Charles+readings

Building Classroom Discipline Jigsaw

CH 5: Christina M CH 7: Danielle (has an older edition too, but doubts that it's changed much since then.....) CH 9: Monico CH 10: Anela CH 13: Scott and Kristin

other people who showed interest: Jackie, Andrea

Here are my notes on Ch. 5 Christina **Ch.** **5** 5 prime **student needs** that curriculum and instruction must be aimed at meeting**:** **Choice Theory:** The key to genuine motivation which acknowledges that we cannot control anyone’s behavior except our own, and cannot successfully make a student do anything. Glasser claims that present-day school curriculum emphasizes too much on memorizing facts that irrelevant to students’ lives. Also, quality of education is judged on the basis of how many fragments of information students can retain long enough to be measured on tests. **Quality Curriculum:** is needed in schools that consists of topics students find enjoyable and useful. The rest of the typical curriculum should be discarded as “nonsense.” // Learning a smaller number of topics very well is always preferable to covering many topics superficially. When evaluating students, teachers should ask students to explain why the material they have learned is valuable and how and where it can be used. // **Quality Teaching** can furnish high –quality instruction by providing the following: **Lead teachers** understand that genuine motivation to learn resides within students, in the form of needs and interests. Glasser urges teachers to work together with students to establish class standards of conduct. He advises teachers to discuss quality of work with students and behavior management-students should be involved in determining behavior agreements. When behavior agreements are broken the teacher must intervene in a way that stops the behavior while getting the students’ mind back on class work. Deadly: criticizing, blaming, complaining, nagging, threatening, punishing, and rewarding. Connecting: caring, listening, supporting, contributing, encouraging, trusting, and befriending. Gordon urged teachers to replace reward and punishment with **noncontrolling methods** such as modifying the environment to reduce student misbehavior, sending I-messages, practicing the no-lose method of conflict resolution, actively listening to students, and avoiding roadblocks to communication ** Gordon’s plan for Discipline ** Six elements include (1) influence rather than control, (2) preventive skills, (3) determining who owns the problem, (4) confrontive skills, (5) helping skills, and (6) no-lose conflict resolution. Use influence rather than control (exert positive influence) No controlling methods include preventive skills such as I-messages, collaborative rule setting (students and teachers collaborate with teachers in formulating a lot of rules for class behavior. They should also use **participatory classroom management** by sharing power with students in making decisions about class matters. **Confrontive Skills:** when teachers own the problem, he or she employs confrontive discipline skills from:  ** Helping Skills ** Gordon’s concept of **no-lose method of conflict resolution** (win-win conflict resolution) helps disputants reach agreements that satisfy both parties. The teacher finds a solution that prevents either party from feeling he has been unjustly treated.  ** Kohn: Classroom as Communities ** When school is organized in accordance with constructive theory discipline is irrelevant. He believes that school should not be structured to force or entice compliant behavior. A curriculum should be designed that appeals students. He develops criteria for structure and limits that include: **1.** Purpose **2.** Restrictiveness **3.** Flexibility **4.** Developmental appropriateness **5.** Presentation style **6.** Student involvement
 * Glasser on Student Needs, Quality, and Choice Theory **
 * 1) **survival**-keeping the school environment safe and free from personal threat
 * 2) **belonging**-involving students in class matters and seeing they receive attention from teachers and others
 * 3) **power**-giving students responsible tasks to carry out in the class and allowing them to participate in making decisions
 * 4) **fun**-allowing students to work and talk with others, engage in interesting activities, and share their accomplishments
 * 5) **freedom**-allowing students to make choices concerning what they will study and how they will demonstrate their accomplishments
 * 1) A warm, supportive classroom climate.
 * 2)  “Lead teaching” rather than “boss teaching”
 * 3) School work that is useful.
 * 4) Encouragement for students to do the best they can.
 * 5) Opportunity for students to evaluate work they have done and improve it.
 * Seven Deadly Habits and Seven Connecting Habits **
 * Gordon on Influence Techniques and Helping Skills **
 * 1) Modifying the physical environment
 * 2) Sending I-messages
 * 3) Shifting gears
 * 1) Passive listening
 * 2) Door openers
 * 3) Active listening
 * 4) communication roadblocks
 * 1) Building relationships between teachers and students
 * 2) Enhancing connections among students
 * 3) Classroom meetings
 * 4) Undertaking class wide and school wide activates
 * 5) Using academic instruction
 * The Classroom Management We Need **

