An Overview 0f Win-Win Discipline

1. An Overview 0f Win-Win Discipline Jeremy Centeno 2014-2015 Thank you for not eating the Starburst!

2. Signals • Quiet Signal • Slow Down • Confused

3. Management Mat Raise One Hand/Person 1 (Pink) A Raise Two Hands/Person 2 (Red) B Clap/Person 3 (Orange) A Break It Down/Person 4 (Yellow) B

4. Agenda • Management Signals • Agenda • WIIFY/Goals • Team Builder • The Seven Position • Structure: Right Now Validation • ABCD of Disruptive Behaviors • 3 Pillars • 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. Danielson Correlations • 2a. Creating an Environment of Respect and Rapport • 2c. Managing Classroom Procedures • 2d. Managing Student Behavior

8. Team Interview • Person “1” will start by asking person 2 if they have felt any of these emotions this last week • Person “2” will answer the question. • Person “3” will make a connection • Person “4” will validate or praise Person “2” • Everyone will cross out that monkey • Person number “2” will now become person number “1” and continue

9. Timed Round Robin • Think Time: Why are team builders important in a Win, Win Classroom? • 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

10. Word to the Wise • Win, Win will be more difficult to manage if you do not have some form of student engagement in your classroom.

11. 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?

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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…”

22. 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 position • For Example, “I understand you are angry and sometimes I get angry when things don’t go my way. It is not acceptable to throw books around the room because it causes a disruption. A better way to deal with your anger is to go to the cool down spot. As soon as I can I will come talk to you about what made you angry.” • Everyone write it down • Person number “2” will continue until all your column two spaces are filled up

23. 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

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

25. 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?

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

27. 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?

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

29. 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?

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

31. 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.

32. 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?

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

34. 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

35. 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)

36. Instant Star Debrief

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

38. 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

39. 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

40. Structure: Language of ChoiceWorkbook page 9 • Validate student or position • Solidifies empathetic understanding of student • Positive results follow when a student feels you are on the same side • State responsible behavior (add rationale) • Firm TonePositive Phrasing Eye Contact • Private NO I need/You need • State the consequences (The Choices) • Certainty state • Not Punitive, instructive • Not to heavy, Not to Light just right • It’s your choice • Entirely up to you – your choice • Encouragement • Expect responsible behavior • Thank in advance • If non-verbal, non-compliant • It is evident by your actions and or behavior that you have chosen to … Is that correct?

41. Reflection Shoulder Partner • Which of the 3 pillars does “Target, Stop, and Do” fulfill? Explain Your Reasoning. Collaborative Learned Same Side Solutions Responsibility

42. Same-Side ChatWorkbook page 12 • Schedule a Meeting • Choice of times • Private (visible place) • Focus: outside of school • Meet • Reaffirming it is not about school • Stay in student comfort zone • Give Choice Be empathetic Don’t Interpret Paraphrase • Follow lead of student Ask for details Ask Genuine Questions • Positive closure • Express Appreciation • Share something you learned • Open the door for future chats

43. Structure: Pair and Stroll • Stand Up, Hand Up, Pair Up • Partner A will be the teacher with the most biological children • Partner A will be the interviewer • Partner B will be the interviewee • When the signal is given begin to walk and talk with your partner. Partner A will ask questions about Partner B’s life and interests to get to know them. THANK YOU for not talking about school • When stop is called partner A will share one thing they learned about Partner B • When signal is given reverse roles

44. Reflection Shoulder Partner • Which of the 3 pillars does “Same-Side Chat” fulfill? Explain Your Reasoning. Collaborative Learned Same Side Solutions Responsibility

45. Win-Win Philosophy • We are all in each position sometimes • Positions are associated with needs • Disruptions are irresponsible attempts to meet needs • Our Job: teach responsible ways to meet needs • We win: fewer disruptions, we get to do what we do best – teach • Students win: learned responsibility serve them for a lifetime

46. Where is this PowerPoint? Jeremycenteno.weebly.com

47. Reflection • What is one thing I plan to try when I get back to my classroom? • What is one way my thinking has changed about discipline because of the professional development? • What do you feel was the most important part of today’s professional development? • Think of one student in your classroom. Practice validation on that student.