Jeremy Centeno 2014-2015. Quiet Signal Slow Down Confused.

An Introduction to Win-Win Discipline

Jeremy Centeno2014-2015

Signals

Quiet Signal Slow Down Confused

Management MatRaise One Hand

Raise Two Hands

Clap

Break It Down

Agenda Management Signals Agenda WIIFY/Goals Class Builder/Team Builder Discipline ABCD of Disruptive Behaviors The Seven Position 3 Pillars Structure: Right Now Validation Structure: Language of Choice Structure: Target, Stop, Do Structure: Same Side Chat Win-Win Philosophy Reflection

WIIFY

“Win-Win Discipline is an effective approach to classroom discipline. It is designed to handle problems at the moment of the disruption

with powerful and proven discipline strategies.”

Dr. Spencer Kagan, 2002

Goals – Workbook Page 1

1. Understand the difference between disruptive behaviors and positions.

2. Learn the 4 disruptive behaviors and 7 positions

3. Experience the power of Win-Wino Preventative Procedureso Moment – of – Disruptiono Progressive Follow -Ups

4. Appreciate the importance of the 3 Pillars of Win-Win Discipline

Class Builder:Find Someone Who

Each Participant will receive a work page When the signal word is given participants

will Stand Up, Hand Up, and Pair Up with another participant

Greet Use the social skill of politeness to determine

who will go first “Ask Partner, “Which one of these situations

has happened to you”? Only pick one When answered other person initials it and

reverses roles When done give a “Farewell” and find a new

partner

Round Robin Think Time: What is the purpose of a

Class Building activity? (Think of one sentence answers to create a list in your head.)

Starting with person number 1 share one idea you came up with.

Continue the Round Robin until time is called

Team Interview Person “1” will start by reading one

of the interview cards that is face down on the Management Mat.

Person “2” will answer the question. Person “3” will make a connection Person “4” will validate or praise

Person “2” Person “1” will pass cards to Person

“2” and the round will start again with Person “2” reading the question

Timed Round Robin Think Time: What is the difference

between a “Class Builder” and “Team Builder”? Why is each important to the teacher and student?

When signal is given, Person “4” will start by sharing for 15 seconds their answer

When the team hears, “Switch” Person number “1” will share for 15 seconds and so on

Disappearing Discipline ProblemsProactive

Disappearing Discipline ProblemsReactive

Rally RobinShoulder Partner

Think Time: Based on the information shown answer the following questions:

Why do classrooms with Cooperative Learning have less discipline problems?

Why do the student who were more behaved at one time start to act up?

How does prevention solve discipline issues in the classroom?

How does the final model cause for a complete model of discipline in the classroom?

Brain BreakThink of a Movement

Person “1” Think of sea animal and the way it moves

Person “2” Think of a sport and the way that athlete moves

Person “3” Think of a carnival ride and one movement you experience on it

Person “4” Think of a mode of transportation and how it moves

On a scrap piece of paper write down. Follow me and move like a _______________

Example: Follow me and move like a hammer pounding a nail.

Each person will be in charge of leading their team in a movement

The Four Types of Disruptive Behavior: ABCD

3 probable ways students basic needs are played out in the classroom: Students’ needs are being met and

they are not posing a discipline problem Students’ needs are not being met, but

they are handling their needs in a mature and responsible way

Students’ needs are not being met and they act out and become a discipline problem

Keeping Track the ABCD of Disruptions

Fold a Paper into 4 boxes Label your Boxes ABCD

A is for Aggression A student tries to hurt someone else

oBehaviors are: Making fun, name calling, kicking, hitting, tripping, threatening, teasing, profanity

oQuestions to Consider• Is the student a threat to self or others?•Have I controlled my reaction?•Does the student have strategies to control aggression?

Box 1: Write and Draw

A: AggressionStudent Student

One Way

Two Way

C is for Confrontation A student attempts to undermine a

teacher’s control Disruptive Behaviors:

oArguingoMocking

Questions to Consider:oHave I controlled my reactions?oHave I given the student choices?

Box 3: Write and Draw

C: Confrontation

Student Teacher

One Way

D is for Disengagement

A student withdraws from the learning process.

