Ronald Morrish PowerPoint by: Jackie Surdyk Ronald Morrish

Background Information Teacher and behaviorist specialist for 26 years in Canada Became an independent consultant in 1997 Has written three books: The Secrets of Discipline (1997), With All Due Respect (2000), and Flip Tips (2003) Morrish’s website: www.realdiscipline.com CURRENTLY: -writer -conference presentations -professional development -courses for teachers -parent groups and child care providers Ronald Morrish

Main Ideas Ronald Morrish Discipline is best established through purposeful teacher guidance Teachers set standards, so students understand exactly how they are expected to behave Do NOT assume all students come to school knowing how to behave responsibly—most don’t Self-control develops over time Self-control rarely occurs without supportive adults Teachers are ideal for providing support, although many are not sure how to do so Ronald Morrish

Reasons Modern Discipline Failed Discipline approaches that call on students to decide how they will behave in school For over three decades discipline experts have claimed that plentiful student choice leads to self-esteem, responsibility, and motivation to achieve Those experts also believe the teacher’s role is to encourage good choices and discourage poor ones Ronald Morrish

Reasons Modern Discipline Failed It does not demand proper behavior from students It instead allows them, if they don’t mind the consequences to choose to behave discourteously and irresponsibly Systems based on fear of consequences cannot be effective unless students truly find the consequences unacceptable—and many do not Modern discipline leaves teachers to bargain and negotiate endlessly Ronald Morrish

Morrish Side Notes Effective school discipline requires a different approach—students must be taught what is acceptable and what is unacceptable before they are given the chance to make choices If students are able to make choices right from the start, they are likely to choose whatever appeals to them at the time Today’s discipline too often allows students to: -underachieve -behave impolitely -engage in high-risk behaviors -contribute little or nothing to the school environment -use intimidation and violence when dealing with others

Morrish’s Solution: Real Discipline Real Discipline is a lot more than simply giving choices to children and then dealing with the aftermath. We have to teach them to respect legitimate authority. We have to teach them the lessons that have been learned by others and by ourselves. Then, and only then, we will enjoy watching them develop into adults. (1997, p.33) Morrish says this is necessary because young children are “impulsive and self-centered” If children are going to develop into successful members of society, they must learn to: -cooperate -behave responsibly -show consideration for others Many children do not have role models in their lives, therefore, they stay self-centered and grow up only thinking of themselves, they want things their way and cooperate in school when they feel like it For many, abusive language and bullying is normal

FlipTips Morrish published FlipTips in 2003; it is a small spiral-bound book containing comments from his many writings and presentations Discipline is a process, not an event. Discipline is about giving students the structure they need for proper behavior, not the consequences they seem to deserve for misbehavior, Discipline comes from the word disciple. It’s about teaching and learning, not scolding and punishing. Discipline isn’t what you do when students misbehave. It’s what you do so they won’t. Discipline isn’t about letting students make their own choices. It’s about preparing them properly for the choices they will be making later. Don’t let students make choices that are not theirs to make Train students to comply with your directions. Compliance precedes cooperation. If you bargain for compliance now, you’ll have to beg for it later. Always work from more structure to less structure, not the other way around.

Three-Phase Approach To Real Discipline Aimed at a particular goal and involves a certain set of strategies Phase 1: Training for Compliance The first step is training students to accept adult authority Should be taught as a nonthinking activity, such as stopping at a red light, or saying “thank you” when someone opens the door for you Compliant classroom behavior is taught through direct instruction and close supervision—if you want students to raise hands before speaking, tell them and practice until it becomes habitual In compliance training, teachers address all misbehaviors Phase 2: Teaching Students How to Behave Focuses on teaching students the skills, attitudes, and knowledge needed for cooperation, proper behavior, and increased responsibility In preparation for this phase, you have already: -established the class rules -taught rules through explanations, demonstrations, practice, corrective feedback, and repetition Students understand the need for rules, and they will comply with them if they accept your authority

Three-Phase Approach To Real Discipline Aimed at a particular goal and involves a certain set of strategies Phase 3: Managing Student Choice Choice management helps students move toward greater independence by offering them more and more choices as they show capability for handling them One basic requirement in choice making is that students must consider the needs of fellow students and school personnel If students don’t care about the outcome of a particular goal, they shouldn’t be allowed to make choices about it If a student turns in poor work, instead of handing out a bad grade, teachers should say “Your work is disorganized and incomplete; I‘m not accepting it. Take it back, please and fix it up. I’ll mark it when it is done properly” Teachers must make decisions for students until they begin to care about quality and completeness

Planning and Implementing the Discipline Program Decide in advance how you want your students to behave Design the supporting structure (i.e. rules posted) Establish a threshold for behavior at school (say to your students “you’re now at school, remember how you behave when you’re here” Run a two-week training camp Teach students how to behave appropriately 1. Courtesy 2. How to treat substitute teachers 3. Conflict prevention 4. Self-Discipline 5. Concentration 6. Being part of the solution 7. Think about others 8. Perseverance 9. Being a good role 10. Being a good ambassador model to younger for your class and school students Set the stage for quality instruction Provide active, assertive supervision Enforce rules and expectations

Planning and Implementing the Discipline Program (continued) Focus on prevention Set high standards Treat parents as partners Developing Teacher-Student Relationships Consistently focus on the positive Wipe the slate clean after students make mistakes Don’t back away from discipline Lead the way Never humiliate students when correcting their misbehavior Don’t accept mediocrity

Consequences in Real Discipline Motivation and Rewards Compensation: Have student do something positive to make up for negative behavior. Letter Writing: Have the offending student write a letter to the person who was offended, including a statement of commitment for better behavior in the future. Improvement Plan: Have student make a plan for handling the situation better in the future. Teaching Younger Children: Have the offending student write and illustrate a story about the incident to read to younger children. Motivation and Rewards You CAN make students do what they don’t want to do Make instructional activities interesting, and when you can’t, do not shy away from teaching the lesson just because it may be boring Don‘t praise or reward when students are simply doing what is expected of them Give special recognition when need

Sources Charles, C. M. "Chapter 10." Building Classroom Discipline. Tenth ed. Pearson, 2011. 175-93. Print.