An Introduction to Win-Win Discipline

1. An Introduction to Win-Win Discipline Jeremy Centeno 2014-2015

2. Signals • Quiet Signal • Slow Down • Confused

3. Management Mat Raise One Hand Raise Two Hands Clap Break It Down

4. Agenda • Management Signals • Agenda • WIIFY/Goals • Class Builder/Team Builder • Discipline • ABCD of Disruptive Behaviors • The Seven Position • 3 Pillars • Structure: Right Now Validation • Structure: Language of Choice • Structure: Target, Stop, Do • Structure: Same Side Chat • Win-Win Philosophy • Reflection

5. WIIFY “Win-Win Discipline is an effective approach to classroom discipline. It is designed to handle problems at the moment of the disruption with powerful and proven discipline strategies.”Dr. Spencer Kagan, 2002

6. Goals – Workbook Page 1 • Understand the difference between disruptive behaviors and positions. • Learn the 4 disruptive behaviors and 7 positions • Experience the power of Win-Win • Preventative Procedures • Moment – of – Disruption • Progressive Follow -Ups • Appreciate the importance of the 3 Pillars of Win-Win Discipline

7. Class Builder:Find Someone Who • Each Participant will receive a work page • When the signal word is given participants will Stand Up, Hand Up, and Pair Up with another participant • Greet • Use the social skill of politeness to determine who will go first • “Ask Partner, “Which one of these situations has happened to you”? Only pick one • When answered other person initials it and reverses roles • When done give a “Farewell” and find a new partner

8. Round Robin • Think Time: What is the purpose of a Class Building activity? (Think of one sentence answers to create a list in your head.) • Starting with person number 1 share one idea you came up with. • Continue the Round Robin until time is called

9. Team Interview • Person “1” will start by reading one of the interview cards that is face down on the Management Mat. • Person “2” will answer the question. • Person “3” will make a connection • Person “4” will validate or praise Person “2” • Person “1” will pass cards to Person “2” and the round will start again with Person “2” reading the question

10. Timed Round Robin • Think Time: What is the difference between a “Class Builder” and “Team Builder”? Why is each important to the teacher and student? • When signal is given, Person “4” will start by sharing for 15 seconds their answer • When the team hears, “Switch” Person number “1” will share for 15 seconds and so on

11. Disappearing Discipline ProblemsProactive

12. Disappearing Discipline ProblemsProactive

13. Disappearing Discipline ProblemsProactive

14. Disappearing Discipline ProblemsReactive

15. Rally RobinShoulder Partner • Think Time: Based on the information shown answer the following questions: • Why do classrooms with Cooperative Learning have less discipline problems? • Why do the student who were more behaved at one time start to act up? • How does prevention solve discipline issues in the classroom? • How does the final model cause for a complete model of discipline in the classroom?

16. Brain BreakThink of a Movement • Person “1” Think of sea animal and the way it moves • Person “2” Think of a sport and the way that athlete moves • Person “3” Think of a carnival ride and one movement you experience on it • Person “4” Think of a mode of transportation and how it moves • On a scrap piece of paper write down. Follow me and move like a _______________ • Example: Follow me and move like a hammer pounding a nail. • Each person will be in charge of leading their team in a movement

17. The Four Types of Disruptive Behavior: ABCD 3 probable ways students basic needs are played out in the classroom: • Students’ needs are being met and they are not posing a discipline problem • Students’ needs are not being met, but they are handling their needs in a mature and responsible way • Students’ needs are not being met and they act out and become a discipline problem

18. Keeping Track the ABCD of Disruptions • Fold a Paper into 4 boxes • Label your Boxes ABCD

19. A is for Aggression • A student tries to hurt someone else • Behaviors are: Making fun, name calling, kicking, hitting, tripping, threatening, teasing, profanity • Questions to Consider • Is the student a threat to self or others? • Have I controlled my reaction? • Does the student have strategies to control aggression?

20. Box 1: Write and Draw A: Aggression Student Student One Way Two Way

21. C is for Confrontation • A student attempts to undermine a teacher’s control • Disruptive Behaviors: • Arguing • Mocking • Questions to Consider: • Have I controlled my reactions? • Have I given the student choices?

22. Box 3: Write and Draw C: Confrontation Student Teacher One Way

23. D is for Disengagement • A student withdraws from the learning process. • Disruptive Behaviors: • Doodling • Clowning Around • Questions to Consider: • Have I used a variety of teaching strategies? • Have I used effective management techniques?

24. Box 4: Write D: Disengagement Student Off Task Tuning Out Hyperactive

25. Important Rule • Use three before B • What that means is when categorizing disruptive behavior use ACD before you categorize in B • Why? • Aggression, Confrontation, and Disengagement are specific and give us more information. Breaking the rules is extensive and gives us the least amount of information • Example: When a student hits another student it is breaking the rules but it is aggression. Aggression classifies which structures are best used in the situation.

26. B is for Breaking the Rules • A student intentionally or unintentionally breaks a rule. • Disruptive Behaviors: Cheating, Whistling, Running in class, Tipping chairs, Misusing Equipment or supplies • Questions to consider: • Does the student recall the rule? • Does the student buy into the rule? • Can the student apply the rule?

