Title: Discipline with Respect and Cooperation: How to Implement Positive Discipline in the Classroom
1Discipline 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
2CEP 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
3The 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.
4What 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)
5We 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.
6Facts, 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.
7Facts, 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. -
8Warm-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?
9The 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.
10What 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?
11The 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)
12How do we teach students mutual respect?The
Positive Discipline Puzzle
13Do 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?
14Barriers 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.
15Barriers 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.
16Caring 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.
17Implementing 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.
18Getting 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.
-
19How 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.
20Building 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.
21Building 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.
22Encouragement 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.
23The 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?
24Building 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.
25Using 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.
26Building 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?
27Building 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.
28Building 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
29Helping 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.
30Attention 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,
31Power 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?
32Revenge 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?
33Avoidance 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.
34Nelson, J., Lott, L., Glenn, S. (2000).
Positive Discipline in the Classroom. New York
Three Rivers Press. p. 85
35Building 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.
36Problem 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.
37How 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.
38Problem 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.
39Building 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.
40Four 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.
41Helping 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.
42Helping 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.
43Whats 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.
44Classroom 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.
4512. 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?
47Teachers 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.
48Nelson, J., Lott, L., Glenn, S. (2000).
Positive Discipline in the Classroom. New York
Three Rivers Press. p. 85
49Conclusion
- 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?
50Additional 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)
51Additional 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
52Additional 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