacher must apply consequences specified by the rules.this fails, the teacher must apply consequences specified by the rules.

4.Self-Restituion-Making things right and 4.Self-Restituion-Making things right and Healing OneselfHealing Oneself

Self-Restitution takes 2 things into account: making amends to the victim and Self-Restitution takes 2 things into account: making amends to the victim and helping offenders heal themselves. It says to students, “What are you going to do helping offenders heal themselves. It says to students, “What are you going to do to fix what’s wrong, and how are you going to become more like the person you to fix what’s wrong, and how are you going to become more like the person you want to be?” It rests on the following principles:want to be?” It rests on the following principles:

Respect everyone’s view of the worldRespect everyone’s view of the world Create conditions of safety and space for reflection to evaluate info. and moral Create conditions of safety and space for reflection to evaluate info. and moral

meaningmeaning Minimize rewards and punishmentsMinimize rewards and punishments Develop internal moral sense and focus on harmony and not conformityDevelop internal moral sense and focus on harmony and not conformity Uphold bottom lines on behavior so students feel safe in the classroomUphold bottom lines on behavior so students feel safe in the classroom

Because restitution seeks to identify the basic need behind the problem, you Because restitution seeks to identify the basic need behind the problem, you must make students understand that we all have needs for love, power, freedom, must make students understand that we all have needs for love, power, freedom, fun, and survival. Our behavior, acceptable or unacceptable, is associated with fun, and survival. Our behavior, acceptable or unacceptable, is associated with those needs.those needs.

When students offend, ask them to identify the need behind the behavior When students offend, ask them to identify the need behind the behavior and other students’ behavior that may have interfered. It will reduce and other students’ behavior that may have interfered. It will reduce combativeness and collapse the conflict that might otherwise have combativeness and collapse the conflict that might otherwise have existed.existed.

Teachers are of greatest help when they serve as managers of restitution. Teachers are of greatest help when they serve as managers of restitution. They ask misbehaving students to work with them to invent solutions to They ask misbehaving students to work with them to invent solutions to their problems. They don’t punish, coerce, or remove these students their problems. They don’t punish, coerce, or remove these students from the group.from the group.

Contrarily, they help them remain in the group with strengthened Contrarily, they help them remain in the group with strengthened capability.capability.

Part 2:Part 2:Michele Borba and Building Moral Michele Borba and Building Moral IntelligenceIntelligence

Fundamental Hypothesis of Moral IntelligenceFundamental Hypothesis of Moral Intelligence

Moral intelligence, comprised of 7 essential virtues that can be taught Moral intelligence, comprised of 7 essential virtues that can be taught and developed, controls students’ abilities to deal effectively with ethical and developed, controls students’ abilities to deal effectively with ethical and moral challenges they encounter in school and elsewhere.and moral challenges they encounter in school and elsewhere.

Moral Intelligence and the Foundations of Moral Intelligence and the Foundations of CharacterCharacter

Moral intelligence can be understood as :Moral intelligence can be understood as : 1. the ability to distinguish right from wrong1. the ability to distinguish right from wrong 2.the establishment and maintenance of strong ethical convictions2.the establishment and maintenance of strong ethical convictions 3. the willingness to act on those convictions in an honorable way.3. the willingness to act on those convictions in an honorable way.

Borba depicts moral intelligence as consisting of universal virtues of Borba depicts moral intelligence as consisting of universal virtues of “goodness,” seven of which enable a student to act properly and resist “goodness,” seven of which enable a student to act properly and resist pressures that can damage their character.pressures that can damage their character.

As stated, she lists 7 essential virtues, the first three of which she calls As stated, she lists 7 essential virtues, the first three of which she calls the the moral coremoral core..

1. Empathy1. Empathy

Empathy is the capacity to relate to the feelings of others.Empathy is the capacity to relate to the feelings of others. A number of societal conditions hinder the development of empathy in A number of societal conditions hinder the development of empathy in

the young, like absent or emotionally unavailable parents, the young, like absent or emotionally unavailable parents, overabundance of suffering in the media, abuse of children by peers, etc.overabundance of suffering in the media, abuse of children by peers, etc.