Disruptive Behaviors:oDoodlingoClowning Around

Questions to Consider:oHave I used a variety of teaching

strategies?oHave I used effective management

techniques?

Box 4: Write

D: Disengagement

StudentOff TaskTuning OutHyperactive

Important Rule Use three before B What that means is when categorizing

disruptive behavior use ACD before you categorize in B

Why?o Aggression, Confrontation, and

Disengagement are specific and give us more information. Breaking the rules is extensive and gives us the least amount of information

o Example: When a student hits another student it is breaking the rules but it is aggression. Aggression classifies which structures are best used in the situation.

B is for Breaking the Rules

A student intentionally or unintentionally breaks a rule.

Disruptive Behaviors: Cheating, Whistling, Running in class, Tipping chairs, Misusing Equipment or supplies

Questions to consider:1. Does the student recall the rule?2. Does the student buy into the rule?3. Can the student apply the rule?

Box 2: Write

B: Breaking the Rules

Timelines

MaterialsDress CodeBehavior

Jot Thoughts Take 4 pieces of scrap paper Think Time: Think of the disruptive

behaviors of students in your classroom When the signal is given anyone may start

and say one disruptive behavior that students exhibit in their classroom and write it down and throw it in the middle (Once it an idea is said no one can repeat it).

Keep going until all the scraps of piece of paper are in the middle.

If time is not called continue to generate ideas

Categorizing Disruptive Behaviors

Each member needs one 3x5 cardo Person 1: Write Aggressiono Person 2: Write Breaking the Ruleso Person 3: Write Confrontationo Person 4: Write Disengagement

Categorize the disruption with these rules in mindo Use Three before Bo Aggression towards teacher is =

Confrontationo When done discuss where most of the

behaviors fell and why they did? (Be ready to share out one thought)

Instant Star Debrief

The Seven Positions Take Off and Touch Down

Have you ever…. Felt Bored? Had Excess Energy? Tried to avoid failure? Needed Attention? Felt Angry? Needed to be in Control? Felt you didn’t know enough of something

you had to do?

What is a position? Position are the place a student is

“at” As Win-Win teachers, we always

accept a student’s position. Positions are part of the universal

human condition. We are all sometimes in each of the

seven positions. The question is: Do we have

responsible ways to meet the needs of each position?

Attention Seeking Seeks attention from the teacher

o Indicators: Clowning around, asking questions, wild hair, inappropriate dress, and draws attention

o Preventative Measures: Greet them, smile, appreciate them, affirm them, acknowledge feelings, and use their name

o Responding: Ignore it, proximity, lavish attention, appropriate touch, and instant star

Avoiding Failure Attempts to avoid public embarrassment

o Indicators: refuses to work, Does not participate, Off-task, Makes excuses

o Preventative Measures: Private Feedback, Don’t put on the spot, Encourage, Signals, Use gambits

o Responding: Rally Coach, Monitor and Adjust, Appreciation, Promote Optimism, Tutor, Team-Pair-Solo

Angry Feels anger or acts aggressively

o Indicators: Physically abusive, threatens others, yells at others, calls others names, destroys property

o Preventative Measures: Monitor anger, apply rules fairly and equally, cool down area, and discuss anger

o Responding: Draw it out, write it out, guided imagery, and humor

Control Seeking Seek to control others or situations

o Indicators: Bossy, refuses to do what others say, always want to lead not follow

o Preventative Measures: Choices, responsibility, team roles, class roles

o Responding: Same side, maintain respect, calm consequences, sidestep the power play

Energetic Possesses excess energy

o Indicators: walks around, restless, plays with objects, unfocused

o Preventative Measures: Brain breaks, stretches, hands on, calming music, movement

o Responding: Relaxed breathing, breaks, sponge, mental retreats

Bored Uninterested in the topic or learning

o Indicators: Daydreaming, doodling, off-task, listless

o Preventative Measures: Novelty, personal interest, name dropping, stories, projects

o Responding: Challenge student, instructional shifts, drama, Stroll – Pair - Share

Uniformed Does not know or understand proper conduct

o Indicators: Breaks rules inadvertently, doesn’t know how to act, doesn’t understand rules

o Preventative Measures: Tutors, buddy, adult mentor, requesting help, verbal and nonverbal cues

o Responding: Positive models, rule reminder, proximity, restate, check understanding

Round Robin Charade Round 1 “You may use the kinesthetic

movement shown to act out your card Round 2 “You may not use any words or

sounds to act out the kinesthetic move to your card picked” You must come up with a new movement that expresses the position on the card shown.

