Chapter 11: Discipline through Self-Restitution and Moral Intelligence

1. Chapter 11: Discipline through Self-Restitution and Moral Intelligence Casey Hicks Colleen Blanchard Ashley Slemons

2. Diane Gossen

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

4. Restitution Theory • Not a payback, but rather a pay-forward, which provides an avenue to becoming a better person • Meets needs of both offender and offended to help resolve and heal • Means for dealing with the root of the problem • Focuses on solutions and restores & strengthens relationships

5. Restitution Theory CONT.. 5. Operates through invitation 6. Teaches persons to look inside themselves, identify the need behind problematic behavior, & visualize the kind of person they want to be 7. Creates solutions to problems & restores the offender to the group

7. Least Coercive Road • Open up the territory *”Does it really matter?” • Establish the social contract *sense of belonging, connection between members of classroom • Establish limits *my job, your job • Teach students how to make Self-Restitution *teach & model it! 

8. Michele Borba

9. Moral Intelligence • Michele Borba believes behavior can be controlled by teaching students Moral Intelligence (the essential 7 virtues). • Seven Virtues are: • Empathy • Conscience • Self-control • Respect • Kindness • Tolerance • Fairness

10. Empathy Empathy is the capacity to relate to the feelings of others. Develop a caring relationship with students Creating a caring, prosocial moral learning environment Use stories to enhance sensitivity to others Provide meaningful and concrete hands on activities Use discipline techniques that show empathy.

11. Conscience • Conscience refers to the ability to comprehend the right or wrong of one’s actions. • Set clear class standards and expectations based on core moral beliefs • Create a context for moral growth • Teach, cultivate and reinforce virtues • Help students understand how moral conscience develops • Provide meaningful moral dilemmas in context (such as historical or scientific etc.)

12. Self-Control Adults giving priority to and modeling self-control Encouraging students to become their own internal motivators Showing students to think before they act, have anger management skills etc. Provide ongoing opportunities to practice self-control

13. Respect • Discuss, model and teach the differences between respect and disrespect. • Teach new respectful “replacer” behaviors. • Emphasize and expect good manners and courtesy • Involve students in creating a respectful learning environment

14. Kindness • Teach the meaning and value of kindness • Establish a zero tolerance for mean and cruel behavior • Point out the difference kindness makes • Provide meaningful and concrete activities that emphasize kindness

15. Tolerance • Model and teach about tolerance • Draw attention to and discourage intolerant comments • Instill an appreciation for diversity Fairness • Discuss fairness with students • Unfailingly demonstrate fairness • Avoid making comparisons among students • Help students show respect when they win and/or lose

16. Reasons for Building Moral Intelligence Building high moral IQs we can promote • Good character • Ability to think and act appropriately • Protection against “toxic” influences in society • Crucial life skills • Good citizens • Resistance to temptation • Prevention of violence and cruelty • Good behavior • Shaping moral destinies

17. Teaching Moral Intelligence When teaching moral intelligence you must do the following: • Accentuate a character trait or virtue that you want to instill in the student • Tell them the meaning and value of the trait • Teach what the trait looks and sounds like • Provide opportunities to practice the moral habits of the trait • Provide effective feedback

18. Four-Step Approach to Discipline • Respond (example: “Tell me what happened”) • Review (example: “Fighting is not allowed in class) • Reflect (example: “How do you make people feel when you fight?) • Make Right

19. Jane angrily enters your classroom.  She has just been scolded by another teacher for "fooling around" and has had the privilege of eating lunch outside at the picnic tables revoked for the rest of the week. In your class she is refusing to do work, calls out and continues the behavior from the other class, adding to it her complaints of unfairness. The class is in danger of not earning the class reward of an extra recess period for having completed all of your assignments.

20. During seat-work assignments, William seems to be constantly involved in some kind of inappropriate and disruptive classroom behavior William often turns around and teases the student behind him, or he taps the person in front of him and begins talking loudly.

21. Jaye, is quite docile. She socializes little with other students and never disrupts lessons. However, Jaye rarely completes an assignment and will not do her work. She is simply there, putting forth no effort at all.

22. Pat, larger and louder than his classmates, always wants to be the center of attention, which he accomplished through a combination of clowning and intimidation. He makes wise remarks, and often talks back (while smiling), utters a variety of sound-effect noises such as car crashes and gunshots and makes limitless sarcastic comments and put-downs of his classmates. Other students will not stand up apparently fearing his size and verbal aggression.

23. In a typical classroom on a typical day, Jonah tends to get off task by daydreaming, talking to peers, writing notes to one another, and just not paying attention for whatever reason.