Discipline with Respect and Cooperation: How to Implement Positive Discipline in the Classroom

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Discipline with Respectand Cooperation How to
Implement Positive Discipline in the Classroom

• Penny Bradley
• CEP 841 Class Management in the Inclusive
  Classroom
• Master of Arts in Special Education Student
• Michigan State University

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CEP 841 Table of Contents

• Slide 1. Cover Page
• 2. Table of Contents
• 3. Problem Statement
• 4-5. Definition of Positive Discipline
• 6-7. Facts, Statistics, Incidence
• 12-48. Implications Individual, Class, Parent,
  and Teacher
• 49. Conclusion/Summary of Big Ideas
• 50-52. Additional Resources

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The Discipline Problem Comparison Between
Discipline Using Punishment and Positive
Discipline

• External Control Through
  Punishment, and Rewards
• External control through punishments and rewards
  instead of taking the time and energy to help
  students learn control from within through
  dialogue and problem solving does not teach
  student responsibility, it makes the teacher
  responsible. It is the teachers responsibility
  to catch the students being good and reward them,
  or catch them being bad and punish them.
• Extensive research has shown that punishments and
  rewards have many long-term negative results such
  as rebellion, the negative use of power, or
  thoughtless compliance and do not teach
  self-discipline, self-control, or any other
  important characteristics and skills for success
  in life.
• Internal Control Through Positive
  Discipline
• Teachers can have a direct, positive effect on
  school and peer-group experiences, which
  constitute a large portion of a students day.
• Teachers do not have to feel overwhelmed by the
  responsibility of their power to nurture and
  influence students because students will learn to
  help each other and gain the desire and ability
  to contribute in socially useful ways and not to
  participate in antisocial behavior.
• Students solve problems together and learn the
  tools of mutual respect, cooperation, and
  collaboration while experiencing positive
  personal power reducing their need to act out and
  create discipline problems in order to feel
  powerful.

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What is Positive Discipline?

• Positive Discipline is a program that teaches
  important social and life skills, in a manner
  that is respectful to both the adults and the
  young people in the situation - raising young
  people to be responsible, respectful and
  resourceful members of their community. It is
  based on the theory that children that have a
  sense of connection to their community (home,
  school) and whose input is regarded as meaningful
  are less likely to engage in "mis" behavior. To
  be successful members of the community children
  need to be taught the necessary social skills. It
  is based on the understanding that discipline
  must be taught and that discipline teaches.
  (pdis.org)

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We Will Learn

• How internal controls can limit behavioral
  problems and help student self-esteem.
• The mistaken goals students have when they
  misbehave.
• How to devise plans for misbehaving students.
• Intervention techniques to use at the time of
  misbehavior.
• How to reinforce desirable behavior.
• How to use encouragement techniques.
• How to work with individual students to teach
  students social skills.
• How to use class meetings to teach students to be
  responsible for their own problems.

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Facts, Statistics, and Incidence

• Positive Disciplines Research Based Advantages
• 1. Improved student/teacher relationships
  provided through a sense of community and a sense
  of belonging to an established team or school
  family with special identity/customs/rituals.
• Students reported that 75 of students were
  satisfied after implementing positive discipline
  through class meetings and the instruction of
  social skills in a Ramey Middle School Study.
  23 of students were satisfied with their school
  environment before implementing Positive
  Discipline and teaching social skills.
• Staff reported a 50 increase in job satisfaction
  after implementing Positive Discipline.
• 2. Improved peer relations provided through
  positive role modeling of teachers and teaching
  social skills to students.
• A study of students grades 6-8 in several middle
  school studies revealed no objectives that
  addressed the need for students to lead healthy
  lives, behave ethically, work cooperatively, and
  assume responsibilities of good citizenship in
  society.
• Discipline referrals for incidents of fighting,
  interpersonal relationship problems, defiance of
  authority, and repetitively breaking school and
  classroom rules dropped and average of 60 in
  several studies of elementary, middle, and high
  school students after implementing Positive
  Discipline and teaching social skills. Vandalism
  dropped 80, verbal abuse dropped 53, and
  physical abuse dropped 49.

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Facts, Statistics, and Incidence cont.

• 3. Students developed long-term positive
  relationships with other students that enhanced
  student motivation and increased student
  participation in school activities.
• The causes for behavioral problems including
  students lack of social skills, lack of positive
  role models, lack of self-esteem, and lack of
  parental involvement were greatly improved
  through increases in social skill development
  through direct instruction, conflict resolution,
  role-playing, modeling, and cooperative learning
  opportunities increasing appropriate behavior and
  interpersonal skills.
• 4. Increased understanding of student needs
  through teacher sharing of instruction and
  evaluation of individual students.
• 56 Teachers prior to the studies spent an
  average of 5 minutes per day with students
  regarding concerns about social relationships,
  academic issues, peer groups, health, and moral
  ethical issues, while admitting becoming aware of
  the problems of children only when a crisis
  occurred such as pregnancy, suicide, or
  delinquency. After implementing positive
  discipline 75 of teachers reported spending at
  least 10 minutes a day due to decreased time
  dealing with misbehavior problems.
• 5. Student preferred active over passive learning
  situations, especially those that encourage
  interaction with their peers, allow them to solve
  real world problems, and to exhibit their
  expertise as learners.
• Positive disciplines emphasis on teamwork and
  cooperation increased teacher-student
  relationships and interactions through shared
  activities encouraged students to accept school
  norms and seek out help when needed increased
  student responsibility for behavior, increased on
  task instructional time, and decreased student
  fear of failure.