CH. 5 "Glasser says that most classroom misbehavior occurs when students are bored or frustrated by class expectations, conditions that occur when students' basic needs are not being met."
 * Part 1: Glasser's Dicipline Guided by Choice Theory **

__Student Basic Needs:__   __Choice Theory: __  __Quality Curriculum: __ > o   Too much emphasis on memorizing facts that are irrelevant to students’ lives > o   Judging quality of education based upon how students can retain information to be measured on a test > o   Teacher should hold discussion with students about new topic > o   (if students are old enough) have students identify what they would like to explore in depth about the topic > o   Depth of understand – students explain why material they have learned is valuable > o   Grasp of usefulness – how and where materials can be used > o   Quality of students own effort – students should be asked to assess themselves  __<span style="FONT-FAMILY: 'Times New Roman','serif'">Quality Teaching: __<span style="FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-FAMILY: 'Times New Roman','serif'"> > o   <span style="FONT-FAMILY: 'Times New Roman','serif'">“Boss teaching” > §   <span style="FONT-FAMILY: 'Times New Roman','serif'">Teacher sets tasks & standards for student learning > §   <span style="FONT-FAMILY: 'Times New Roman','serif'">Teacher talk rather than demonstrate & rarely ask for student input > §   <span style="FONT-FAMILY: 'Times New Roman','serif'">Teacher grade work without involving students in evaluation > §   <span style="FONT-FAMILY: 'Times New Roman','serif'">Teacher us coercion to try to make students comply with expectations > o   <span style="FONT-FAMILY: 'Times New Roman','serif'">“Lead teaching” > §   <span style="FONT-FAMILY: 'Times New Roman','serif'">Teacher spends most of time organizing interesting activities & provide assistance > §   <span style="FONT-FAMILY: 'Times New Roman','serif'">Teacher discusses curriculum with class with many topics of interest > ·   <span style="FONT-FAMILY: 'Times New Roman','serif'">Students identify topics they would like to explore in depth > §   <span style="FONT-FAMILY: 'Times New Roman','serif'">Teacher discusses with class the quality of work they expect > §   <span style="FONT-FAMILY: 'Times New Roman','serif'">Teacher demonstrate how the work can be done using examples of work that reflect good quality > §   <span style="FONT-FAMILY: 'Times New Roman','serif'">Teacher make it clear to student that they will do all they can to provide students with good tools & a workplace that is not coercive and nonadversarial > ·   <span style="FONT-FAMILY: 'Times New Roman','serif'">School work that is useful > o   <span style="FONT-FAMILY: 'Times New Roman','serif'">Information is directly related to an important skill > o   <span style="FONT-FAMILY: 'Times New Roman','serif'">Information is something that students express a desire to learn > o   <span style="FONT-FAMILY: 'Times New Roman','serif'">Information is something the teacher believes to be especially useful > o   <span style="FONT-FAMILY: 'Times New Roman','serif'">Information is required for college entrance exams > o   <span style="FONT-FAMILY: 'Times New Roman','serif'">Do not grade student work if it is not their best > o   <span style="FONT-FAMILY: 'Times New Roman','serif'">Start year off with assignment that is clearly important to do well > o   <span style="FONT-FAMILY: 'Times New Roman','serif'">Have students explain > §   <span style="FONT-FAMILY: 'Times New Roman','serif'">why their work show high quality > §   <span style="FONT-FAMILY: 'Times New Roman','serif'">how they think it might be improved further > o   <span style="FONT-FAMILY: 'Times New Roman','serif'"> Self-evaluation, improvement, and repetition (SIR) - leads to higher quality achievement <span style="FONT-FAMILY: 'Times New Roman','serif'">
 * Survival<span style="FONT-FAMILY: 'Times New Roman','serif'"> – keeping the school environment safe and free from personal threat
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">    **<span style="FONT-FAMILY: 'Times New Roman','serif'">Belonging **<span style="FONT-FAMILY: 'Times New Roman','serif'"> – involving students in class matters & making sure students receive attention & recognition from teachers and others
 * <span style="FONT-FAMILY: 'Times New Roman','serif'"> **<span style="FONT-FAMILY: 'Times New Roman','serif'">Power **<span style="FONT-FAMILY: 'Times New Roman','serif'"> –giving students responsible tasks to carry out in the class & allowing them to participate in making decisions about curriculum, activities and class procedures
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">    **<span style="FONT-FAMILY: 'Times New Roman','serif'">Fun **<span style="FONT-FAMILY: 'Times New Roman','serif'"> – allowing students to work & talk with others, engage in interesting activities, & share their accomplishments
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">    **<span style="FONT-FAMILY: 'Times New Roman','serif'">Freedom **<span style="FONT-FAMILY: 'Times New Roman','serif'"> – allowing students to make choices concerning what they will study and how they will demonstrate their accomplishments
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">“external control” is not the most reliable means to motivate students to learn
 * <span style="FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-FAMILY: 'Times New Roman','serif'">we cannot control anyone’s behavior except our own, and cannot successfully make a student do anything
 * <span style="FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-FAMILY: 'Times New Roman','serif'">educators can help students envision a quality existence in school and help plan the choices that lead to it - <span style="FONT-FAMILY: 'Times New Roman','serif'">this vision leads to student involvement & responsible behavior
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">Should consist of topics that student find enjoyable & useful
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">    <span style="FONT-FAMILY: 'Times New Roman','serif'">Flaws in present day curriculum:
 * <span style="FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-FAMILY: 'Times New Roman','serif'">Properly introduced topic of study:
 * <span style="FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-FAMILY: 'Times New Roman','serif'">Quality learning leads to quality education. Evidence of this is shown by:
 * <span style="FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-FAMILY: 'Times New Roman','serif'">Learning smaller number of topics very well is preferred to covering many topics superficially
 * A warm, supportive classroom climate
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">“Lead teaching” rather than “boss teaching”
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">    <span style="FONT-FAMILY: 'Times New Roman','serif'">Encouragement for students to do the best they can
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">    <span style="FONT-FAMILY: 'Times New Roman','serif'">Opportunity for students to evaluate work they have done and improve it

