Chapter 10 – Discipline Through Dignity and Hope for Challenging Youth By Steven Conway

Discipline with Dignity Hypothesis Misbehavior will not be a serious problem in a classroom where dignity is not compromised and the teacher provides genuine hope and expects success.

Practice of Discipline with Dignity Students who are difficult to manage do not believe they will ever achieve success in school; school has no value to them. This can be changed if the classroom provides dignity and hope for success.

Richard Curwin and Allen Mendler Mostly deal with discipline regarding challenging youth. Have written several books together and individually including Discipline with Dignity, Rediscovering Hope: Our Greatest Teaching Strategy (Curwin), and Connecting With Students (Mendler)

Curwin and Mendler on Discipline with Dignity Teachers must understand that they must teach students how to behave appropriately. Some students realize that school has no value to them, and they will not achieve success; therefore, they misbehave in order to achieve attention and power.

Four Phase Plan for Schools and Educators Curwin and Mendler believe this plan works best for entire schools Identify Core Values Faculty, staff, students, and parents work together to determine how students should act when in school. Create Rules and Consequences Rules based on schools values and should state specifically what students should and should not do.

Four Phase Plan (continued) Model the Values Teachers should respond to conflicts the same way they want their students to respond. Write down how students should resolve conflicts, and make sure students do the same. Use No Interventions that Violate Core Values Students copy teacher behaviors thinking they are acceptable. Intimidating and humiliating students will violate core values. Teachers must model nonviolent behaviors and help students use those same tactics.

Preparing Oneself in Advance Write down what students say or do that irritates you. Figure out why a student is behaving that way. What do you currently do to solve the problem? Are those techniques working? What can you do to model behavior that correlates with the school values? Implement them at the next opportunity.

Working with Students Behaviorally at Risk of Failure Behaviorally at risk – students whose behavior puts them in danger of failing; make little effort to learn and instigate trouble. Curwin – “It is what students do under the conditions they are in, not who they are, that puts them at risk.” Students feel better by misbehaving rather than following rules with no future reward. They feel better being a troublemaker than being stupid. Curwin and Mendler believe students need hope and must learn to accept responsibility. Teachers can help by making learning fun and treat students with respect.

Students Who Are Difficult to Control Traditional methods don’t work (scolding, lectures, sarcasm, detention, principal’s office) Students already doubt their academic ability; humiliation for not following rules will not make anything better. Punishment will further deter students from cooperating.

Four Principles of Disciplining Dealing with student behavior is part of teaching. Look at misbehavior as a way to teach responsibility. Always treat students with dignity Treat them as individuals and show concern for their needs Good discipline must not interfere with student motivation Motivated students do not misbehave. Responsibility is more important than obedience Obedience – “Do as you’re told” Responsibility – “Make the best decision possible”

Rules and Consequences Logical Consequences – related to behavior Cleaning up a mess that is made Conventional Consequences – time-out and removing from room Generic Consequences – reminders, warnings, choosing, and planning. Insubordination Rule – invoked when a student refuses to accept the consequences

Curwin’s Consequence Considerations Always implement a consequence when a rule is broken Select most appropriate consequence Only let the student who broke the rule know and only state the rule and consequence being administered. Control anger; don’t be involved in a power struggle.

Preventing Escalation Teacher and student could have a back and forth contest of wills. Teacher is supposed to help student, not humiliate, anger, embarrass, or demean. Teachers can: Listen actively Speak with the student later Keep communication private Invoke Insubordination Rule if student refuses to cooperate

Dealing with Aggression, Violence, Hostility, and Conflict Many students using violence lack a feeling of remorse; therefore, normal discipline will not work with them. Zero tolerance is not necessary, but teachers should use different methods to help students understand hurting others is wrong.

Curwin and Mendler Suggest…. Use the six-step solution Calm down Think and explore options Decide on what you want to occur Have a plan B Carry out your desired solution Evaluate the results

Curwin and Mendler Suggest…. Solve the problem Name problem Say what you want to have happen Say how you will make that happen Have a plan B Carry out your plan

Suggestions (continued) “Pack Your Patience” Wear an Invisible Shield Use words that Work Expect confrontation

Bullying and Hate Crimes Bullying – intentionally committing hurtful acts repeatedly against others Four types of bullying: Physical – punching, hitting, kicking Verbal – name calling, teasing, gossip Emotional – isolation, ostracizing, blackmail Sexual – harassment, propositioning, exhibitionism Hate crimes – dislike of other races, ethnic groups, or religions

Bullying and Hate Crimes (cont’d) Usually occurring away from the teacher’s glance. Victims may start to fear bullies as frequency increases. Fear may lead to grades slipping, truancy, and wanting to carry weapons.

What Can be Done? Schedule class meetings Involve parents of victim and bully Supervise students in areas where bullying can take place Establish a confidential reporting system Don’t try to mediate a bullying situation

Students Regaining Hope Teachers should encourage students that the future will be better Students who are behaviorally at risk feel education will not serve a purpose in their lives. Student involvement in education will help make learning seem worthwhile.

Motivating Students Who are Difficult to Manage Students who experience repeated failure decide to misbehave in order to gain attention. Suggestions: Select topics that are relevant to the students Involve students in lessons Show genuine interest and energy Have students look forward to future activities

Making Changes in Yourself Teachers must be proactive to make changes in themselves to meet students’ needs Suggestions: Believe that all students are worthy of our best effort Limit causes of misbehavior Create a caring classroom Teach self-control Stay involved with each student without taking their behavior personally

Putting it into Practice Preserve student dignity Don’t threaten their dignity, even if they threaten yours Dealing with misbehavior is an important part of teaching Encourage prosocial behavior, even if it looks like they don’t want it Results achieved over time Nothing will be achieved overnight Emphasize responsibility over obedience Put students in situations where they have to make decisions, and help them to try again if they fail.

The End