Chapter 10 – Discipline Chapter 10 – Discipline Through Dignity and Hope for Through Dignity and Hope for

Challenging YouthChallenging YouthBy Steven ConwayBy Steven Conway

Discipline with Dignity HypothesisDiscipline with Dignity Hypothesis

Misbehavior will not be a serious problem Misbehavior will not be a serious problem in a classroom where dignity is not in a classroom where dignity is not compromised and the teacher provides compromised and the teacher provides genuine hope and expects success. genuine hope and expects success.

Practice of Discipline with DignityPractice of Discipline with Dignity

Students who are difficult to manage do Students who are difficult to manage do not believe they will ever achieve success not believe they will ever achieve success in school; school has no value to them.in school; school has no value to them.

This can be changed if the classroom This can be changed if the classroom provides dignity and hope for success. provides dignity and hope for success.

Richard Curwin and Allen MendlerRichard Curwin and Allen Mendler

Mostly deal with discipline regarding Mostly deal with discipline regarding challenging youth. challenging youth.

Have written several books together and Have written several books together and individually including individually including Discipline with Discipline with DignityDignity, , Rediscovering Hope: Our Greatest Rediscovering Hope: Our Greatest Teaching Strategy Teaching Strategy (Curwin), and (Curwin), and Connecting With Students Connecting With Students (Mendler)(Mendler)

Curwin and Mendler on Discipline Curwin and Mendler on Discipline with Dignitywith Dignity

Teachers must understand that they must Teachers must understand that they must teach students how to behave teach students how to behave appropriately.appropriately.

Some students realize that school has no Some students realize that school has no value to them, and they will not achieve value to them, and they will not achieve success; therefore, they misbehave in success; therefore, they misbehave in order to achieve attention and power. order to achieve attention and power.

Four Phase Plan for Schools and Four Phase Plan for Schools and EducatorsEducators

Curwin and Mendler believe this plan Curwin and Mendler believe this plan works best for entire schoolsworks best for entire schools

Identify Core ValuesIdentify Core ValuesFaculty, staff, students, and parents work Faculty, staff, students, and parents work

together to determine how students should together to determine how students should act when in school.act when in school.

Create Rules and ConsequencesCreate Rules and ConsequencesRules based on schools values and should Rules based on schools values and should

state specifically what students should and state specifically what students should and should not do. should not do.

Four Phase Plan (continued)Four Phase Plan (continued) Model the ValuesModel the Values

Teachers should respond to conflicts the same way Teachers should respond to conflicts the same way they want their students to respond. they want their students to respond.

Write down how students should resolve conflicts, Write down how students should resolve conflicts, and make sure students do the same.and make sure students do the same.

Use No Interventions that Violate Core ValuesUse No Interventions that Violate Core Values Students copy teacher behaviors thinking they are Students copy teacher behaviors thinking they are

acceptable. acceptable. Intimidating and humiliating students will violate core Intimidating and humiliating students will violate core

values.values. Teachers must model nonviolent behaviors and help Teachers must model nonviolent behaviors and help

students use those same tactics. students use those same tactics.

Preparing Oneself in AdvancePreparing Oneself in Advance Write down what students say or do that irritates Write down what students say or do that irritates

you.you. Figure out why a student is behaving that way.Figure out why a student is behaving that way. What do you currently do to solve the problem?What do you currently do to solve the problem? Are those techniques working?Are those techniques working? What can you do to model behavior that What can you do to model behavior that

correlates with the school values?correlates with the school values? Implement them at the next opportunity. Implement them at the next opportunity.

Working with Students Behaviorally Working with Students Behaviorally at Risk of Failureat Risk of Failure

Behaviorally at risk – students whose behavior puts them Behaviorally at risk – students whose behavior puts them in danger of failing; make little effort to learn and in danger of failing; make little effort to learn and instigate trouble.instigate trouble.

Curwin – “It is what students do under the conditions Curwin – “It is what students do under the conditions they are in, not who they are, that puts them at risk.”they are in, not who they are, that puts them at risk.”