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Warm-up Activity What are the long-range effects
of the discipline methods teachers use with
students?

• Long-range teaching requires teachers to have
• Clear goals (or destinations) in mind and on
  paper.
• Strategies and skills to help them reach their
  goals.
• Knowledge and awareness to help them avoid
  methods that sabotage their goals.
• Directions Get into groups of four and choose
  one person to record the groups answers on a
  piece of paper, and one person to present your
  groups answers with the following three columns
• Column 1 Create a list of characteristics and
  skills that children need in order to be
  successful in life, that is to be happy,
  contributing members of society. Title the column
  Characteristics and Skills for Success in Life
• Column 2 List the discipline methods you are now
  using that might discourage your students from
  developing the characteristics and skills
  children need to be successful in life. Title the
  column Methods that Discourage These
  Characteristics and Skills.
• Column 3 List the discipline methods that you
  are using now that encourage your students to
  develop the characteristics and skills children
  need to be successful in life.. Title the column
  Methods that Encourage These Characteristics and
  Skills.
• What are the benefits of the methods that
  encourage these characteristics and skills?

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The Significant Seven Benefits of Implementing
Positive Discipline

• Empowering Perceptions
• 1. I am capable. I have a safe environment
  where I can explore the consequences of my
  choices and behaviors without judgments about
  success or failure- without blame, shame, or
  pain.
• 2. I can contribute in meaningful ways, and I am
  genuinely needed. Others listen to my feelings,
  thoughts, and ideas taking them seriously because
  I belong and am significant.
• 3. I use my personal power to make choices that
  influence what happens to me and my community by
  contributing in useful ways in an environment
  that emphasizes encouragement and accountability.
• 4. I have self-discipline and self-control by
  thinking through the consequences of my choices
  and by accepting suggestions for solutions from
  other students.
• 5. I can work respectfully with others by
  developing my interpersonal skills through
  dialogue and sharing, listening and empathizing,
  cooperation, negotiation, and conflict resolution
  to produce win-win solutions.
• 6. I understand how my behavior affects others
  because I am developing excellent systemic skills
  by responding to the limits and consequences of
  everyday life with responsibility, adaptability,
  flexibility, and integrity without fear of
  punishment or disapproval.
• 7. My judgment skills and wisdom are improving,
  through daily practice because I have
  opportunities and encouragement to make choices
  and decisions in an environment that emphasizes
  learning from mistakes instead of paying for
  mistakes through punishment.

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What is one thing that you will do differently to
achieve the long-range goals you would like for
your students?

• A. If you want your students to be good decision
  makers, what opportunities are you giving them to
  make decisions?
• B. If you want your students to learn resiliency,
  what opportunities are you giving them to make
  mistakes, learn from them, and possibly find ways
  to correct their mistakes without blame or shame?
• C. If you want your students to learn
  responsibility, what opportunities are you giving
  them to know that both successes and failures
  provide opportunities for learning without blame
  or shame?
• D. If you want your students to learn
  cooperation, are you teaching them to give and
  take instead of defining cooperation as, Do what
  I want you to do? Are you teaching them joint
  problem solving, where you brainstorm together
  until you find a solution that works for
  everyone?

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The Positive Discipline Program Teaches Students
and Teachers that

• Mutual respect requires that adults see children
  as people and as unique individuals. Teachers who
  see students in this light do not treat them as
  robots whose only function is to be controlled
  and manipulated for their own good. They see
  students as valuable resources with worthwhile
  ideas and skills. (Nelson, Lott, Glenn, 2000
  p. 2)

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How do we teach students mutual respect?The
Positive Discipline Puzzle
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Do they know you care?

• Research has shown that the greatest predictor of
  achievement is the students perception of, Does
  the teacher like me?
• Directions In your groups for the next three
  minutes, brainstorm as many ways as possible to
  show students you care and have the recorder
  write down your ideas. A volunteer will need to
  share the groups ideas.
• Students know you care when you find out who they
  are, encourage them to see mistakes as
  opportunities to learn and grow, and have faith
  in their ability to make a meaningful
  contribution.
• They know you care when they feel listened to and
  that their thoughts and feelings are taken
  seriously.
• They know you care when you respect them enough
  to involve them in the decision-making process
• The know you care when you help them to
  understand the consequences of their choices in a
  non-threatening environment that encourages
  problem solving instead of punishment.
• An atmosphere of caring begins with the teacher
  who guides students to treat one another in ways
  that demonstrate caring.
• Question What do you notice about your behavior
  with students and what goals are you setting for
  next week about how to show students you care?

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Barriers and Builders The Importance of Respect
and Encouragement

• Barriers are behaviors which adults use with
  young people who are seen as disrespectful and
  discouraging that block student progress towards
  improvement.
• Builders are meant to be respectful and
  encouraging to students to help them learn to be
  respectful and responsible citizens.
• Barrier 1 Assuming you know what students think
  or feel without asking them and dealing with your
  according to your assumptions, preventing you
  from discovering their unique perceptions and
  capabilities.
• Builder 1 Checking to discover what students
  actually think and feel discovering how students
  are maturing in their ability to deal with
  problems and issues that affect them.
• Barrier 2 Rescuing/Explaining rather than
  allowing students to learn from their experiences
  themselves by lecturing, explaining what
  happened, what caused it to happen, how they
  should feel, and what they should do.
• Builder 2 Exploring enables teachers and
  students to help each other learn to make choices
  as well as understand themselves, others, and
  situations through their own experiences by
  exploring what happened, what caused it to
  happen, how behavior affects others, how they
  feel about it, and what they can do to solve the
  problem on their own developing an internal locus
  of control for problem solving.

