The Win-Win Discipline Strategy By: Kagan, Kyle, and Scott

Take a look at the video interview below:

The people behind of the movement: Dr. Spencer Kagan Dr. Spencer Kagan is an internationally acclaimed researcher, presenter and author of over 100 books, chapters, and scientific journal articles. He is a former clinical psychologist and full-time professor of psychology and education at the University of California.

Patricia Kyle: Has 30 years of experience as a university professor, licensed professional counselor, school psychologist, school counselor, and classroom teacher. She is the co-author of “Opportunities and Options in Classroom Management” and “Win-Win Discipline” as well as being a contributor to numerous other books.

Sally Scott: School administrator and teacher trainer. She was the lead trainer in the Win-Win Discipline method since the beginning.

WIN-WIN? WHAT DO YOU MEAN? Kyle, Scott, and Kagan hypothesized when students are allowed to manage themselves while working cooperatively with the teacher, the concerns of everyone involved are addressed and resolved. This is what results in a win- win.

The Goal: The Win-Win Discipline goal is to help students develop long-term managed responsibility by working with them to cocreate effective discipline solutions, when disruptive behavior is dis- played in the classroom. This process will gradually develop a student’s self-management, re- sponsibility, and other autonomous life skills.

The Premises:  Discipline is not used to end disruptions, but teach autonomous responsibility.  There are 4 types of disruptions: Aggression Breaking Rules Confrontations Disengagement  Disruptions almost always spring from one of seven student positions: Attention-Seeking Avoiding Failure Being Angry Control Seeking Being Energetic, Bored, or Uninformed  Positions are neither right nor wrong  Never accept disruptive behaviors but always accept and validate their position.  In an attempt to meet their needs associated with a given position, students sometimes engage in disruptive behaviors.

The Premises cont…..  If teachers responds proactively, they can prevent most of the disruptive that would otherwise occur. This sounds interesting. What else you got?

Major Elements in Win-Win Discipline: 3 Pillars- Same side Collaborative solutions Learned responsibility Preventive measures ABCD disruptions- Aggression, Breaking rules, Confrontations, and Disengagement Student positions Class rules Moment-of-disruption structures Follow-up structures Life skills

How to Make it Work: Before Class 1)Prevent disruptive behavior. 2)Learn how to identify student positions. 3)Anticipates types of disruptive behavior. 4)Always apply the 3-Pillars of the Win-Win Discipline. Same side Collaborative solutions Learned responsibility

During Class: 1)Look beyond the behavior to identify the position the student is in. 2) Apply a moment-of-disruption structure suited to the student’s position. 3) Use a follow-up structure if needed

Closing Points:  Kagan, Kyle, and Scott feels the best time to implement the Win-Win Discipline is before the 1 st day of school, with the teacher’s preparation of procedures, routines, and curriculum.  Explain the 3 Pillars to the students  Create agreements with the class about disruptive and responsible behavior.  Always maintain the student’s dignity.  Remember discipline is not something you do to students. It is something you help students acquire.  Any disruption of the class can become an important learning opportunity.  Identifying the behavior helps you identify the position.

References Kagan, S Teaching for character and community. Educational Leadership, 59(2), Kagan,S What is Win-Win Discipline? Kagan Online Magazine 1(15) Kagan, S., Kyle, P., and Scott, S Win-win discipline. San Clemente, CA. Kagan Publishing.

Case Study: Marsha will not do her work Marsha, a student in Mrs. Castleberry’s class, is constantly bothering her classmates in- stead of doing her own work. Despite Mrs. Castleberry’s efforts, Marsha will not settle down and do her work. She rarely completes any of her class work and puts in little to no effort in class participation. Using what you have learned from Kagan, Kyle, and Scott, how would you handle this situation? Bring your answers to next week’s class for discussion.