Positive Discipline

Developing Mutual Respect,

Cooperation and

Responsibility in Your

Classroom

-Jane Nelsen, Lynn Lott, and

H. Stephen Glenn

www.freepptpresentation.com

Positive

Discipline in the

Classroom

What is ‘Positive Discipline’ all about?

- a in children

• that they have wisdom of their own to impart

•that they have self-knowledge of how they learn best

•that they have a right and a fundamental need to be critically

involved in their learning

The Philosophy of Positive Discipline

-For learning to be meaningful,

what children feel and think not only matters, it needs

to be acknowledged.

-Children should never experience humiliation.

-Children should feel empowered by the opportunity

to learn from their mistakes in a safe environment.


Dominant and Traditional Practice

The Positive Discipline Approach

According to the theory, what motivates people’s behaviour?

They respond torewards and punishments in their environment

People seek a sense of belonging (connection) and significance (meaning)

What are the most powerful tools for adults?

Rewards, incentives,and punishments

Empathy, understanding the beliefs of the student, collaborative problem-solving, kind and firm follow through

What is the response to inappropriate behaviour?

Censure, isolation, and punishment

Connecting before correcting, focusing on solutions, following through

How is student learning maximised?

When the adult has effective control over student behaviour

When the student has learned social-emotional skills, developed self-control, feels connected to others

PARADIGM SHIFT

Children should be taught

emotional and social skills.

Otherwise,

-they have a tough time learning

-discipline problems increase

Significant Seven Perceptions and

Skills I am capable.

I contribute in meaningful ways, and I am genuinely needed.

I use my personal power to make choices that positively influence what happens to me and my community.

I have discipline and self-control.

I can work respectfully with others.

I understand how my behaviour affects others.

I can develop wisdom and judgement skills through daily practice.

Children who like rewards depend on them for motivation.

They do not look for inner rewards (effort, determination, and feeling of pride) and so do not become contributing members of society.

Rewards

Three R’s of punishment

RetreatRebellion Revenge

The Iceberg Analogy of

Human Behaviour

BEHAVIOUR

BELONGING AND

SIGNIFICANCE

Leadership Styles

The Boss The Rug The Ghost Kind and Firm

Popular but do not lead to

empowered, socially

conscious kids

Connection Before Correction

Students’ belief that teachers care about them is a primary ingredient for their feeling a sense of connection

Do they know you care?

- Make sure the message of caring gets through.


Students know you care

-when you find out about them.

-when you encourage them to see mistakes as opportunities to learn and grow.

-when they feel you listen to them.


This is your fault.

When are you ever going to shape up?

The other students have been complaining about your behaviour, and I believe them.

How many times do I have to go over this with you? Do you have cotton in your ears?

What did you do? Don’t tell me you didn’t do anything.

I can see that you are feeling very upset right now. I understand.

Can you think of some ways to avoid this problem in the future?

The Class Monitor told me you weren’t being cooperative today. I’m interested in hearing your version of what happened.

If you need any help with this problem, let me know. I may have some ideas.

Empowering Communication Techniques

Say It, Mean It Less is More

The Three R’s and an H for Solutions

RELATED: The solution is directly related to the behaviour.

RESPECTFUL: Teachers and students maintain a firm and respectful manner and tone of voice.

REASONABLE: Don’t add punishment.

HELPFUL: The solution should help the student do better. It should help solve the problem.


The Four Problem-Solving Steps

Ignore the problem.( It takes more courage to walk away than to stay and confront. Leave long enough for a cooling-off period.)

Talk it over respectfully.

Agree on a solution.

If you can’t work it out together, ask for help.

Teaching About Class Meetings

1. Forming a Circle

2. Practising Compliments and Appreciations

3. Accepting and Respecting Differences

4. Using Respectful Communication Skills

5. Focusing on Solutions

6. Role-playing and Brainstorming7. Using the Agenda and Class-Meeting Format

8. Understanding and Using the Four Mistaken Goals


Mutual Respect and Cooperation are the linchpins to this approach.

This approach does not mean that you avoid or ignore defiant behaviour. By following through, you are showing your student that you see him/her as someone capable of respectful behaviour.


Education

Positive Discipline