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Barriers and Builders cont.

• Barrier 3 Directing reinforces dependency,
  eliminates initiative and cooperation, and
  encourages passive aggressive behavior.
• Builder 3 Inviting/Encouraging involves students
  in the planning and problem-solving activities to
  become self-directed and invites cooperation.
• Barrier 4 Expecting the student to be at their
  full potential as the standard for behavior all
  of the time and judging students for falling
  short discourages them.
• Builder 4 Celebrating allows teachers and
  students to acknowledge one another through
  compliments and problem solving for movement in
  the direction of a students potential or
  maturity.
• Barrier 5 Adultisms occur when teachers forget
  that children are not mature adults and expect
  them to think and act like adults without taking
  into consideration their age and development
  producing guilt or shame for the student rather
  than support and encouragement.
• Builder 5 Respecting encourages interaction
  between teachers and students by encouraging them
  to seek understanding of themselves and others
  without fear of judgment.

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Caring Attitudes and Skills

• Be aware of tone of voice by not trying to put
  out a small fire with a blow torch. If you have
  to criticize say it so only that student can
  hear. If you have a positive to say shout it from
  the rooftops.
• Listen and take children seriously as they share
  their feelings.
• Enjoy the job by having a positive attitude and
  showing students you care when they are down.
• Appreciate the uniqueness of each student by
  allowing them to show others what makes them
  special.
• Develop an appropriate attitude by thinking
  Arent they adorable?. When you see behavior as
  age appropriate, it helps to see otherwise
  annoying behavior as adorable experiences
  students will learn from.
• Have a respectful sense of humor that avoids
  sarcasm, but keeps the room from becoming too
  serious.
• Involve students in decisions such as designing
  classroom rules and assigning classroom jobs
  encouraging students to see the classroom as our
  learning environment and together we are
  responsible for making it work.

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Implementing Class Meetings to Solve Student
Problems

• Class meetings encourage students to actively
  take part in solving problems.
• 1. Students decide most of the topics, instead of
  discussing teacher-generated topics. The process
  involves teachers and students in true dialogue
  and in solving real and practical concerns to
  everyone.
• 2. The total class is involved, instead of a
  selective few who are chosen to learn about
  certain skills, such as class management.
• 3. There is a specified regularly scheduled
  format that creates the kind of order that allows
  more freedom for everyone involved.
• 4. It is a process that teaches children the
  valuable life skills they need to become happy,
  contributing members of their classroom and
  society.
• 5. Students learn that everyone must work
  together to find win-win ideas through not
  seeking power over another person, but through
  cooperation and finding solutions that everyone
  can live with.

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Getting Started

• How much time will it take to implement class
  meetings?
• Class meetings can be implemented in as little as
  a half an hour a week, but students should
  experience meetings as least once a week for
  students to retain the skills being learned
  through the meetings. Suggestions One half hour
  meeting per week with all of the steps on the
  class meeting format or ten minute class meetings
  each day covering one to two sections of the
  steps per day on a rotating basis.
• The first four or more class meetings will be
  spent teaching the Eight Building Blocks for
  Effective Class Meetings through short meetings
  that practice two or three blocks at a time.
• Materials Needed Classroom of students, support
  of administration, and a caring teacher.
• Cost None
• Class-Meeting Format 1. Compliments and
  appreciations.
• 2. Follow up on prior solutions
• 3. Agenda items
• a. Share feelings while others and listen.
• b. Discuss without fixing.
• c. Ask for problem solving help.

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How do I teach students the process?

• Eight Building Blocks for Effective Class
  Meetings
• 1. Form a circle.
• 2. Practice compliments and appreciations.
• 3. Create and agenda.
• 4. Develop communication skills.
• 5. Learn about separate realities.
• 6. Recognize the four reasons people do what
  they do.
• 7. Practice role-playing and brainstorming
• 8. Focus on nonpunitive solutions.

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Building Block 1 Forming a Circle

• Forming a Circle
• 1. Tell students that we want to create a
  democratic atmosphere of mutual respect in which
  everyone has equal rights to speak and to be
  heard by forming a circle for class meetings.
• 2. Ask students for suggestions about how to form
  the circle quickly, quietly, and safely and write
  the suggestions under each heading. If furniture
  needs to be moved discuss what needs to be done
  under each heading to accomplish this.
• 3. After students brainstorm, ask if there are
  any impractical ideas that need to be removed and
  then ask students if they would be willing to
  follow the guidelines on the board.
• 4. Remind students that the arrangement means
  that everyone can see everyone else and remind
  students that class meetings are a different and
  special part of school.
• 5. Let students try out their plan and then
  reevaluate the plan to see if any improvements
  are needed.
• 6. Clock students and see if they can figure out
  ways to get into the circle in sixty seconds or
  less. The student, teacher, and classroom aides
  all must be at the same level as the students.