Students feel better by misbehaving rather than following Students feel better by misbehaving rather than following rules with no future reward. They feel better being a rules with no future reward. They feel better being a troublemaker than being stupid.troublemaker than being stupid.

Curwin and Mendler believe students need hope and Curwin and Mendler believe students need hope and must learn to accept responsibility. must learn to accept responsibility.

Teachers can help by making learning fun and treat Teachers can help by making learning fun and treat students with respect. students with respect.

Students Who Are Difficult to ControlStudents Who Are Difficult to ControlTraditional methods don’t work (scolding, Traditional methods don’t work (scolding,

lectures, sarcasm, detention, principal’s lectures, sarcasm, detention, principal’s office)office)

Students already doubt their academic Students already doubt their academic ability; humiliation for not following rules ability; humiliation for not following rules will not make anything better. will not make anything better.

Punishment will further deter students Punishment will further deter students from cooperating.from cooperating.

Four Principles of DiscipliningFour Principles of Disciplining Dealing with student behavior is part of teaching.Dealing with student behavior is part of teaching.

Look at misbehavior as a way to teach responsibility.Look at misbehavior as a way to teach responsibility. Always treat students with dignityAlways treat students with dignity

Treat them as individuals and show concern for their Treat them as individuals and show concern for their needsneeds

Good discipline must not interfere with student Good discipline must not interfere with student motivationmotivation Motivated students do not misbehave. Motivated students do not misbehave.

Responsibility is more important than obedienceResponsibility is more important than obedience Obedience – “Do as you’re told”Obedience – “Do as you’re told” Responsibility – “Make the best decision possible”Responsibility – “Make the best decision possible”

Rules and ConsequencesRules and Consequences Logical Consequences – related to behaviorLogical Consequences – related to behavior

Cleaning up a mess that is madeCleaning up a mess that is madeConventional Consequences – time-out Conventional Consequences – time-out

and removing from roomand removing from roomGeneric Consequences – reminders, Generic Consequences – reminders,

warnings, choosing, and planning. warnings, choosing, and planning. Insubordination Rule – invoked when a Insubordination Rule – invoked when a

student refuses to accept the student refuses to accept the consequencesconsequences

Curwin’s Consequence Curwin’s Consequence ConsiderationsConsiderations

Always implement a consequence when a Always implement a consequence when a rule is brokenrule is broken

Select most appropriate consequenceSelect most appropriate consequenceOnly let the student who broke the rule Only let the student who broke the rule

know and only state the rule and know and only state the rule and consequence being administered.consequence being administered.

Control anger; don’t be involved in a Control anger; don’t be involved in a power struggle. power struggle.

Preventing EscalationPreventing Escalation Teacher and student could have a back and forth Teacher and student could have a back and forth

contest of wills. contest of wills. Teacher is supposed to help student, not Teacher is supposed to help student, not

humiliate, anger, embarrass, or demean.humiliate, anger, embarrass, or demean. Teachers can:Teachers can:

Listen activelyListen actively Speak with the student laterSpeak with the student later Keep communication privateKeep communication private Invoke Insubordination Rule if student refuses to Invoke Insubordination Rule if student refuses to

cooperatecooperate

Dealing with Aggression, Violence, Dealing with Aggression, Violence, Hostility, and ConflictHostility, and Conflict

Many students using violence lack a Many students using violence lack a feeling of remorse; therefore, normal feeling of remorse; therefore, normal discipline will not work with them. discipline will not work with them.

Zero tolerance is not necessary, but Zero tolerance is not necessary, but teachers should use different methods to teachers should use different methods to help students understand hurting others is help students understand hurting others is wrong. wrong.