__7 Deadly Habits to avoid - habits used to control students__ __7 Connecting Habits:__
 * criticizing, blming, complaining, nagging, threatening, punishing, rewarding
 * caring, listening, supporting, contributing, encouragingm, trusting, befriending

CH. 7 **The JONES MODEL** //"The purpose of discipline is to engage students in learning the most positive, unobtrusive fashion possible."//

__A. Body Language:__
 * Skill Clusters** (that will keep students engaged in learning by forestalling misbehavior or dealing with it efficiently):
 * eye contact
 * physical proximity
 * body carriage (posture and confidence)
 * facial expressions
 * gestures

__B. Incentive System: //Student Selected!!//__ //Ease of Implementation:// teachers need only do four things to implement the incentive system:
 * genuine incentives (anticipation of preferred group activities i.e., art, films, talk with friends, personal interest pursuit)
 * grandma's rule ("first you eat your veggies, then you can have dessert")
 * educational value (ex: free time, but from a choice of approved activities with value)
 * group concern (motivating all students toward the incentive, instead of those who can work quickly or at higher levels)
 * 1) establish and explain the system
 * 2) allow the class to vote on activities from time to time
 * 3) obtain a stopwatch and use it conscientiously
 * 4) be prepared to conduct the class in low-preference activities for the amt. of time might have lost from the time allotted to their preferred activity

__C. Providing Efficient Help:__ Independent seatwork is prone to four inherent problems, solved through "efficient help:"
 * organize the classroom so that studnets are within easy reach of teacher. Recommends shallow concentric semicircles.
 * use graphic reminders, such as models and charts, that provide clear examples and intsructions
 * cut the time used for individual help to a bare minimum: //"Be positive, be brief, and be gone"//
 * 1) quickly find anything the students has done correctly and mention it favorably
 * 2) give a straightforward hint or suggestion that will get the student going
 * 3) leave immediately


 * Initiating the Jones Model**: "//a three tiered system of closely related management methodologies//" discussed and developed with the students
 * limit setting (leads to formulation of rules/agreements)
 * incentive (counterbalance to punishment)
 * backup systems (employed when students seriously misbehave and refuse to comply with positive teacher requests) Jones doesn't describe these, his theory is more preventions and support, but suggests that these be in place.

