curwin mendler: discipline with dignity

1. Curwin & Mendler:Discipline with Dignity Stephanie Abt, Stephanie Meredith, Jen Rochon, LuAnne Sansevere, Krystal Sier

2. Discipline with Dignity Dignity � respect for life and oneself This theory is designed to help teachers maintain a positive classroom learning environment by emphasizing student dignity and providing a genuine sense of hope to students who are otherwise likely to drop out of school. It also provides tools that lead to long-term solutions. Discipline with dignity is used for all students, but is especially helpful to those students who are difficult to manage.

3. Nature and Practice Students who are difficult to manage feel that their personal dignity is always under threat and they will never be successful in school. These students feel they cannot be good in school, but they can be very good at being bad. Teachers should first understand that helping students behave acceptably in school is an essential part of teaching. Teachers should do everything possible to instill hope and promise of success.

4. Four-Phase Plan Identify the Core Values Everyone works together to specify a set of core values that shows how they want individuals in the class or school to conduct themselves and relate to each other. Create Rules and Consequences Model the Values Use No Interventions that Violate Core Values

5. Students Who Are Behaviorally At Risk of Failure Students whose willful behavior severely inhibits learning and puts them in danger of failing school. These students are difficult to control for many reasons including history of academic failure and unable to maintain dignity. They see themselves as losers. To maintain a sense of dignity, the students feel its better to stop working and be known as a troublemaker rather than being stupid. Students who are behaviorally at risk need a renewed sense of hope and help and the opportunity to learn how to accept responsibility.

6. Dealing with Students Who Are Difficult to Control Students who are at risk need no further humiliation. Punishment destroys their motivation to cooperate.

7. Consequences Logical Conventional Generic Insubordination Rule Always implement a consequence when a rule is broken Be private Arrange to speak to the student later It is not a win/lose situation Sometimes it is best to let the student choose the consequence Use active listening Insubordination rule if the student refuses to accept consequence.

8. Dealing with Aggression, Hostility, Violence, and Conflict Students are becoming increasingly aggressive, hostile, and violent, and are doing so at an earlier age. Increase in violence has occurred in part because society has been rewarding and punishing students in school, home, and community rather than teaching them values. Teenagers are 2.5 times more likely to experience violence than people over the age of 20. Fighting is the only way some students know how to maintain dignity, win the respect of peers, or to be successful.

9. Techniques Suggested Use the six-step solution Solve my problem Learn to have patience Wear an invisible shield Use words that work Plan for confrontations Indicate to the student politely but clearly what you want

10. Dealing with Bullying and Hate Crimes Discuss, role-play, and other activities during class to reduce these. Involve parents or guardians Form friendship/support groups Establish a confidential reporting system Develop an action plan

11. Regain Hope in Students Teachers can do a great deal to help students who are victimized or at risk regain a sense of hope. When students regain hope, their behavior will improve. Help students develop sense of self-esteem and give them the encouragement and tools necessary for making responsible decisions both in and outside the classroom.

12. Motivating Students Punishment destroys students� motivation to cooperate and teaches them it�s ok to break a rule if they do not get caught. Select lessons that may interest the students Set up authentic learning goals Involve students actively in the lessons Give students numerous opportunities to take risks and make decisions Show your own energy and interest for a topic or activity

13. Key Points Dealing with student behavior is an important part of teaching. Be prepared to talk with students. Always treat students with dignity and respect. Don�t allow the discipline tactics to interfere with students� motivation. Emphasize responsibility rather than obedience; let the student have a choice. Lasting results are achieved only over time. Equity vs. Equality P.E.P � Privacy, Eye Contact, Proximity

14. Curwin & Mendler Reminders Let students know what you need. Provide instruction at levels that match students� abilities. Listen to what students are thinking and feeling. Use humor. Vary your style of presentation. Offer choices. Refuse to accept excuses. Legitimize behavior you cannot stop. Use hugs and pats when communicating with students. Be responsible for yourself and allow students to be responsible for themselves. Accept that you will not be successful in helping every student. Start fresh every day.