Discipline with Dignity

Richard Curwin and Allen Mendler Classroom Management

EDUC 360

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.