Borba urges teachers to:Borba urges teachers to: 1. Develop an empathic relationship with students by listening to them 1. Develop an empathic relationship with students by listening to them

and helping with their emotionsand helping with their emotions 2. create a caring and prosocial environment2. create a caring and prosocial environment 3. use stories and situations to enhance sensitivity3. use stories and situations to enhance sensitivity 4. provide meaningful and hands-on activities to develop empathy4. provide meaningful and hands-on activities to develop empathy 5. use discipline techniques that show empathy for students’ feelings5. use discipline techniques that show empathy for students’ feelings

2. Conscience2. Conscience

Conscience refers to the ability to know right from wrong.Conscience refers to the ability to know right from wrong. Borba believes that due to youth violence, peer cruelty, cheating, Borba believes that due to youth violence, peer cruelty, cheating,

promiscuity ,and substance abuse, there is a crisis of conscience in the promiscuity ,and substance abuse, there is a crisis of conscience in the worldworld

A number of things to reverse this are:A number of things to reverse this are: 1. set clear expectations based on core moral beliefs1. set clear expectations based on core moral beliefs 2. create a context for moral growth, featuring teacher modeling2. create a context for moral growth, featuring teacher modeling 3. teach, cultivate, and reinforce virtues to strength conscience3. teach, cultivate, and reinforce virtues to strength conscience 4. help students understand how conscience develops and how 4. help students understand how conscience develops and how

reparations can set things wrong to rightreparations can set things wrong to right 5. use meaningful moral dilemmas presented in context to promote 5. use meaningful moral dilemmas presented in context to promote

moral reasoning.moral reasoning.

3. Self-Control3. Self-Control

Borba suggests self-control is lacking today due to over-worked/stressed Borba suggests self-control is lacking today due to over-worked/stressed parents, child abuse/trauma, glorification of out-of-control behavior in parents, child abuse/trauma, glorification of out-of-control behavior in entertainment, and over-reliance on chemical mollifications.entertainment, and over-reliance on chemical mollifications.

A number of ways to promote self-control are:A number of ways to promote self-control are: 1. adults giving priority to self-control1. adults giving priority to self-control 2. encouraging students to do the “right thing” when confronting 2. encouraging students to do the “right thing” when confronting

temptationtemptation 3. showing students to think before acting and control urges3. showing students to think before acting and control urges 4. providing stressful situations and encourage students to 4. providing stressful situations and encourage students to think, stop, think, stop,

and act rightand act right. .

4. Respect4. Respect

Lack of respect is rampant in society, manifested by decline in civility, Lack of respect is rampant in society, manifested by decline in civility, use of vulgarity, disrespect for authority, and low respect for children.use of vulgarity, disrespect for authority, and low respect for children.

Borba’s suggestions for dealing with disrespect include:Borba’s suggestions for dealing with disrespect include: 1. Discuss, model, and teach the differences between respect and 1. Discuss, model, and teach the differences between respect and

disrespect.disrespect. 2. Work to increase student respect for authority and squelch rudeness 2. Work to increase student respect for authority and squelch rudeness

by teaching new, respectful behaviorsby teaching new, respectful behaviors 3. Emphasize and expect good manners and courtesy. (example, saying 3. Emphasize and expect good manners and courtesy. (example, saying

“please” and “thank you”)“please” and “thank you”) 4. Involve peers in creating a respectful learning environment and 4. Involve peers in creating a respectful learning environment and

reinforcing respectful behaviors.reinforcing respectful behaviors.

5. Kindness5. Kindness

Lack of good modeling by adults, lack of encouragement to behave Lack of good modeling by adults, lack of encouragement to behave kindly, and influence of unkind peers, and general desensitization has led kindly, and influence of unkind peers, and general desensitization has led to a crisis of unkindness.to a crisis of unkindness.

To counter this, Borba suggests for teachers to:To counter this, Borba suggests for teachers to: 1. Teach meaning and value of kindness and what behaviors are 1. Teach meaning and value of kindness and what behaviors are

classified as “kind.”classified as “kind.” 2. Establish zero tolerance for mean and cruel behavior, especially 2. Establish zero tolerance for mean and cruel behavior, especially

bullying.bullying. 3. Encourage kindness at school by pointing out it’s positive effects3. Encourage kindness at school by pointing out it’s positive effects 4. Provide activities for children to experience and practice being kind 4. Provide activities for children to experience and practice being kind

and receiving kindness.and receiving kindness.

6. Tolerance6. Tolerance

Today’s tolerance crisis is due to lack of moral monitoring, accessibility Today’s tolerance crisis is due to lack of moral monitoring, accessibility of hate-filled websites, racially charged entertainment aimed at youth, of hate-filled websites, racially charged entertainment aimed at youth, and stereotypes on TV and in films.and stereotypes on TV and in films.

