Richard Curwin and Allen Mendler Discipline with Dignity Katie - - PowerPoint PPT Presentation

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Richard Curwin and Allen Mendler Discipline with Dignity Katie - - PowerPoint PPT Presentation

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Richard Curwin and Allen Mendler Discipline with Dignity Katie Swagel, Brian Newman, Cassie Fuller, & Rachel Sullins Introductory Activity What does discipline with dignity mean to you? Discuss with table members. One

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Richard Curwin and Allen Mendler Discipline with Dignity

Katie Swagel, Brian Newman, Cassie Fuller, & Rachel Sullins

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Introductory Activity

  • What does “discipline with dignity” mean to you? Discuss

with table members.

  • One student keeps talking disrespectfully to their peers after

you have told them to stop. How would you discipline with dignity?

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Richard Curwin

  • Seventh grade educator, teacher of emotionally

disturbed, and college professor

  • Highly respected author, speaker, and experienced

practitioner

  • Facilitated workshops around the world
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Allen Mendler

  • Worked extensively with

children of all ages

  • Experienced educator and

school psychologist

  • As an author, has traveled

around the world conducting workshops

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Discipline With Dignity

  • Without dignity students learn to dislike school

and learning

  • Know the best ways to communicate our

expectations

  • PEP= Privacy, Eye contact, Proximity
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Discipline With Dignity

80-15-5:

  • 80% rarely break the rules
  • 15% somewhat regular basis
  • 5% chronic rule breakers
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Knowledge

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Key Terms

  • Obedience model
  • Responsibility model
  • Social contract
  • Flag rules
  • Negotiable rules
  • Consequences
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Key Terms

  • Rules for the teacher
  • Student-developed rules for

students

  • Vote to determine which

rules to enforce

  • As tough as necessary
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What Do They Mean And How Do They Look In Practice?

  • Obedience model
  • Main goal
  • Principle
  • Intervention
  • Examples
  • Students learns…
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What Do They Mean And How Do They Look In Practice?

  • Responsibility model
  • Main goal
  • Principle
  • Consequences
  • Examples
  • Student learns…
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Essential Elements

  • Belief
  • Attitude
  • Use humor
  • Offer choices
  • Refuse to accept

excuses

  • Be responsible
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Strengths

  • Teaches responsibility
  • Obedience
  • Builds relationships
  • Lets the teacher and

student interact and have fun

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Weaknesses And Shortcomings

  • Differences between

consequences and punishment

  • Limited opportunity for

teacher discretion

  • Teacher’s power can be

counterproductive

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Let’s Play! Instructions

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1 2 3 7 4 5 6 8 9

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1 2 3 4 5 6 7 8 9 X O Score

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1

What is As Tough As Necessary?

Answer

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1

Having the punishment fit the “crime”

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The main goal of the Obedience Model is…

Answer 2

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Students follow orders

2

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The main goal of the Responsibility Model is…

Answer 3

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To teach students to make responsible choices

3

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What is an example of the Obedience Model?

Answer 4

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Threats, scolding, writing “I will not ______” 500 times, detentions, writing students name on chalkboard

4

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What is a consequence of the Responsibility Model?

Answer 5

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Internal focus, done by the student, logical or natural

5

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Who are the theorists for Discipline With Dignity?

Answer 6

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Richard Curwin and Allen Mendler

6

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What is an essential element in Discipline With Dignity?

Answer 7

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Belief, attitude, use humor,

  • ffer choices, refuse to accept

excuses, or be responsible

7

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What are two strengths of this model?

Answer 8

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Teaches responsibility, Obedience, Builds relationships,

  • r Lets the teacher and student

interact and have fun

8

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What are two weaknesses of this model?

Answer 9

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Differences between consequences and punishment, limited opportunity for teacher discretion, or teacher’s power can be counterproductive.

9

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How to play GLC Squares

1. Divide the group up into two teams. Assign one team to be the Xs the

  • ther to be the Os. Have each team choose a spokesperson.

2. Begin the PowerPoint and introduce the characters. 3. Have the spokesperson from one team choose a square. 4. Click on that character or number. Read the question and allow the spokesperson to confer with teammates to come up with an answer. Have them state the answer orally, then click on the Answer button. 5. Read the answer displayed on the next slide. Click on the arrow to move back to the board. 6. If the answer given was correct, type that team’s symbol in the correct square and type the correct number of points in the score box. If the answer given was incorrect, type the other team’s symbol in the square and add to their score box. 7. Continue to play until one team gets three symbols in a row.