Curwin and Mendler Suggest….Curwin and Mendler Suggest….Use the six-step solutionUse the six-step solution

Calm downCalm downThink and explore optionsThink and explore optionsDecide on what you want to occurDecide on what you want to occurHave a plan BHave a plan BCarry out your desired solutionCarry out your desired solutionEvaluate the resultsEvaluate the results

Curwin and Mendler Suggest….Curwin and Mendler Suggest….Solve the problemSolve the problem

Name problemName problemSay what you want to have happenSay what you want to have happenSay how you will make that happenSay how you will make that happenHave a plan BHave a plan BCarry out your planCarry out your plan

Suggestions (continued)Suggestions (continued) ““Pack Your Patience”Pack Your Patience” Wear an Invisible ShieldWear an Invisible Shield Use words that WorkUse words that Work Expect confrontationExpect confrontation

Bullying and Hate CrimesBullying and Hate Crimes Bullying – intentionally committing hurtful acts Bullying – intentionally committing hurtful acts

repeatedly against othersrepeatedly against others Four types of bullying:Four types of bullying:

Physical – punching, hitting, kickingPhysical – punching, hitting, kicking Verbal – name calling, teasing, gossipVerbal – name calling, teasing, gossip Emotional – isolation, ostracizing, blackmailEmotional – isolation, ostracizing, blackmail Sexual – harassment, propositioning, exhibitionismSexual – harassment, propositioning, exhibitionism

Hate crimes – dislike of other races, ethnic Hate crimes – dislike of other races, ethnic groups, or religionsgroups, or religions

Bullying and Hate Crimes (cont’d)Bullying and Hate Crimes (cont’d)

Usually occurring away from the teacher’s Usually occurring away from the teacher’s glance.glance.

Victims may start to fear bullies as Victims may start to fear bullies as frequency increases.frequency increases.

Fear may lead to grades slipping, truancy, Fear may lead to grades slipping, truancy, and wanting to carry weapons. and wanting to carry weapons.

What Can be Done?What Can be Done?Schedule class meetingsSchedule class meetings Involve parents of victim and bullyInvolve parents of victim and bullySupervise students in areas where Supervise students in areas where

bullying can take placebullying can take placeEstablish a confidential reporting systemEstablish a confidential reporting systemDon’t try to mediate a bullying situationDon’t try to mediate a bullying situation

Students Regaining HopeStudents Regaining HopeTeachers should encourage students that Teachers should encourage students that

the future will be betterthe future will be betterStudents who are behaviorally at risk feel Students who are behaviorally at risk feel

education will not serve a purpose in their education will not serve a purpose in their lives. lives.

Student involvement in education will help Student involvement in education will help make learning seem worthwhile. make learning seem worthwhile.

Motivating Students Who are Motivating Students Who are Difficult to ManageDifficult to Manage

Students who experience repeated failure Students who experience repeated failure decide to misbehave in order to gain decide to misbehave in order to gain attention. attention.

Suggestions:Suggestions:Select topics that are relevant to the studentsSelect topics that are relevant to the students Involve students in lessonsInvolve students in lessonsShow genuine interest and energyShow genuine interest and energyHave students look forward to future activitiesHave students look forward to future activities

Making Changes in YourselfMaking Changes in Yourself Teachers must be proactive to make changes in Teachers must be proactive to make changes in

themselves to meet students’ needsthemselves to meet students’ needs Suggestions:Suggestions:

Believe that all students are worthy of our best effortBelieve that all students are worthy of our best effort Limit causes of misbehaviorLimit causes of misbehavior Create a caring classroomCreate a caring classroom Teach self-controlTeach self-control Stay involved with each student without taking their Stay involved with each student without taking their

behavior personallybehavior personally

Putting it into PracticePutting it into Practice Preserve student dignityPreserve student dignity

Don’t threaten their dignity, even if they threaten Don’t threaten their dignity, even if they threaten yoursyours

Dealing with misbehavior is an important part of Dealing with misbehavior is an important part of teachingteaching Encourage prosocial behavior, even if it looks like Encourage prosocial behavior, even if it looks like

they don’t want itthey don’t want it Results achieved Results achieved over timeover time

Nothing will be achieved overnightNothing will be achieved overnight Emphasize responsibility over obedienceEmphasize responsibility over obedience

Put students in situations where they have to make Put students in situations where they have to make decisions, and help them to try again if they fail. decisions, and help them to try again if they fail.

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