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Building Block 2

• Practice Encouragement, Acknowledgement and
  Appreciations Class meetings always start on a
  positive note and everyones sense of belonging
  and significance are boosted when students and
  teachers say nice things to each other.
• 1. Teach compliments by having students share a
  time someone said something nice to them or to
  think about something they would like to thank
  others for.
• 2. Help students to avoid backhanded compliments
  or statements that seem like compliments, but are
  not encouraging such as thanks for the candy,
  you are usually so selfish by asking students
  how they would like to hear a compliment from
  someone else and how they would change the
  wording of this compliment to be encouraging.
• 3. Ask students to think of something that they
  would like to receive a compliment on and if any
  students cannot think of a compliments have the
  class think of something this student had done
  for someone else that makes them deserve a
  compliment.
• 4. Use a talking stick that can be passed
  around the circle to designate who has the floor
  to speak telling what they wish to be
  complimented on and then have students pass the
  stick to their left. The person to the left
  compliments the person on the right and the
  person on the left says thank you. etc.
• 5. Once students feel comfortable with the
  process of giving and receiving compliments,
  teach them that in the future during compliments
  they will be able to give, get, or pass and
  practice this.

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Encouragement vs. Praise

• Praise and rewards
• Teach people to depend on the external judgment
  of others instead of trusting their internal
  wisdom and self-evaluation.
• Praise recognizes only a complete, perfect
  product robbing the person of their efforts
  toward achievement.
• Encouragement means
• Treating children and adults with respect by
  taking the time to plan a response to behavior
  rather than reacting to it.
• Changing the persons attitudes toward the
  treatment of others to see the uniqueness of each
  person instead of expecting them to fit into a
  mold.
• Recognizing the persons effort and improvement
  toward their goals, self-reliance, and encourages
  students to feel worthwhile without the approval
  of others.

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The Power of Encouragement to Motivate

• To help students understand that encouragement is
  the most powerful motivator for change
• 1. Ask students to review each of the mistaken
  goals and think of things that would encourage a
  person who had those discouraging thoughts.
• 2. Record the classes ideas on a chart and post
  it for the class to refer to.
• 3. Have students practice their knowledge of
  encouragement in writing a letter of
  encouragement to a classmate and as they talk
  about agenda items by making guesses about the
  belief that the person on the agenda has and
  practice listening as the person agrees or
  disagrees with their guess. Students will feel a
  sense of belonging when their beliefs are
  understood and they are encouraged by the group.
• To help students generate ideas ask
• How could a person get attention in constructive
  useful ways instead of useless misbehavior ways?
• How could a person use his or her power in useful
  ways, to help others instead of defeat others?
• How can people handle hurt feelings without
  hurting themselves and others?
• How can people get help learning a skill or learn
  that its okay to make mistakes?

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Building Block 3 Create an Agenda

• Create an Agenda, shoebox, or notebook located in
  a certain part of the classroom for any problems
  with which students or teachers might want help.
• 1. Explain to students that the purpose of the
  agenda is for students to have a place to share
  feelings while others listen, to discuss without
  fixing, or to get problem-solving help. The
  student who writes the item on the agenda and
  decides what type of discussion will take place.
• 2. Let students know that their name on the
  agenda does not mean that they are in trouble and
  that the only items that will be discussed during
  class meetings will be items on the agenda.
• 3. If a student comes to you complaining about
  another person in the class say, That is
  something we can talk about at the class meeting,
  unless you see another solution. Please add it to
  the agenda. This saves time because teachers do
  not have to deal with every problem, students
  have problems to solve during meetings, and many
  problems will be resolved by the students
  themselves before the meeting even starts.
• 4. Have students write the their name, the date,
  and the time they put the item on the agenda, so
  that you can discuss agenda items in the order
  that they were put into the agenda.
• 5. Put all of the agenda items in order by the
  date and time that they were placed into the
  agenda and discuss the items in that order.
• 6. When an agenda item is read, ask the student
  who raised the issue if he or she still wants
  help with it. Many times a problem gets solved
  because students use their problem-solving skills
  outside of the class meeting.

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Using the Agenda in Class Meetings

• 7. If the student still wants help, ask if he or
  she wants to share feelings while others, listen,
  to discuss without fixing, or to get
  problem-solving help.
• 8. If the student opts for discussing without
  fixing, pass the talking object around the
  circle, so that students can make comments.
• 9. If the student wants problem-solving help,
  pass the item around the circle, so students can
  brainstorm solutions.
• 10. Then allow the student with the problem to
  choose the solution that he or she thinks would
  be most helpful.
• 11. Have the student set a time period to try
  out the solution of no more than a week and then
  have the student comment on if the solution
  worked for them.
• 12. If the solution was not effective in solving
  the problem have the student put it in the agenda
  to rediscuss a new solution as necessary in the
  next class meeting.
• Note If a student wants to talk about a problem
  with someone who is not present for the class
  meeting remind the student that it is best to
  invite that person to attend the class meeting.
  If the person is not willing to come to the
  meeting, then the problem can be discussed only
  in terms of what the student can do.

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Building Block 4 Develop Communication Skills

• Develop communication skills such as being a good
  listener, taking turns, expressing oneself
  clearly, and respecting separate realities.
• 1. Ask students what skills a good listener has
  and what it means to be a good listener listing
  their answers on the board.
• 2. Ask student how they feel when people are not
  listening to them, moving, talking while they
  talk, and not making eye contact
• 3. Have students practice in pairs listening to
  each other tell a story about their favorite TV
  show while practicing positive listening skills.
• 4. Have the students compliment each other on
  their abilities to listen to each other.
• 5. Next practice I statements by thinking of a
  time when they were very happy and having them
  fill in the blanks I felt happy because_____,
  and I wish _____. After practicing tell students
  that I statements help us to communicate without
  blaming or judging the other person.
• 6. If a student is communicating negatively ask
  him/her to try again using an I statement, or
  would you like help from a student of your choice
  in the class?