CH. 9 This theory was developed by Spencer Kagan, Patricia Kyle, and Sally Scott
 * DISCIPLINE THROUGH WIN-WIN STRATEGIES**

Quality classroom discipline, where students manage themselves responsibly, is best achieved when teacher and students work together cooperatively from the same side to find a common ground in dealing with behavior problems that occur in the classroom.
 * Fundamental Hypothesis of Win-Win-Strategies**

Win-Win discipline enables students and teachers to work together to find acceptable solutions to behavior problems. During this process everyone's concerns are addressed and resolved satisfactorily. Hence the name Win-Win.
 * Win-Win Discipline**

Kagan, Kyle, and Scott advice teachers to provide a positive learning environment, interesting curriculum, and engaging instruction. Further, they ask teachers to create a "we" approach inwhich students and teacher work together on the "same side" and toward the same end. Over time, the win-win- process empowers students to make behavior choices that serve them beneficially and that are compatible with the interest of the class. This helps students develop life skills that can serve them throughout their lives. According to the theoryrists, the best way to be successful at Win-Win is to work proactively with the students in creating a set of no more than five class rules. Also, if a teacher can anticipate the problems he or she will have better control of the classroom. Identifying the students positions will also help the teacher know how to work with the student to find a solution to the behavior problem. (**They provided strtategies for all types of disruptions, feel free to look them up in the book if you like. They were too many for me to list.).**
 * Goal of Win-Win Discipline**
 * The authors suggest that teachers have a fundamental decision to make when dealing with discipline problems. You can wait for the problems to arise and then deal with them, or, you can be proactive and find the places from which problems arise.
 * The Premises of Win-Win Discipline**
 * The ultimate goal of discipline is not to end disruptions, but to teach autonomous responsibility.
 * Almost all disruptions are categorixed into four types, ***ABCD (Aggression, Breaking Rules, Confrontations, and Disengagement).**
 * Disruptions almost always spring from one of seven student position, which can be thought of as currently existing motives, emotions, or states of mind. Those positions are: ***Attention seeking, Avoiding failure, Being angry, Control seeking, Being energetic, Being bored, and Being uninformed.**
 * Positions are neither right or wrong, but simply a fact of the universal human condition.
 * **Teachers should neve accept disruptive behavior**, but we should accept and validate students positions.
 * In attempts to meet the needs associated with given positions, students sometimes engage in disruptive behaviors.
 * **If teachers respond proavtively to the four behaviors and seven positions, they can prevent most of the disruptive behavior that would otherwise occur.**
 * Key Elements in Win-Win Discipline**
 * The three pillars of Win-Win Discipline- #1 //SAME SIDE,// meaning that students, teachers, and parents must work together to enhance the school experience foreveryone. #2 //COLLABORATIVE SOLUTIONS,// meaning students and teachers collaborate when identifying problems and proposing solutions. #3 //LEARNED RESPONSIBILITY,// results from continually emphasizing self management and autonomous proactive life skills.

One of the things a teacher can do to help a student is to teach them basic life skills. Examples are: self-control, anger management, good judgement, impulse control, perseverance, and empathy. These can be taught as part of the curriculum, and not only when there are disruptive behaviors.

Ideally, implementation of Win-Win Discipline should begin before the first day of class, with the teacher making preparations of procedures, routines, and curriculum maerials related with each of the seven positions. If this cannot be done, try to omplement as soon as possible.


 * REMEMBER THAT THE ULTIMATE GOALS OF WIN-WIN DISCIPLINE ARE FOR STUDENTS TO BE ABLE TO MANAGE THEMSELVES, MEET THEIR NEEDS THROUGH RESPONSIBLE CHOICES, AND DEVELOP LIFE SKILLS THAT SERVE THEM WELL INTO THE FUTURE.**

Teachers are advised to seek parent and community alliances and create school wide programs for dealing with disruptive behavior. When they all work together in finding solutions, when they all see each other on the same side, students become more likely to make responsible choices.

CH. 10
 * Inner Discipline:** the ability to behave creatively, constructively, cooperatively, and responsibly.

This theory is developed by Barbara Coloroso.

Two tenets for teachers:
 * 1) All students are worth all I am capable of contributing to them.
 * 2) The "Golden Rule":I will not treat a students in a way I myself would not want to be treated