When signal word is given begin round 1 with Person number “2”

What’s the Position Consensus E-3

Starting with Person number “1”, Read the behavior and then out loud tell your team what position you think it is and why you think that. If the team agrees write the position in the position column.

Person Number “2” will repeat the same procedure the same process and so on

Answer the question at the bottom as a team discussion

Position Role Plays Each team will receive a card to role play

for the group Select which team member will be the

teacher and which will be the students. Practice your skit When time is called you will present your

skit to the group to see if they can determine which position you have had to handle.

7 Basic Needs Matching E-7

Take two minutes on your own to complete the worksheet

When time is called compare your worksheet with your team to check your answers

The Three Pillars or Win-Win DisciplineWorkBook Page 3

1. Can I relate to where the student is coming from?Advantages:

Students feel accepted and cared forStudents less likely to disruptStudent like class; achieve more

Sam

e S

ide

The Three Pillars or Win-Win DisciplineWorkbook Page 4

2. Did we create the solution together?Advantages: Students don’t reject their own solution Students understand, identify with solution Students feel on the same side

Colla

bora

tive

Solu

tions

The Three Pillars or Win-Win DisciplineWorkbook page 5

3. Is it more likely that the student will act responsibly in the future?

Advantages: Litmus test for effective discipline program Avoid future disruptions Students acquire life skills

Learn

ed

Resp

onsi

bili

ty

My Disruptive Student Workbook Page 2

Think Time: Think of a student who was difficult or who is difficult to manage in your classroom.

On your own fill in the form to analyze your student

When time is called “Timed Round Robin” Each member will have 30 seconds to

describe their difficult student to the group Starting with person number “3”

Validation of the Positions Workbook page 6

All Write Round Robin Starting with person “1” Look at row 1

column 1 for the position you will be dealing with

State out loud your validation of the For Example, “I understand you are angry and

sometimes I get that way as well when things don’t go my way. A better way to deal with your anger is to go to the cool down spot until we can talk about it.”

Everyone write it down Person number “2” will continue until all your

column two spaces are filled up

Why Validate? Workbook page 7

Demonstrate Caring Model Communication Skills Elicit Change 4 ways to Validate:

o Validation Gambitso Validation Noteso Non-Verbal Communicationo Structures:

• Right Now Validation• Acknowledge Student Power

Structure: Right Now Validation Workbook page 8

Validate the Student’s Positiono Experience Empathyo Use Validation Gambitso Check for understanding of position

Communicate the disruptive behavioro “It is not/never acceptable to…”o Explain why

Request Responsible Behavioro The responsible thing to do is….o Explain why

Offer Supporto “One way I can help you is…”

Structure: Right Now Validation H:58

Think Time: Think of a position and an example of a student who misbehaves that is exhibiting that position. Example: Attention Seeker: Calling out in Class

Mix Pair Share Partner A: Person who got in the least amount of

trouble at school Person A: Read Person B your example Person B: Do the following Steps:

o Validate the Positiono Communicate Disruptive behavioro Request Responsible Behavioro Offer Support

Reflection Shoulder Partner

Which of the 3 pillars does “Right Now Validation” fulfill? Explain Your Reasoning.

Collaborative Learned Same Side Solutions Responsibility

Structure: Language of ChoiceWorkbook page 9

1. Validate student or positiono Solidifies empathetic understanding of studento Positive results follow when a student feels you are on the same side

2. State responsible behavior (add rationale)o Firm Tone Positive Phrasing Eye Contacto Private NO I need/You need

3. State the consequences (The Choices)o Certainty stateo Not Punitive, instructiveo Not to heavy, Not to Light just right

4. It’s your choiceo Entirely up to you – your choice

5. Encouragemento Expect responsible behavioro Thank in advance

6. If non-verbal, non-complianto It is evident by your actions and or behavior that you have chosen to

… Is that correct?