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Building Block 5 Learn About Separate Realities

• Learn about separate realities by understanding
  and respecting differences.
• 1. If teachers want students to learn empathy,
  tolerance, and compassion, then teachers must
  provide opportunities for students to develop
  these characteristics.
• 2. Team building activities and problem solving
  help to build relationships among students by
  appreciating the different ideas that students
  have about problem solving.
• 3. Allow students to demonstrate their unique
  talents, background, and experiences to the class
  to encourage students to respect differences.

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Building Block 6 Recognizing the Four Reasons
For Behavior

• Basics of Behavior
• 1. Students choose their behavior
• 2. The goal of student behavior is to fulfill the
  needs to belong, feel capable, believe that they
  can connect with others, and know that they can
  contribute (the three Cs.) Supporting the Three
  Cs involves making mistakes okay, building
  confidence, focusing on past success, making
  learning tangible, and recognizing achievement.
• 3. A misbehaving student is a discouraged student
  who believes that he/she does not belong and
  seeks out one of the four mistaken goals for
  behavior.
• The goals are Undue Attention
• Misguided Power
• Revenge
• Avoidance of Failure or Assumed Inadequacy

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Helping Students Identify Mistaken Goals

• To help students practice identifying mistaken
  goals
• 1. Explain the mistaken goals to students and
  problem solve ways that students can meet their
  needs of finding belonging and importance without
  using mistaken goals.
• 2. Ask students to think of a time when they felt
  unloved, thought they were not special, or felt
  that they did not belong. Tell them to try to
  remember exactly what happened, how they felt,
  and what they decided to do.
• 3. Let them relive the situation in their minds
  and then discuss the mistaken goals that they had
  in that situation and what they think they could
  do differently the next time that they feel
  discouraged to ask for what they need to be
  encouraged instead.
• Steps to implementing a plan with an individual
  student
• 1. Pinpoint and describe the students behavior.
• 2. Identify the goal of the misbehavior.
• 3. Choose intervention techniques for the moment
  of the misbehavior.
• 4. Select encouragement techniques to build
  self-esteem (3 Cs)
• 5. Involve parents and others as partners.

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Attention Seeking Behavior

• Origins we pay attention to misbehavior dont
  know how to ask dont get enough
• Silver Lining Students want a relationship
• Prevention give attention to appropriate
  behavior and teach them to ask for appropriate
  attention.
• Personal Perspectives (TPS)
• Give examples of attention-seeking behaviors you
  have observed.
• Do you agree with the suggested origins of
  attention-seeking behavior? Why, why not?
• The silver lining is that students want a
  relationship with the teacher. Do you agree?
• When I was a child, one way I got extra attention
  at home or school was
• Interventions for Attention Seeking Behavior
• Minimize the attention, legitimize the behavior,
  do the unexpected, distract the student,

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Power Seeking Behavior

• Active disruptive and confrontational
• Passive does own thing hides behind label
• Teacher feels anger, frustration, fears losing
  control and wants to intervene physically.
• Origins society stresses equality, rather than
  dominant-submissive societal emphasis on
• personal power
• Silver Lining leadership potential,
  assertiveness, and independent thinking
• Prevention avoid and defuse confrontations
  grant legitimate power, choice, and delegate
• Personal Perspectives (TPS)
• Give examples of power-seeking behaviors you
  have observed.
• Do you agree with the suggested reasons why
  students engage in power-seeking behavior? Why,
  why not?

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Revenge Behavior

• Active hurtful to teacher and/or classmates
• Passive sullen and withdrawn
• Teacher feels dislike, hurt, devastation, anger,
  frustration, and fear
• Teachers initial response is fight or flight
• Origins increasing violence in society and media
  models that solve conflict by force
• Silver Lining trying to protect self from hurt
• Prevention build caring relationship teach
  appropriate expression of hurt and hostility
• Personal Perspectives (TPS)
• Give examples of revenge behaviors you have
  observed.
• Do you agree with the suggested reasons why
  students engage in revenge behavior? Why, why
  not?

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Avoidance of Failure Behavior

• Active loses control when pressure intensifies
• Passive procrastinates, fails to complete, and
  assumes incapacities or disabilities
• Teacher feels concern
• Teacher wants to concede failure or fix the
  problem
• Personal Perspectives (TPS)
• Give examples of avoidance-of-failure behaviors
  you have observed.
• Do you agree with the suggested origins of
  attention-seeking behavior? Why, why not?
• The silver lining is that students may have
  ambition to succeed. Do you agree?
• When I was a child, one way I tried to avoid
  failure was
• Interventions Modify instructional methods,
  provide tutoring, teach positive self-talk, make
  I cant into I can, and/or teach unsticking
  procedures.

34
Nelson, J., Lott, L., Glenn, S. (2000).
Positive Discipline in the Classroom. New York
Three Rivers Press. p. 85
35
Building Block 7 Practice Effective Problem
Skills

• Practice effective problem skills to help
  students understand their roles of responsibility
  within society and teach students to think,
  speak, and interact thoughtfully with others.
• 1. Teach the students the skills with examples
  and then have students practice the skills after
  compliments using items from the agenda.
• 2. Discuss the solutions presented and allow the
  student who is having the problem to choose the
  suggestion that would be most helpful and one of
  two times to follow through on the suggestion to
  increase student accountability and
  responsibility.
• Problem Solving Skills
• Discussion By discussing and issue, students get
  the chance to voice their opinions, share their
  feeling, and give suggestions.
• Role-play Get into the shoes of the person on
  the agenda and play out what you think the
  problem was like and how you think that it should
  be solved. Exaggerate the situation and have fun.
  Answer the questions What happened? Then what
  happened? What did the other person do? What did
  each person say? What did other people do and
  say? Play out the scene then ask the person who
  presented the problem to add any additional
  information that did not come out in the role
  play.

