Building self discipline in our students

Developing Self-Control Developing Self-Control in Our Students in Our Students

By Kim PetersBy Kim Peters

Fall 2011Fall 2011

Joachim de Posada Joachim de Posada “Don’t eat the marshmallow yet.”“Don’t eat the marshmallow yet.”

Click to play videoClick to play video

What is Self-Control?What is Self-Control?Self controlSelf control is the ability to is the ability to

control one's emotions, control one's emotions, behavior and desires in behavior and desires in order to obtain some order to obtain some reward later.reward later.

~wikipedia.org~wikipedia.org

Classroom ManagementClassroom ManagementThe key to managing student behavior has nothing to do The key to managing student behavior has nothing to do

with tangible rewards. You don’t have to give food, toys, with tangible rewards. You don’t have to give food, toys, stickers, and pencils as rewards for children, or spend any stickers, and pencils as rewards for children, or spend any money at all, in order to gain their cooperation! In fact, money at all, in order to gain their cooperation! In fact, teacher control can and should be replaced whenever teacher control can and should be replaced whenever possible by student self-control. How is this possible? possible by student self-control. How is this possible? The key is classroom management that prevents problems The key is classroom management that prevents problems before they start. before they start.

~Cornerstoneforteachers.com~Cornerstoneforteachers.com

5 Pro-Active, Positive Behavior 5 Pro-Active, Positive Behavior Management Strategies for Every Management Strategies for Every

ClassroomClassroom1. Have a routine in place for 1. Have a routine in place for

EVERYTHING and practice EVERYTHING and practice procedures, not punishment.procedures, not punishment.

Not only do students have to learn your expectations, Not only do students have to learn your expectations, they have to UNLEARN those of their previous they have to UNLEARN those of their previous teachers, since everyone has different standards and teachers, since everyone has different standards and routines.routines.

It will take weeks to get your students to where you want It will take weeks to get your students to where you want them to be, and you will have to continually reinforce them to be, and you will have to continually reinforce their behavior all the way through June. their behavior all the way through June.


Classroom (Cont.)Classroom (Cont.)2. Have a very SIMPLE, positive, 2. Have a very SIMPLE, positive,

whole-class reinforcement system whole-class reinforcement system and use individual modification and use individual modification plans for kids with behavioral plans for kids with behavioral issues.issues.

The most effective whole-class plans are The most effective whole-class plans are based on positive reinforcement for based on positive reinforcement for appropriate student behaviorappropriate student behavior


Classroom (Cont.)Classroom (Cont.)3. Have a low-maintenance method 3. Have a low-maintenance method

for regular communication with for regular communication with parents about behavior.parents about behavior.

Daily ReportsDaily Reports Weekly EvaluationsWeekly Evaluations Problem Solving SheetsProblem Solving Sheets Student’s Own ReflectionStudent’s Own Reflection


Classroom (Cont.)Classroom (Cont.)4. Make general rules and 4. Make general rules and

consequences that are related and consequences that are related and logical, and enforce them in ways logical, and enforce them in ways that are appropriate for individual that are appropriate for individual children.children.

There should be a common thread running throughout There should be a common thread running throughout and all kids should see a clear connection between what and all kids should see a clear connection between what they do and the resulting consequences. they do and the resulting consequences.


Classroom (Cont.)Classroom (Cont.)5. Show kids the power of their influence 5. Show kids the power of their influence

on how the classroom is run and make on how the classroom is run and make a clear connection between the way a clear connection between the way THEY behave and the way YOU THEY behave and the way YOU behave.behave. Students do not automatically make the connection Students do not automatically make the connection

between what they do and what you do! It must be taught between what they do and what you do! It must be taught explicitly.explicitly.

Self-Control Activity #1Self-Control Activity #1Self-Control CharadesSelf-Control Charades Write on slips of paper numerous scenarios of situations that may cause Write on slips of paper numerous scenarios of situations that may cause

children to lose control. children to lose control. Separate the class into two teams and play a game of self-control charades. Separate the class into two teams and play a game of self-control charades. Each child has a turn to choose one of these secret situations from a hat Each child has a turn to choose one of these secret situations from a hat

and role play the feelings and scenario for students on their team to guess. and role play the feelings and scenario for students on their team to guess. Allow a one-minute time limit per turn. Allow a one-minute time limit per turn. After each performance, After each performance, awardaward bonus points to students who describe what bonus points to students who describe what

to do to regain self-control in that situation. to do to regain self-control in that situation. Keep accurate score and award the winning team an extra five minutes at Keep accurate score and award the winning team an extra five minutes at

recess.recess.

