Positive Discipline
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Transcript of Positive Discipline
Developing Mutual Respect,
Cooperation and
Responsibility in Your
Classroom
-Jane Nelsen, Lynn Lott, and
H. Stephen Glenn
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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.
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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.
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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.
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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.
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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
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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.
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