36
Problem Solving Skills cont.

• Brainstorming Thinking of as many ideas as
  possible in a short time. Present the problem
  from the agenda and then list every item that
  students give. Then let the students remove any
  items that are not respectful or productive in
  solving the problem.
• Voting When the problem being discussed involves
  the whole class voting is appropriate. A majority
  can be used for minor decisions like where to go
  on field trips, what day for a party etc., but a
  consensus on a win-win solution may be needed if
  a solution would leave a disgruntled minority to
  use their power to defeat or get revenge on the
  rest of the class.
• What do I do if a student wants to talk about
  items that cannot be changed, such as curriculum
  or school policies?
• Mention that at class meetings it is okay to
  discuss anything that happens at school,
  nevertheless, if someone has a concern about an
  item that cannot be changed we can only discuss
  the best way to deal with things that can not be
  changed.

37
How Can Students Apply Problem Solving Strategies
to Problems Outside the Classroom?

• Practice The Four Problem Solving Steps below by
  role playing or discussing a situation outside of
  class that students would need to problem solve.
  Compare it to problem solving in class meetings
  and how students have learned to solve problems.
• 1. Ignore it.
• a. Act by walking away instead of reacting.
• b. Take positive time-out for cooling off.
• 2. Talk it over respectfully with every person
  involved.
• a. Share how you feel and listen to how others
  feel.
• b. Take responsibility for what you did to
  contribute to the problem.
• c. Share what you are willing to do differently.
• 3. Agree on a win-win solution.
• a. Brainstorm for ideas.
• b. Choose a solution that works best for all
  concerned.
• 4. Put the problem on the class meeting agenda.
• a. Consult with one another and learn from the
  problem.
• b. Brainstorm with more people to generate more
  ideas.

38
Problem Solving to Recover from Mistakes

• Teach students that mistakes are wonderful
  opportunities to learn, to relax so they are less
  likely to make mistakes, and to realize there are
  ways to recover from mistakes.
• 1. Write the Three Rs of Recovery from Mistakes
  on the board and ask students to think of a time
  when they have made a mistake and could have use
  the Three Rs. If students can not come up with a
  story tell a personal story where you could have
  used the Three Rs and have students move through
  the steps in your story brainstorming suggestions
  of how you could have handled the situation
  differently.
• The Three Rs of Recovery from Mistakes
• Recognize the mistake with a feeling of
  responsibility instead of blame.
• Reconcile by apologizing to the people you have
  offended or hurt.
• Resolve the problem, when possible, by working
  together on a win-win solution.
• 2. Have students get into pairs and role-play a
  scene in which one student is disrespectful to
  the other student. The student who is
  role-playing the person who was disrespectful can
  talk to the person whom he or she was
  disrespectful to and use the Three Rs. Then have
  the pairs switch so each can experience both
  positions.
• 3. Ask the students to share how they felt and
  how they would use the Three Rs in the Future to
  solve a problem where they have made a mistake.

39
Building Block 8 Focus on Nonpunitive Solutions

• Practice teaching students to focus on finding
  nonpunitive win-win solutions and allowing
  students to experience the consequences of their
  actions to help students understand their roles
  of responsibility within society and teach
  students to think, speak, and interact
  thoughtfully with others.
• Natural consequences anything that happens
  naturally, with no adult interference.
• Logical consequences require the intervention of
  an adult or children during a class meeting and
  should be related, reasonable, and respectful.
  Logical Consequences can be disguised punishments
  when they are misused by students and teachers.
  Misused consequences make class meetings seem
  more like a courtroom. Logical consequences are
  appropriate only for the goal of undue attention,
  yet most adults and students try to use logical
  consequences for all behaviors.
• Logical consequences are appropriate if the
  consequence
• 1. Fits the crime such as a vandal cleaning up
  the vandalism.
• 2. Is helpful and respectful not hurtful
  resulting in a student feeling shamed or blamed.
• 3. Focuses on the future instead of the past.
• 4. Gives students choices about what might help
  them the most and helps students explore what
  the consequences of their actions will be.

40
Four Rs of Win-Win Solutions

• Win-Win Solutions require that everyone works
  together to find a solution where no one has
  power over any other person and everyone can live
  with the solution.
• Classrooms become a nurturing place where
  students can help each other explore the natural
  consequences of their choices in a safe
  environment and learn from their mistakes when
  solutions follow the four Rs of Win-Win
  Solutions
• Four Rs of Win-Win Solutions
• Related Directly related to the behavior.
  Example Uncompleted homework must be made up or
  students loose points.
• Respectful Teachers and students maintain a
  respectful attitude in their manner, tone of
  voice, and in following up on solutions with
  dignity and respect giving the student a choice
  of solutions to a problem and letting the student
  choose the solution he or she thinks will be most
  helpful. Example Would you like to make up the
  assignment after school or at lunch?
• Reasonable Do not add punishment piggy backed on
  to the solution. Now you have twice as much
  homework.
• Revealed Students should know in advance the
  consequences of their actions.