Let’s Play!

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Application

… not using dignity

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How Does This Model Work?

  • Long-term behavioral

change, not quick fixes

  • Dealing with student

behavior is part of the job

  • Rules must make sense
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How Does This Model Work?

  • Be a model of what you

expect

  • Always treat students

with dignity

  • Responsibility is more

important than

  • bedience
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How Does This Model Work?

  • Stop doing ineffective

things

  • You can be fair without

always having to treat every one the same

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Teacher’s Job/Responsibility/Role

  • Talking to student

individually

  • Give students choices

for discipline

  • Teaching them values

and responsibility

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Expectations For Students

  • Teaches them problem

solving

  • Make better choices in

the future

  • Understand the

importance of decision making

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Applying The Concepts

  • Set a constructive

example for your students

  • Read over the

classroom rules along with your students

  • Monitor student

activity

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Applying The Concepts

  • Provide incentives for

positive behavior

  • Refrain from labeling

students as troublemakers

  • Establish firm

disciplinary guidelines

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Case Study

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The Most Important Points To Remember

  • When disciplining a child, do it in private
  • Consequences can teach better behavior
  • How to deal with and support parents
  • Practices for dealing with violent/assaultive students
  • As time goes by, their dignity can lower
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Important Points

  • The idea of learning right from wrong in any

setting, not just school

  • Discipline with dignity is not founded on

rewards/punishments but on values

  • Allow students to take responsibility for

themselves

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Circumstances This Model Would Be Implemented

  • When a student is misbehaving,

handle it in private.

  • Don’t embarrass the student in front
  • f the class
  • When the students is not doing what

they’re supposed to be doing and not staying on task

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Solve The Case

A student keeps throwing crayons after you have asked them to stop. How would you handle this using dignity?

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Disciplining With Dignity

  • Discipline is more than students knowing what they

should do, but learning how to act

  • Have a warm and caring attitude in your classroom
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Graphic Citation

  • Slide 3- www.teachersworkshop.com/.../curwin.html
  • Slide 4- http://www.solution-

tree.com/Public/ProfDev.aspx?node=&parent=&ShowPresenter=true&ProductID=SHF004

  • Slide 7- http://www.flickr.com/photos/knilram/64366434/.
  • Slide 13- http://www.stevedemasco.com/.
  • Slide 14- http://jayjg12.wordpress.com/2010/04/10/my-weakness/.
  • Slide 37- http://www.rootsweb.ancestry.com/~pawphoto/2s/school_discipline_in_westmorelan.htm
  • Slide 41- http://www.free-clipart-pictures.net/teacher_clipart.html
  • Slide 38- http://webpages.scu.edu/ftp/mawong/images/discipline.jpg
  • Microsoft Clip Art: Slides 1, 2, 5, 6, 8-12, 16-35, 39, 40, 42-50
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References

1. Curwin, R.L., Mendler, A.N. (1999). Zero tolerance for zero tolerance, 81(2). 119. 2. Curwin L. Richard and Mendler N. Allen. (2005). Discpline with dignity. Retrieve from http:// wik.ed.uiuc.edu/index.php/Discipline_with_Dignity 3. Curwin, R.L., Mendler, A.N., Mendler, B. (2008). Discipline with dignity: New challenges, new solutions. Alexandria, VA: Association for Supervision and Curriculum. 4. Curwin, R., Mendler, A., & Association for Supervision and Curriculum Development, A. (1988). Discipline with Dignity. Retrieved from ERIC database. (last) 5. Lo, M. (November 19, 2009). How to apply discipline with dignity in the classroom. Retrieve from http:// www.ehow.com/how_5665956_apply-discipline-dignity-classroom.html 6. Mendler, A. (1993). Discipline with dignity in the classroom: Seven principles. Education Digest, 58(7),

  • 4. Retrieved from Professional Development Collection database.

7.

  • Solutiontree. Richard Curwin. Retrieved from http://www.solution-tree.com/Public/ProfDev.aspx?

node=&parent=&ShowPresenter=true&ProductID=SHF024 8. Teacher education institute. Discipline with dignity. Retrieved from. http://www.teachereducation.com/courses/classroom/discipline-classroom.html 9. Theories of management. Classroom management theories: EDU 710. Retrieved from. cerebrum.wikispaces.com/file/view/theories_of_management.ppt