~Read more: ~Read more: Self Control Activities for School | Self Control Activities for School | eHow.comeHow.com http://www.ehow.com/info_7955018_self-control-activities-school.html#ixhttp://www.ehow.com/info_7955018_self-control-activities-school.html#ixzz1eLsT9oQDzz1eLsT9oQD

Martin Henley's Martin Henley's Teaching Self-Teaching Self-Control Control curriculum curriculum

The Teaching Self-Control curriculum The Teaching Self-Control curriculum includes role-plays, simulations, learning includes role-plays, simulations, learning center activities, and children's literature center activities, and children's literature that can be used to teach those skills. that can be used to teach those skills. Included: Twenty self-control skills all Included: Twenty self-control skills all children need.children need.

Controlling ImpulsesControlling Impulses Skill 1: Skill 1: Managing Situational LureManaging Situational Lure

-- Learning to identify appropriate behaviors outside the classroom-- Learning to identify appropriate behaviors outside the classroom-- Learning to adjust behavior to match the situation-- Learning to adjust behavior to match the situation

Skill 2:Skill 2: Demonstrating Patience Demonstrating Patience-- Learning to wait-- Learning to wait-- Learning to take turns-- Learning to take turns-- Learning to help others-- Learning to help others

Skill 3:Skill 3: Verbalizing Feelings Verbalizing Feelings-- Learning to build a feeling vocabulary-- Learning to build a feeling vocabulary-- Learning to identify one's own feelings-- Learning to identify one's own feelings-- Learning to identify feelings in others-- Learning to identify feelings in others-- Learning to share feelings-- Learning to share feelings

Skill 4:Skill 4: Resisting Tempting Objects Resisting Tempting Objects-- Learning to discuss how the allure of material objects can influence -- Learning to discuss how the allure of material objects can influence behaviorbehavior-- Learning to evaluate the need for material objects-- Learning to evaluate the need for material objects-- Learning to use objects appropriately-- Learning to use objects appropriately

Following School RoutinesFollowing School Routines Skill 5: Following RulesSkill 5: Following Rules

-- Learning to understand why rules are necessary-- Learning to understand why rules are necessary-- Learning to identify with rules-- Learning to identify with rules-- Learning to monitor one's own behavior-- Learning to monitor one's own behavior

Skill 6: Organizing School MaterialsSkill 6: Organizing School Materials-- Learning to follow instructions-- Learning to follow instructions-- Learning to plan a task-- Learning to plan a task-- Learning to organize materials to complete a task-- Learning to organize materials to complete a task-- Learning to complete homework-- Learning to complete homework

Skill 7: Accepting Evaluative CommentsSkill 7: Accepting Evaluative Comments-- Learning to learn from mistakes-- Learning to learn from mistakes-- Learning to distinguish criticism from teasing, sarcasm, and -- Learning to distinguish criticism from teasing, sarcasm, and mean statementsmean statements

Skill 8: Making Classroom TransitionsSkill 8: Making Classroom Transitions-- Learning to follow steps in a routine-- Learning to follow steps in a routine-- Learning to move appropriately around the classroom-- Learning to move appropriately around the classroom

Managing Group SituationsManaging Group Situations Skill 9: Maintaining ComposureSkill 9: Maintaining Composure

-- Learning to ignore classroom distractions-- Learning to ignore classroom distractions-- Learning to independently select a classroom activity-- Learning to independently select a classroom activity-- Learning to behave appropriately when the teacher is out of the room-- Learning to behave appropriately when the teacher is out of the room

Skill 10: Appraising Peer PressureSkill 10: Appraising Peer Pressure-- Learning to evaluate a situation in terms of personal beliefs about good -- Learning to evaluate a situation in terms of personal beliefs about good and bad choicesand bad choices-- Learning to act in accordance with personal beliefs-- Learning to act in accordance with personal beliefs-- Learning to identify peer situations where students should say "no“-- Learning to identify peer situations where students should say "no“

Skill 11: Participating in Group ActivitiesSkill 11: Participating in Group Activities-- Learning to help others-- Learning to help others-- Learning to cooperate-- Learning to cooperate-- Learning to contribute to group discussions-- Learning to contribute to group discussions

Skill 12: Understanding How Behavior Affects OthersSkill 12: Understanding How Behavior Affects Others-- Learning to identify behaviors that affect others-- Learning to identify behaviors that affect others-- Learning to demonstrate helping behaviors-- Learning to demonstrate helping behaviors-- Learning to behave responsibly-- Learning to behave responsibly

Managing StressManaging Stress

Skill 13: Adapting to New SituationsSkill 13: Adapting to New Situations-- Learning to identify ways by which people adapt to their -- Learning to identify ways by which people adapt to their surroundingssurroundings-- Learning to cope with change-- Learning to cope with change-- Learning to direct one's own behavior-- Learning to direct one's own behavior

