Chapter 9

1. Chapter 9 By: Brittany Rost and Samantha McKinley

2. About Spencer Kagan • Clinical psychologist • Educational consultant • Former professor of psychology • Specializes in researching and developing discipline strategies and life skills training • His company produces a number of products and programs, many of them have to do with Win- Win Discipline

3. About Patricia Kyle • School counselor • School psychologist • University professor • Researches and writes about classroom discipline • Coordinator of the School Psychology program at University of Idaho

4. About Sally Scott • School administrator • Teacher trainer • Has been lead trainer in Win-Win Discipline since its inception • National and international educators consider Scotts school a “must-see school”

5. Win- win Discipline: enables students and teachers to work together closely to find acceptable solutions to behavior problems. During the process, everyone's thoughts and opinions should be taken into consideration. Everyone benefits or “wins”; hence the label “win –Win Discipline” Win-Win Discipline

6. GOALS: Empowers students to make behavior choices that are beneficial to themselves and compatible with the interests of the class Students develop life skills that will help them throughout their life. Changes the label of disruptive students from “bad kids” to individuals who are attempting (ineffectively) to meet their personal needs. The teacher should make the choice to be proactive, seeing where the discipline problem comes from and can do something about conditions at that point Win- Win Discipline

7. The ultimate goal of discipline is not to end disruptions, but to teach autonomous responsibility. Almost all disruptions can be categorized into four types, ABCD( aggression, breaking rules, confrontations, and disengagement) Disruptions almost always spring from one of the seven students positions, which can be thought of as currently existing motives, emotions, or states of mind. Those positions are attention-seeking, avoiding failure, being angry, control seeking, being energetic, being bored, and being uninformed. Positions are neither right nor wrong, but simply a fact of the universal human condition. Teachers should never accept disruptive behaviors, but we always accept and validate students positions In attempts to meet the needs associated with given positions, students sometimes engage in disruptive behaviors If teachers respond proactively to the four behaviors and seven positions, they can prevent most of the disruptive behavior that would otherwise occur. The premises of Win- Win Discipline

8. Three Pillars of Win-Win Discipline Preventive measure ABCD disruptions Student Positions Class Rules Moment-of-disruption structures Follow-up structures Life Skills Key Elements in Win-Win Discipline

9. Preventing Disruptive Behaviors: make an interesting and challenging curriculum, cooperative activities that allow students to work together meaningfully, an interesting, stimulating teacher who adapts the curriculum to students interests and needs. How Win-Win discipline works

10. When students become disruptive you need to be able to immediately identify the reason for their behavior. While students positions are considered acceptable disruptive behavior is considered unacceptable. The teacher should correct the situation by helping the student make better decisions that lead to acceptable behavior. The tactics for doing so are in the three pillars which employ certain discipline structures for teachers to use when students make poor behavior choices The structures are used at three different points: moment of disruption, for follow-up, and for working toward long -term solutions. Misbehavior

11. Aggression: Hostile actions towards others (physically, Verbally, and Passively) Breaking Rules: Students will break rules when they feel bored, angry, full of energy, wanting to have control, or in need of attention Confrontations: is power struggles among students or between students and teacher to get ones way or strongly argue ones point Disengagement: This happens when students have something else on their minds, feel incapable of performing the task, or find the task too difficult or boring. There are two types passive and active disengagement More types of disruptive behavior abcd

12. When students seek to meet their needs for a given position, they sometimes will disrupt the class. Teachers and students can work together to understand the position, identify the students needs, and find a way for the student to meet those needs in a positive way. Students positions and associated misbehavior

13. At the moment of instructions the teacher should: end the disruption quickly and refocus all students back to the lesson, if necessary, acknowledge the students position, if necessary, communicate that the disruptive behavior is unacceptable, if necessary , work with the students to find solutions that are mutually satisfactory For persistently disruptive behavior follow the personal improvement plan 1.Warning 2.Reflection time 3.personal improvement plan 4. Phone call to parent or guardian 5. Principals office visit More ways to respond

14. Activities are used to direct students to reflect on three considerations Their needs and other needs 2. How they treat others 3. How they conduct themselves Students can be asked to consider three question: What if everyone acted that way? 2.How would I like to be treated? What would be a win-win solution responsible thinking

15. Self-Control Anger Management Good judgment Impulse control Perseverance Empathy Promoting life skills

16. Utilize parents to strengthen the likelihood of responsible student behavior. This can be done through letters sent home, class newsletters, class websites, and e-mails. Schoolwide programs encourage whole school involvement. This can be done by holding assemblies and incentive programs, field trips, guest speakers, etc. The community can get involved by offering internships and work programs. Parent community and schoolwide programs

17. This is our class, and with all of us working together we will create a place where each person feels comfortable and all of us can enjoy the process of learning. As your teacher, I have a responsibility to create and environment where this can happen, but I need your help to make it work. Each of you must know that you are an important member of this class, with important responsibilities, and that you can help make the class a pleasant place to be One of y our main responsibilities is to help us create a positive learning atmosphere where everybody's needs are met. To accomplish this, we all must work together. I suggest that we begin by creating an agreement about how we will treat each other in this classroom. Initiating win-win discipline

18. Case 1: Kristina Will Not Work: Kristina, a student in Mr. Jakes class, is quite docile. She socializes little with other students and never disrupts lessons. However, despite Mr. Jakes best efforts, Kristina will not do her work. She rarely completes an assignment. She is simply there, putting forth no effort at all. How would Kagan, Kyle and Scott Deal with Kristina? Case 2: Sara Cannot Stop talking: Sara is a pleasant girl who participates in class activities and does most, though not all, of her assigned work. She cannot seem to refrain from talking to classmates, however. Her teacher, Mr. Gonzalas, has to speak to her repeatedly during lessons, to the point that he often becomes exasperated with loses his temper. What suggestions would Kagan, Kyle, and Scott give Mr. Gonzales for dealing with Sara. Case 3 Tom is Hostile and Defiant: Tom has appeared to be in his usual foul mood ever since arriving in class. In his way to sharpen his pencil, he bumps into Frank who complains. Tom tells him loudly to shut up. Miss Baines, the teacher says heatedly, “Ill go when Im damned good and ready!” How would Toms behavior be handled in a win-Win Classroom Activity