27. Box 2: Write B: Breaking the Rules Timelines Materials Dress Code Behavior

28. Jot Thoughts • Take 4 pieces of scrap paper • Think Time: Think of the disruptive behaviors of students in your classroom • When the signal is given anyone may start and say one disruptive behavior that students exhibit in their classroom and write it down and throw it in the middle (Once it an idea is said no one can repeat it). • Keep going until all the scraps of piece of paper are in the middle. • If time is not called continue to generate ideas

29. Categorizing Disruptive Behaviors • Each member needs one 3x5 card • Person 1: Write Aggression • Person 2: Write Breaking the Rules • Person 3: Write Confrontation • Person 4: Write Disengagement • Categorize the disruption with these rules in mind • Use Three before B • Aggression towards teacher is = Confrontation • When done discuss where most of the behaviors fell and why they did? (Be ready to share out one thought)

30. Instant Star Debrief

31. The Seven Positions Take Off and Touch Down • Have you ever…. • Felt Bored? • Had Excess Energy? • Tried to avoid failure? • Needed Attention? • Felt Angry? • Needed to be in Control? • Felt you didn’t know enough of something you had to do?

32. What is a position? • Position are the place a student is “at” • As Win-Win teachers, we always accept a student’s position. • Positions are part of the universal human condition. • We are all sometimes in each of the seven positions. • The question is: Do we have responsible ways to meet the needs of each position?

33. Attention Seeking • Seeks attention from the teacher • Indicators: Clowning around, asking questions, wild hair, inappropriate dress, and draws attention • Preventative Measures: Greet them, smile, appreciate them, affirm them, acknowledge feelings, and use their name • Responding: Ignore it, proximity, lavish attention, appropriate touch, and instant star

34. Avoiding Failure • Attempts to avoid public embarrassment • Indicators: refuses to work, Does not participate, Off-task, Makes excuses • Preventative Measures: Private Feedback, Don’t put on the spot, Encourage, Signals, Use gambits • Responding: Rally Coach, Monitor and Adjust, Appreciation, Promote Optimism, Tutor, Team-Pair-Solo

35. Angry • Feels anger or acts aggressively • Indicators: Physically abusive, threatens others, yells at others, calls others names, destroys property • Preventative Measures: Monitor anger, apply rules fairly and equally, cool down area, and discuss anger • Responding: Draw it out, write it out, guided imagery, and humor

36. Control Seeking • Seek to control others or situations • Indicators: Bossy, refuses to do what others say, always want to lead not follow • Preventative Measures: Choices, responsibility, team roles, class roles • Responding: Same side, maintain respect, calm consequences, sidestep the power play

37. Energetic • Possesses excess energy • Indicators: walks around, restless, plays with objects, unfocused • Preventative Measures: Brain breaks, stretches, hands on, calming music, movement • Responding: Relaxed breathing, breaks, sponge, mental retreats

38. Bored • Uninterested in the topic or learning • Indicators: Daydreaming, doodling, off-task, listless • Preventative Measures: Novelty, personal interest, name dropping, stories, projects • Responding: Challenge student, instructional shifts, drama, Stroll – Pair - Share

39. Uniformed • Does not know or understand proper conduct • Indicators: Breaks rules inadvertently, doesn’t know how to act, doesn’t understand rules • Preventative Measures: Tutors, buddy, adult mentor, requesting help, verbal and nonverbal cues • Responding: Positive models, rule reminder, proximity, restate, check understanding

40. Round Robin Charade • Round 1 “You may use the kinesthetic movement shown to act out your card • Round 2 “You may not use any words or sounds to act out the kinesthetic move to your card picked” You must come up with a new movement that expresses the position on the card shown. • When signal word is given begin round 1 with Person number “2”

41. What’s the Position Consensus E-3 • Starting with Person number “1”, Read the behavior and then out loud tell your team what position you think it is and why you think that. If the team agrees write the position in the position column. • Person Number “2” will repeat the same procedure the same process and so on • Answer the question at the bottom as a team discussion

42. Position Role Plays • Each team will receive a card to role play for the group • Select which team member will be the teacher and which will be the students. • Practice your skit • When time is called you will present your skit to the group to see if they can determine which position you have had to handle.

43. 7 Basic Needs Matching E-7 • Take two minutes on your own to complete the worksheet • When time is called compare your worksheet with your team to check your answers

44. The Three Pillars or Win-Win DisciplineWorkBook Page 3 1. Can I relateto where the student is coming from? Advantages: Students feel acceptedand cared for Students less likely to disrupt Student like class; achieve more Same Side

45. The Three Pillars or Win-Win DisciplineWorkbook Page 4 2. Did we createthe solution together? Advantages: • Students don’t rejecttheir own solution • Students understand, identifywith solution • Students feel on the same side Collaborative Solutions

46. The Three Pillars or Win-Win DisciplineWorkbook page 5 • Is it more likely that the student will act responsibly in the future? Advantages: • Litmus test for effective discipline program • Avoid futuredisruptions • Students acquire life skills Learned Responsibility

47. My Disruptive Student Workbook Page 2 • Think Time: Think of a student who was difficult or who is difficult to manage in your classroom. • On your own fill in the form to analyze your student • When time is called “Timed Round Robin” • Each member will have 30 seconds to describe their difficult student to the group • Starting with person number “3”

48. Validation of the Positions Workbook page 6 • All Write Round Robin • Starting with person “1” Look at row 1 column 1 for the position you will be dealing with • State out loud your validation of the • For Example, “I understand you are angry and sometimes I get that way as well when things don’t go my way. A better way to deal with your anger is to go to the cool down spot until we can talk about it.” • Everyone write it down • Person number “2” will continue until all your column two spaces are filled up

49. Why Validate? Workbook page 7 • Demonstrate Caring • Model Communication Skills • Elicit Change • 4 ways to Validate: • Validation Gambits • Validation Notes • Non-Verbal Communication • Structures: • Right Now Validation • Acknowledge Student Power

50. Structure: Right Now Validation Workbook page 8 • Validate the Student’s Position • Experience Empathy • Use Validation Gambits • Check for understanding of position • Communicate the disruptive behavior • “It is not/never acceptable to…” • Explain why • Request Responsible Behavior • The responsible thing to do is…. • Explain why • Offer Support • “One way I can help you is…”