Practice Language of ChoiceWorkbook page 10

On your form look down at the bottom under Team Practice

Person 1 will take the first bullet and so on Fill in your form based on your scenario When the signal is given each team will act out

their scenario with the person number 1 starting as the teacher

In Scenario 1 Person 2 and 3 will be Laurie and Carol

In Scenario 2 Person 4 will be Carlos In Scenario 3 Person 1 will be Juan In Scenario 4 Person 2 will be Hanna


Which of the 3 pillars does “Language of Choice” fulfill? Explain Your Reasoning.


Structure: Target, Stop, DoWorkbook page 11

1. Privately target student’s nameo Private, if possibleo Get in at the level of the studento Firm Toneo Eye contact

2. Stop disruptive behavioro Briefly describe behavior

3. State responsible behavior (add rationale)o Optional: Explain why – maybeo Optional: think prior to complianceo Get in – Get out watch!

4. Thank Youo If compliant, return, appreciate

Target, Stop, Do Practice H:65

Work with your face partner Fill in bottom of worksheet first If you need to fill in your dialogue before you start

please do Make sure you circle the Type of Disruption and

Student Position Round 1 Person B will be the teacher and Person

A will be the student for both scenarios When done switch roles


Which of the 3 pillars does “Target, Stop, and Do” fulfill? Explain Your Reasoning.


Follow Up’sThree Critical Questions

1. Same Side: Does the student feel I understand where he/she is coming from – am I on his/her side?

2. Accept Solution: Does the student accept the discipline solution, identify with it – feel it is a reasonable response to the disruption?

3. Learning Responsibility: Is the student learning to act responsibly – over time is the student becoming less disruptive?

Same-Side ChatWorkbook page 12

1. Schedule a Meetingo Choice of timeso Private (visible place)o Focus: outside of school

2. Meeto Reaffirming it is not about school

3. Stay in student comfort zoneo Give Choice Be empathetic Don’t Interpret

Paraphraseo Follow lead of student Ask for detailsAsk Genuine Questions

4. Positive closureo Express Appreciationo Share something you learnedo Open the door for future chats

Structure: Pair and Stroll

Stand Up, Hand Up, Pair Up Partner A will be the teacher with the most

biological children Partner A will be the interviewer Partner B will be the interviewee When the signal is given begin to walk and talk with

your partner. Partner A will ask questions about Partner B’s life and interests to get to know them. THANK YOU for not talking about school

When stop is called partner A will share one thing they learned about Partner B

When signal is given reverse roles


Which of the 3 pillars does “Same-Side Chat” fulfill? Explain Your Reasoning.


ParableTwo women are standing on a bank of a swift river. In the strong current, flailing about, desperately struggling to stay afloat, a man is carried downstream toward them. The women both jump in, pulling the man to safety.While the brave rescuers are tending the victim, a second man, also desperate and screaming for help, is carried by the current toward them. Again the women jump into the river to the rescue. As they are pulling out the second victim they spot a third man flailing about as he is carried downstream toward them. One woman quickly jumps into save the latest victim. As she does, she turns to see the other woman resolutely walking upstream. “Why aren’t you helping?” she cries. “I am,” states the other. “I am going to see who is pushing them in!” (Kagan 2001).

Win-Win Philosophy We are all in each position sometimes Positions are associated with needs Disruptions are irresponsible attempts to meet

needs Our Job: teach responsible ways to meet needs We win: fewer disruptions, we get to do what we

do best – teach Students win: learned responsibility serve them

for a lifetime

Reflection1. What is one thing I plan to try when I get

back to my classroom?2. What is one way my thinking has changed

about discipline because of the professional development?

3. What do you feel was the most important part of today’s professional development?

4. What is one thing I would like to learn more about?

Jeremy Centeno 2014-2015. Quiet Signal Slow Down Confused.

Documents

Transcript of Jeremy Centeno 2014-2015. Quiet Signal Slow Down Confused.