To counter this, Borba suggests:To counter this, Borba suggests: 1. model and teach about tolerance1. model and teach about tolerance 2. discourage intolerant comments and practices2. discourage intolerant comments and practices 3. instill an appreciation for diversity3. instill an appreciation for diversity

FairnessFairness

Fairness is worsened by a breakdown of role models and over emphasis Fairness is worsened by a breakdown of role models and over emphasis on competition, so that winning at any cost is the most important.on competition, so that winning at any cost is the most important.

This decline can be countered by teachers discussing fairness, This decline can be countered by teachers discussing fairness, unfailingly demonstrate fairness, avoid making comparisons among the unfailingly demonstrate fairness, avoid making comparisons among the students, help students show respect for competitors, and limit emphasis students, help students show respect for competitors, and limit emphasis on winning.on winning.

Reasons for Building Moral IntelligenceReasons for Building Moral Intelligence

1. Good Behavior-The virtues listed form students’ character and 1. Good Behavior-The virtues listed form students’ character and principles that guide their behaviorprinciples that guide their behavior

2. Ability to think and act appropriately-Moral intelligence teaches the 2. Ability to think and act appropriately-Moral intelligence teaches the specific moral habits that help students think and conduct themselves specific moral habits that help students think and conduct themselves ethically.ethically.

3. Protection against “toxic” influences in society- Moral IQ serves as a 3. Protection against “toxic” influences in society- Moral IQ serves as a compass to develop and stand-by deep-seated convictions and resist compass to develop and stand-by deep-seated convictions and resist influences contrary to good characterinfluences contrary to good character

4. Crucial Life Skills- Moral IQ incorporates skills students need for 4. Crucial Life Skills- Moral IQ incorporates skills students need for resolving conflictsresolving conflicts

5. Good citizens- The 7 virtues provide the bedrock of good citizenship 5. Good citizens- The 7 virtues provide the bedrock of good citizenship and responsible living.and responsible living.

6. Resistance to temptation- Moral intelligence enables resistance to the 6. Resistance to temptation- Moral intelligence enables resistance to the appeal of insidious vicesappeal of insidious vices

7. Prevention of violence and cruelty- The core values of Moral 7. Prevention of violence and cruelty- The core values of Moral Intelligence protect against violence and crueltyIntelligence protect against violence and cruelty

8. Good Behavior – Moral IQ incorporates the virtues that enable 8. Good Behavior – Moral IQ incorporates the virtues that enable students to be decent, caring, and respectfulstudents to be decent, caring, and respectful

9. Shaping moral destinies- Moral growth promotes the ethical 9. Shaping moral destinies- Moral growth promotes the ethical foundation of behavior in all aspects of life.foundation of behavior in all aspects of life.

Fostering Moral IntelligenceFostering Moral Intelligence

Moral intelligence grows as improvements are made in students’ Moral intelligence grows as improvements are made in students’ character traits, and schools hold the key to that improvement. character traits, and schools hold the key to that improvement.

Borba’s book Building Moral Intelligence contains well over a thousand Borba’s book Building Moral Intelligence contains well over a thousand classroom strategies to help students develop or deal with peer pressure, classroom strategies to help students develop or deal with peer pressure, bullying, anger, self-control, conscience, etc.bullying, anger, self-control, conscience, etc.

She explains there is a 5 step (yes, She explains there is a 5 step (yes, moremore steps!!!) approach to teaching steps!!!) approach to teaching moral values for teachers to incorporate in the curriculummoral values for teachers to incorporate in the curriculum

Accentuate a Character Trait or ValueAccentuate a Character Trait or Value

The first step to improve a character trait is to draw it strongly to The first step to improve a character trait is to draw it strongly to students’ attention over time, (like each month).students’ attention over time, (like each month).

For example, once the trait is introduced, banners and posters can be For example, once the trait is introduced, banners and posters can be hung around the school to emphasis the importance of that traithung around the school to emphasis the importance of that trait

Ex. “Responsibility: I’m doing what is right for myself and others.”Ex. “Responsibility: I’m doing what is right for myself and others.”

Tell the Meaning and Value of the TraitTell the Meaning and Value of the Trait

The second step is to convey to students exactly what the trait means and The second step is to convey to students exactly what the trait means and why it is important and relevant to their lives.why it is important and relevant to their lives.

Borba lists ways of explaining this by relating to students’ realm of Borba lists ways of explaining this by relating to students’ realm of experience. For example, by pointing out the trait in a story that is told or experience. For example, by pointing out the trait in a story that is told or to find current news articles of people demonstrating it.to find current news articles of people demonstrating it.