Skill 14: Coping With CompetitionSkill 14: Coping With Competition-- Learning to identify positive attributes of competition-- Learning to identify positive attributes of competition-- Learning to participate in competitive games-- Learning to participate in competitive games

Skill 15: Tolerating FrustrationSkill 15: Tolerating Frustration-- Learning to identify feelings of frustration-- Learning to identify feelings of frustration-- Learning to develop methods of coping with frustration-- Learning to develop methods of coping with frustration

Skill 16: Selecting Tension-Reducing ActivitiesSkill 16: Selecting Tension-Reducing Activities-- Learning to identify physical signs of stress-- Learning to identify physical signs of stress-- Learning to identify situations that cause stress-- Learning to identify situations that cause stress-- Learning to identify tension-reducing activities-- Learning to identify tension-reducing activities

Solving Social ProblemsSolving Social Problems

Skill 17: Focusing on Present SituationSkill 17: Focusing on Present Situation-- Learning to evaluate disturbing feelings-- Learning to evaluate disturbing feelings-- Learning to concentrate on a task-- Learning to concentrate on a task

Skill 18: Learning From Past ExperienceSkill 18: Learning From Past Experience-- Learning to describe a chronology of events-- Learning to describe a chronology of events-- Learning to learn from the experience of others-- Learning to learn from the experience of others-- Learning to learn from one's own experience-- Learning to learn from one's own experience

Skill 19: Anticipating ConsequencesSkill 19: Anticipating Consequences-- Learning to explain cause and effect-- Learning to explain cause and effect-- Learning to understand the meaning of consequences-- Learning to understand the meaning of consequences-- Learning to accept consequences for behavior-- Learning to accept consequences for behavior

Skill 20: Resolving ConflictsSkill 20: Resolving Conflicts-- Learning to recognize situations-- Learning to recognize situations-- Learning to develop alternatives to conflict-- Learning to develop alternatives to conflict-- Learning to use words to resolve conflicts-- Learning to use words to resolve conflicts

Self Control Activity #2Self Control Activity #2Stop SignsStop Signs When students lose their self-control, instruct them to stop When students lose their self-control, instruct them to stop

what they are doing and walk away from the situation to what they are doing and walk away from the situation to reflect. reflect.

Reinforce the self-discipline technique via a craft activity. Reinforce the self-discipline technique via a craft activity. Instruct students to make a hand-held stop sign. Using red Instruct students to make a hand-held stop sign. Using red

construction paper, cut out an octagonal shape and outline construction paper, cut out an octagonal shape and outline with white paint. In the center of the eight-sided shape, with white paint. In the center of the eight-sided shape, students may paint the word "stop" and a stick figure students may paint the word "stop" and a stick figure appearing to be moving away. appearing to be moving away.

The students may use the art as a reminder or to hold when The students may use the art as a reminder or to hold when they are losing control.they are losing control.

ResourcesResources Dawe, T. (2011, February 22). Dawe, T. (2011, February 22). Self control activities for Self control activities for

schoolschool. Retrieved from . Retrieved from http://www.ehow.com/info_7955018_self-control-activities-http://www.ehow.com/info_7955018_self-control-activities-school.htmlschool.html

Henley, M. (1997). Henley, M. (1997). Teaching self control: A curriculum for Teaching self control: A curriculum for responsible behaviorresponsible behavior. Bloomington, IN: Solution Tree.. Bloomington, IN: Solution Tree.

Hopkins, G. (2005). Teaching self-control: A curriculum for Hopkins, G. (2005). Teaching self-control: A curriculum for responsible behavior. responsible behavior. Education WorldEducation World, Retrieved from , Retrieved from http://www.nea.org/home/31094.htmhttp://www.nea.org/home/31094.htm

Posada , J. (Writer) (n.d.). Posada , J. (Writer) (n.d.). Don’t eat the marshmallow yetDon’t eat the marshmallow yet [Web]. Retrieved from [Web]. Retrieved from http://www.qualitytime-esl.com/spip.php?article266http://www.qualitytime-esl.com/spip.php?article266

Walsh, D. (2007). Walsh, D. (2007). No, why kids--of all ages--need to hear it No, why kids--of all ages--need to hear it and ways parents can say itand ways parents can say it. New York, NY: Free Press.. New York, NY: Free Press.

WikipediaWikipedia. (n.d.). Retrieved from . (n.d.). Retrieved from http://en.wikipedia.org/wiki/Self_controlhttp://en.wikipedia.org/wiki/Self_control

Building self discipline in our students

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