41
Helping Students Focus on Nonpunitive Solutions

• 1. Ask the following questions and write
  students answers on the board. (Writing down
  what students say is a good way to show them that
  their answers count and that you are taking them
  seriously. Do not be surprised if some students
  believe that punishment motivates them to do
  better because some students believe this because
  adults have told them this is true, but their
  behavior does not match their belief, it only
  motivates them when they believe they will get
  caught, or fear of punishment motivates improved
  behavior at the cost of self-esteem and fear of
  taking risk causing students to become external
  approval junkies.
• What does punishment invite?
• What is the first thing you want to do when
  someone hurts you?
• What do you want to do when someone bosses you?
• What do you want to do when someone calls you
  names or puts you down?
• How many of you think that any of these things
  help you behave better?
• What would help you behave better?
• 2. Ask students Where did we get the idea that
  to make people do better, we first have to make
  them feel worse? People do better when they feel
  better.
• 3. Ask them to think of a time when someone
  tried to motivate them to do better by making
  them feel worse. Add grounding, spanking,
  scolding, and taking away privileges if students
  miss these.

42
Helping Students Focus on Nonpunitive Solutions
Cont.

• 4. Ask students to remember exactly what
  happened, as though they were reliving the even,
  and to recall how they felt.
• 5. Discuss what they decided about themselves,
  about others, or about what to do as result of
  that experience.
• 6. Ask students if they would be willing to learn
  more respectful ways to help each other improve
  their behavior that do not include punishment.
• 7. Finally, brainstorm student ideas for
  nonpunitive solutions and write down students
  answers on the board.
• 8. Ask students to cross out any examples that
  cause the feelings that they described above or
  that others could feel that the solution was a
  punishment.
• 9. Post the nonpunitive solutions on a poster
  somewhere in the classroom where students can
  refer to them in problem solving situations.

43
Whats in Your Toolbox Positive Discipline
Classroom Management Tools

• 13 Tools to Ensure Respectful Classroom
  Management Throughout the Day
• 1. Limited Choices helping students succeed by
  offering an appropriate choice between at least
  two acceptable options.
• 2. Classroom Jobs Assigning classroom jobs
  gives students opportunities to contribute in
  meaningful ways and helps teachers feel less
  stress about having to take responsibility for
  all of the jobs to run the classroom. Show
  students appreciation for helping with classroom
  activities and they get a self-esteem boost as
  well.
• 3. Follow Through with Dignity and Respect When
  you say something, mean it and follow through
  with kindness and firmness holding students
  accountable for their part in an agreement.
• 4. Ask, Dont Tell What, Why and How Ask a
  student what happened, why it happened, how they
  feel about it, what their perceptions are of why
  it happened, how they feel about it, and how they
  can use that information to solve the problem to
  help them develop judgment skills, consequence
  skills, and accountability skills. Let them see
  mistakes as learning experiences.
• 5. Redirections Questions Ask questions related
  to the behavior you would like to change to
  invite students to thing about their behavior and
  what needs to be done to help students become
  aware of what is needed.

44
Classroom Management Tools cont.

• 6. Do Nothing Let the natural consequences occur
  to see if the behavior goes away on its own.
• 7. Decide What You Will Do Control your own
  behavior and be a model of respect for students.
• 8. Act More, Talk Less Follow through with
  actions instead of words using nonverbals,
  movement, and pauses.
• 9. Put Everyone in The Same Boat When a problem
  occurs say I am not interested in finding fault
  or pointing fingers, but in getting the problem
  resolved.
• 10. Positive Time-Out Give students a chance to
  take a break for a short time, cool off, and try
  again as soon as they are ready.
• 11. Taking Small Steps The road to success
  involves taking one step at a time, learning from
  mistakes, and avoiding becoming discouraged if
  success does not happen overnight.

45
12. Student/Parent/Teacher Conferences

• 1. Ask the student to share what is going on
  first then each person at the conference can show
  appreciation for what is going well.
• 2. Then brainstorm together what is needed to
  encourage and support continued success.
• 3. Allow the parents to go second.
• 4. If any concerns have not been discussed the
  teacher can add to the discussion following the
  comments with appreciation for the parent and
  students efforts.
• Questions to answer 1. What is going well?
• 2. What is needed to encourage and support
  what is going well?
• 3. In what areas would improvement be
  beneficial?
• 4. What is needed to support improvement?

46
13. Teachers Helping Teachers Problem
Solution Process
When teachers hold encouragement meetings with
each other, they end their isolation, encourage
each other, work better with their students, and
are more successful in the classroom. Problem
Solving Steps 1. Explain to the volunteer
teacher presenting a problem to solve that this
is a process we can use to solve a school
situation that is not going well. Not only will
you get help, but you will help others who will
be able to use some of the suggestions we create
for your situation for their own situations.
Thank you for being a volunteer in this
process. 2. Welcome the teacher and write the
teachers name, teaching grade level, subject,
and number of students in the class. Then write
the challenging students name, age, and birth
order. 3. Ask the teacher to describe the last
time that the problem occurred using enough
detail and dialogue for the group to get an idea
of how to role-play the situation. If the
volunteer needs help describing the situation,
ask, What did you do? What did the student
do Then what happened? What happened next?
47
Teachers Helping Teachers Problem Solution
Process cont.

