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Chapter 11: Discipline through Self-Restitution and Moral Intelligence

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Chapter 11: Discipline through Self-Restitution and Moral Intelligence Casey Hicks Colleen Blanchard Ashley Slemons Diane Gossen What is self-restitution? – PowerPoint PPT presentation

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Title: Chapter 11: Discipline through Self-Restitution and Moral Intelligence


1
Chapter 11 Discipline through Self-Restitution
and Moral Intelligence
  • Casey Hicks
  • Colleen Blanchard
  • Ashley Slemons

2
Diane Gossen
3
What is self-restitution?
  • Self-restitution-regular reflection on personal
    behavior, helps students learn to profit from
    mistakes and become better able to conduct
    themselves in harmony with their needs and inner
    sense of morality.

4
Restitution Theory
  • Not a payback, but rather a pay-forward, which
    provides an avenue to becoming a better person
  • Meets needs of both offender and offended to help
    resolve and heal
  • Means for dealing with the root of the problem
  • Focuses on solutions and restores strengthens
    relationships

5
Restitution Theory CONT..
  • 5. Operates through invitation
  • 6. Teaches persons to look inside themselves,
    identify the need behind problematic behavior,
    visualize the kind of person they want to be
  • 7. Creates solutions to problems restores the
    offender to the group

6
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7
Least Coercive Road
  • Open up the territory
  • Does it really matter?
  • Establish the social contract
  • sense of belonging, connection between members
    of classroom
  • Establish limits
  • my job, your job
  • Teach students how to make Self-Restitution
  • teach model it! ?

8
Michele Borba
9
Moral Intelligence
  • Michele Borba believes behavior can be controlled
    by teaching students Moral Intelligence (the
    essential 7 virtues).
  • Seven Virtues are
  • Empathy
  • Conscience
  • Self-control
  • Respect
  • Kindness
  • Tolerance
  • Fairness

10
  • Empathy
  • Empathy is the capacity to relate to the feelings
    of others.
  • Develop a caring relationship with students
  • Creating a caring, prosocial moral learning
    environment
  • Use stories to enhance sensitivity to others
  • Provide meaningful and concrete hands on
    activities
  • Use discipline techniques that show empathy.

11
  • Conscience
  • Conscience refers to the ability to comprehend
    the right or wrong of ones actions.
  • Set clear class standards and expectations based
    on core moral beliefs
  • Create a context for moral growth
  • Teach, cultivate and reinforce virtues
  • Help students understand how moral conscience
    develops
  • Provide meaningful moral dilemmas in context
    (such as historical or scientific etc.)

12
  • Self-Control
  • Adults giving priority to and modeling
    self-control
  • Encouraging students to become their own internal
    motivators
  • Showing students to think before they act, have
    anger management skills etc.
  • Provide ongoing opportunities to practice
    self-control

13
  • Respect
  • Discuss, model and teach the differences between
    respect and disrespect.
  • Teach new respectful replacer behaviors.
  • Emphasize and expect good manners and courtesy
  • Involve students in creating a respectful
    learning environment

14
  • Kindness
  • Teach the meaning and value of kindness
  • Establish a zero tolerance for mean and cruel
    behavior
  • Point out the difference kindness makes
  • Provide meaningful and concrete activities that
    emphasize kindness

15
  • Tolerance
  • Model and teach about tolerance
  • Draw attention to and discourage intolerant
    comments
  • Instill an appreciation for diversity
  • Fairness
  • Discuss fairness with students
  • Unfailingly demonstrate fairness
  • Avoid making comparisons among students
  • Help students show respect when they win and/or
    lose

16
Reasons for Building Moral Intelligence
  • Building high moral IQs we can promote
  • Good character
  • Ability to think and act appropriately
  • Protection against toxic influences in society
  • Crucial life skills
  • Good citizens
  • Resistance to temptation
  • Prevention of violence and cruelty
  • Good behavior
  • Shaping moral destinies

17
Teaching Moral Intelligence
  • When teaching moral intelligence you must do the
    following
  • Accentuate a character trait or virtue that you
    want to instill in the student
  • Tell them the meaning and value of the trait
  • Teach what the trait looks and sounds like
  • Provide opportunities to practice the moral
    habits of the trait
  • Provide effective feedback

18
Four-Step Approach to Discipline
  • Respond (example Tell me what happened)
  • Review (example Fighting is not allowed in
    class)
  • Reflect (example How do you make people feel
    when you fight?)
  • Make Right

19
  • Jane angrily enters your classroom.  She has just
    been scolded by another teacher for "fooling
    around" and has had the privilege of eating lunch
    outside at the picnic tables revoked for the rest
    of the week. In your class she is refusing to do
    work, calls out and continues the behavior from
    the other class, adding to it her complaints of
    unfairness. The class is in danger of not earning
    the class reward of an extra recess period for
    having completed all of your assignments.

20
  • During seat-work assignments, William seems to be
    constantly involved in some kind of inappropriate
    and disruptive classroom behavior William often
    turns around and teases the student behind him,
    or he taps the person in front of him and begins
    talking loudly.

21
  • Jaye, is quite docile. She socializes little with
    other students and never disrupts lessons.
    However, Jaye rarely completes an assignment and
    will not do her work. She is simply there,
    putting forth no effort at all.

22
  • Pat, larger and louder than his classmates,
    always wants to be the center of attention, which
    he accomplished through a combination of clowning
    and intimidation. He makes wise remarks, and
    often talks back (while smiling), utters a
    variety of sound-effect noises such as car
    crashes and gunshots and makes limitless
    sarcastic comments and put-downs of his
    classmates. Other students will not stand up
    apparently fearing his size and verbal
    aggression.

23
  • In a typical classroom on a typical day, Jonah
    tends to get off task by daydreaming, talking to
    peers, writing notes to one another, and just not
    paying attention for whatever reason.
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