Also, whenever the teacher personally notices a student displaying the Also, whenever the teacher personally notices a student displaying the trait, the teacher should inform the student of it . It helps students if they trait, the teacher should inform the student of it . It helps students if they can hear why you feel the trait is important.can hear why you feel the trait is important.

Teach What The Trait Looks and Sounds LikeTeach What The Trait Looks and Sounds Like

Showing the behavior of the trait is always more effective than just Showing the behavior of the trait is always more effective than just talking about it. talking about it.

Borba cautions us against making the assumption that students Borba cautions us against making the assumption that students understand the actions and words of character traits since they may not understand the actions and words of character traits since they may not have been personally exposed to them.have been personally exposed to them.

The teach must look for ways to provide examples explicitly and The teach must look for ways to provide examples explicitly and implicitly. implicitly.

Examples include video clips, historical models, science, and even Examples include video clips, historical models, science, and even current school events or interactions inc the classroomcurrent school events or interactions inc the classroom

Provide Opportunities to Practice the Moral Provide Opportunities to Practice the Moral Habits of the TraitHabits of the Trait

Students should be provided frequent opportunities to practice the Students should be provided frequent opportunities to practice the behaviors that comprise the character trait, usually around 21 daysbehaviors that comprise the character trait, usually around 21 days

Borba makes 3 suggestions for reviewing student efforts and progress:Borba makes 3 suggestions for reviewing student efforts and progress: 1. Make/obtain videotapes to allow students to watch and analyze 1. Make/obtain videotapes to allow students to watch and analyze

demonstrations of the traitdemonstrations of the trait 2. Have students keep logs to reflect on the trait as it is being 2. Have students keep logs to reflect on the trait as it is being

emphasized and write one action that demonstrated it.emphasized and write one action that demonstrated it. 3. Assign homework to ask students to practice the skill at home with 3. Assign homework to ask students to practice the skill at home with

family.family.

Provide Effective FeedbackProvide Effective Feedback

Be sure to reinforce students as they improve.Be sure to reinforce students as they improve. Be sure to draw attention to the behavior and correct them and ask them Be sure to draw attention to the behavior and correct them and ask them

to redo the behavior repeatedly if possible.to redo the behavior repeatedly if possible.

Fostering ProSocial BehaviorFostering ProSocial Behavior

Students can benefit still from pro-social behavior.Students can benefit still from pro-social behavior. Borba provides a list of 85 manners kids should lern. Here are a few Borba provides a list of 85 manners kids should lern. Here are a few

examples.examples. 1. Essential polite words- thank you, I’m sorry, etc.1. Essential polite words- thank you, I’m sorry, etc. 2. Meeting and Greeting others-Shake hands, saying hello, etc.2. Meeting and Greeting others-Shake hands, saying hello, etc. 3. Conversation manners-Listening without interrupting, Pleasant tone of 3. Conversation manners-Listening without interrupting, Pleasant tone of

voice, etc.voice, etc. 4. Sports manners- Encouragement, Playing by the Rules, etc.4. Sports manners- Encouragement, Playing by the Rules, etc. 5. Anywhere and anytime-Don’t swear, don’t gossip, etc.5. Anywhere and anytime-Don’t swear, don’t gossip, etc.

Other suggestions include hospitality, table manners, visiting manners, Other suggestions include hospitality, table manners, visiting manners, and manners towards older people.and manners towards older people.

The r elation of Moral Intelligence to The r elation of Moral Intelligence to Classroom DisciplineClassroom Discipline

Borba wants teachers to know that successful discipline depends strongly Borba wants teachers to know that successful discipline depends strongly on creating a moral learning community in the classroom. The teacher on creating a moral learning community in the classroom. The teacher connects with students, shows care for them, and models essential connects with students, shows care for them, and models essential character traits.character traits.

Borba gives us a four (you got it, more Borba gives us a four (you got it, more steps!!!steps!!!) step approach to ) step approach to discipline:discipline:

1. Respond- Stay calm and listen.1. Respond- Stay calm and listen. 2. Review-Explore why the behavior was wrong.2. Review-Explore why the behavior was wrong. 3. Reflect-Quickly go over the effects of the behavior and any impact it 3. Reflect-Quickly go over the effects of the behavior and any impact it

may have on the victim.may have on the victim. 4. Make Right-Help students atone for wrongs they have done, by 4. Make Right-Help students atone for wrongs they have done, by

encouraging offending students to make reparation of some sort, more than encouraging offending students to make reparation of some sort, more than just an apology and promise to never do it again.just an apology and promise to never do it again.