• 4. Ask the teacher How did you feel? referring
  to the second column of the Mistaken goal chart
  and ask him or her to choose the group of
  feelings that fits. Then ask the group how many
  of them have felt that way? Based on the feeling
  expressed, use the Mistaken Goal Chart to guess
  the students goal.
• 5. Ask the volunteer teacher, Would you be
  willing to try something else that would be more
  effective? If the teacher agrees, set up and
  perform a role-play of the scene described by the
  teacher and ask the players to share their
  feelings and decisions.
• 6. Brainstorm with the group for possible
  solutions the teacher could try writing down
  every suggestion.
• 7. Ask the teacher to choose a suggestion to try
  for one week and role-play the chosen suggestion
  so that the teacher can practice.
• 8. Ask the teacher to report back to the group
  at the following meeting and ask the group for
  appreciations for the volunteer teacher.
• 9. At the next teacher meeting, allow for the
  teacher to share what happened and alter the
  solution to the problem if necessary.

48
Nelson, J., Lott, L., Glenn, S. (2000).
Positive Discipline in the Classroom. New York
Three Rivers Press. p. 85
49
Conclusion

• We have a dream. A dream about schools where
  young people are treated with respect and have
  the opportunity to learn the skills they need for
  a successful life. A dream about schools where
  children will never experience humiliation when
  they fail, but will instead feel empowered by the
  opportunity to learn from their mistakes in a
  safe environment. It is a dream about students
  and teachers helping one another to create an
  environment that inspires excitement for life and
  learning because fear and feelings of inadequacy
  and discouragement are no longer part of the
  learning environment. The end result is an
  educational system that nurtures young people and
  gives them the skills and attitudes to help them
  be happy, contributing members of society. (
  Nelson, Lott, Glenn, 2000 p. 1)
• How will you help your students become happy,
  contributing members of society?

50
Additional Resources Books and Journal Articles

• Books
• Albert, L. (1989). A Teachers Guide to
  Cooperative Discipline How to Manage Your
  Classroom and Promote Self-Esteem. Circle Pines,
  MN American Guidance Service.
• Fay, J. Frank, D., (1998). Teaching with Love
  and Logic. Golden, Colorado Love and Logic
  Press.
• Nelson, J., Lott, L., Glenn, S. (2000).
  Positive Discipline in the Classroom. New York
  Three Rivers Press.
• Marshall, M. (2004). Discipline Without Stress,
  Punishments, or Rewards. Los Alamitos,
  California Piper Press.
• Journal Articles
• Anderson, C. (Autumn, 1982), pp. 368-420. A
  Search for School Climate. Review of Educational
  Research, Vol. 52, No. 3. links.jstor.org/sici?sic
  i0034-65432819822329 523A33C3683ATSF SCA
  3E2.0.CO3B2-R
• Baldes, D., Cahill, C., Moretto, F. (May,
  2000) Motivating Students to Learn Through
  Multiple Intelligence, Cooperative Learning, and
  Positive Discipline. Skylight Professional
  Development.
• Cook, S. (August, 1995) Improving Student
  Behavior Through Social Skills Instruction. Saint
  Xavier University Press. (pp.24-26)
• Hinman, E. (August, 2002)Reducing Discipline
  Referrals and Improving Student Satisfaction
  through the Implementation of Middle School
  Practices at Ramey School. Nova University Press.
  (pp. 18-19, 34-49, 107-149)

51
Additional Resources Journal Articles cont.
Websites

• Journals cont.
• Mcguire, C. Havinghurst, R. (December, 1947),
  Social Development Chapter 5. Review of
  Educational Research, Vol. 17, No. 5, Growth and
  Development. (pp. 345-353). links.
  jstor.org/sici?sici0034-65432819471229173A5
  3C3453ASD3E2.0.CO3B2-23
• Platt, A. (Retrieved July 22, 2005) Efficacy of
  Class Meetings in Elementary Schools. California
  State University Press. http//posdis.org/research
  /EfficacyofClassMeetings.pdf (pp. 7-19)
• Seigel, C. (February, 2004) An ethnographic
  Inquiry of Cooperative learning Implementation.
  Journal of School Psychology 43 pp. 219-239
• Web Sites
• Official Site of Positive Discipline. Retrieved
  July 22, 2005 www.positivediscipline.com/l
• Positive Discipline A Guide for Parents.
  Retrieved July 22, 2005 www.extension.umn.edu/dist
  ribution/familydevelopment/DE7461.html
• Project Respect Implementing Schoolwide Social
  Skills and Positive Discipline. Retrieved July
  22, 2005 http//www.nops.k12.la.us/students/Projec
  t20Respect20book.pdf
• Teaching Self Control Skills National
  Association of School Psychologists. Retrieved
  July 22, 2005 www.naspcenter.org/behavior/index.ht
  m

52
Additional Resources National Groups

• National Groups
• Positive Discipline Association. Retrieved July
  22, 2005. Website posdis.org/
• National Association of School Psychologists.
  Retrieved July 22, 2005. www.naspcenter.org/factsh
  eets/ effdiscip_fs.html
• Committee for Children. Retrieved July 22, 2005.
  http//www.cfchildren.org/
• Positive Adolescent Choices Training Association.
  Retrieved July 22, 2005. www.state.sc.us/dmh
  /schoolbased/pact.htm
• Anger Management for Youth Foundation. Retrieved
  July 22, 2005 www.csmp.org/ programs
  /positive_discipline.htm
• Music
• Songs for Teaching Social Skills
  www.songsforteaching.com/davidwoodward/respect.htm