A Step-by-step plan to implement Inner Discipline: > • Involve students in composing rules. > • Restrict rules to what you can see or hear students do. > • Be specific. > • Have meaningful, relevant consequences. > • Rules and consequences should be RSVP: reasonable, simple, valuable, practical. > • involve students in composing rules. > • Be sure students understand rule, reasons, and consequences. > • Be sure students are capable to success. > • Be sure students believe choice and responsible behavior are available. > • Consequences are related to rule broken. > • Bend rules for the situation, not the student. > • Help kids see what they did wrong. > • Make sure they understand the difference between the reality and the problem. > • Give students ownership of the problems they have created. > • Help them find ways to solve the problem. > • Keep everyone's dignity intact. > • Differentiate between punishment and discipline.. > • Three categories of misbehavior. 1. Mistakes-simple errors. 2. Mischief-intentional. 3. Mayhem-willfully serious misbehavior > • Let students assume ownership of problem. > • Three R's to guide students towards responsibility: restitution (repair), resolution (identify issue), reconciliation (healing). > • As a teacher, don't give in (kids respond with fear, fighting, or fleeing) > • teacher's role is to encourage students to solve problems in constructive ways while experiencing real world consequences of their choices. > • Help kids manage their own discipline. > • Problem solving: identify problem, list possible solutions, evaluate options, select best option, make a plan and carry it out, re-evaluate in retrospect > • Ex: most schools have different rules and staff in different places, which isn't as effective.
 * 1) //Develop rules to guide the class.//
 * 1) //Hold class discussions on the rules, their implications and their consequences.//
 * 1) //If a rule is broken, concentrate immediately on the behavior and consequences.//
 * 1) //Help students understand that it is OK, even beneficial, to make mistakes, and that no problem is so great that it can't be solved.//
 * 1) //Help students understand that when they have a problem, they need a plan, not an excuse.//
 * 1) //Discipline problems are likely to result when rules are unclear and enforcement is inconsistent.//

Watch out, "The Three Cons" When consequences are expected, kids try to get out of them.
 * 1) beg, bribe, weep, wail: If teacher gives in, implies lack of trust in student
 * 2) anger, aggression: Don't be passive, harness the emotions and remind that "we agreed to these consequences"
 * 3) sulking, "you can't make me": calmly invoke the consequence in a matter-of-fact way

Teachers:
 * treat students with respect
 * *Golden Rule
 * Allow students to make own decisions unless it will lead to situations that are physically dangerous, morally threatening, or unhealthy
 * Ask yourself: What is my goal in teaching? What is my teaching philosophy?
 * teach HOW to think, not WHAT to think

Schools:
 * Shouldn't be adult-dominated or students controlled
 * Three types: Brickwall (power & coercion), Jellyfish (unstructured & inconsistent), __Backbone__ (support & structure)

The big ideas: I have an older edition, so I hope this is aligned with the current books! (Anela)
 * Punishment = BAD = psychologically damaging
 * Discipline = GOOD = ownership of problems
 * understanding relationship of decisions and consequences = control of one's life = inner discipline
 * ownership
 * we learn by being uncomfortable (aka, you can tell when a person really understands his/her actions and is uncomfortable with the situation.)

CH. 13 - Ronald Moorish


 * Students don't enter school knowing how to behave responsibly - they need supportive guidance from caring teachers
 * Real discipline - teaches students how to behave properly w/needed social skills
 * Real discipline must be taught in school
 * Many kids don't have parents that teach them Real Discipline


 * Students need a degree of compliance and respect for authority before they can be given choices
 * **Teacher relationships with students are single most important factor in classroom discipline**
 * Positive relationships with students are key
 * Consequences should show students how to behave properly
 * Don't overuse praise or rewards
 * Let students experience failure so they don't become self - indulgent


 * __Flip Tips__**


 * Discipline is a process, not an event
 * Discipline is about giving students the structure they need, not the consequences they seem to deserve
 * Discipline comes from the word //disciple//, not the word //ogre//.It's about teaching and learning, not scolding and punishing
 * Discipline isn't what you do when students misbehave. It's what you do so they won't.
 * Don't let students make choices that are not theirs to make
 * Always work from more structure to less structure, not the other way around
 * To prevent major behavior problems, deal with all minor behavior problems
 * When dealing with adolescents, act more like a coach and less like a boss
 * Today's practice is tomorrow's performance

__**Planning the Discipline Program**__


 * Decide in advance how you want your students to behave.
 * Design the supporting system
 * Establish a threshold for behavior at school
 * Run a two week training camp
 * Teach students how to behave appropriately
 * Courtesy
 * How to treat substitute teachers
 * Conflict prevention
 * Self-Discipline
 * Concentration
 * Being part of the solution rather than part of the problem
 * Thinking about others
 * Perseverance
 * Being a good role model for younger students
 * Being a good ambassador for your class and school
 * Set the stage for quality instruction
 * Provide active, assertive supervision
 * Enforcing rules and expectations
 * Focus on prevention
 * Set high standards
 * Treat parents as partners

__**Developing Teacher Student Relationships**__


 * Consistently focus on the positive
 * Wipe the slate clean after students make mistakes
 * Don't back away from discipline
 * Lead the way
 * Never use humiliation in correcting misbehavior
 * Don't accept mediocrity