1. Introducing Win-Win Discipline “This is our class, and with all of us working together we will create a place where each person feels comfortable and all of us can enjoy the process of learning. As your teacher, I have a responsibility to create an environment where this can happen, but I need your help to make it work. I want each of you to realize you are an important member of this class, with important responsibilities, and that you can help make the class a pleasant place for all of us. One of your main responsibilities is to help create and maintain a positive learning atmosphere where everybody’s needs are met. You will always be included in the decision-making process. You will be able to have your say. We will learn and practice skills that are important for being citizens in a democratic society. To accomplish this, we all must work together. I suggest that we begin by creating an agreement about how We Want Our Class to be.” Spencer Kagan in C.M. Charles, p 219-220

2. “The Way We Want Our Class to Be” Instruction: Group work What are the rules that can help us create and maintain a positive learning atmosphere? (5mn)

3. Who is Spencer Kagan? He is originator and principal disseminator of Win-Win discipline. He is a professor of psychology in California and head of Kagan Publishing and Professional Development. For several years, he has been conducting research on how teachers can best establish harmonious classrooms, promote responsible behavior, and improve students social skills, character, qualities and academic achievements. Kagan believes discipline is not something you do to students, but rather something you help a student achieve.

4. Kagan Cooperative Learning-Structures for Success Part 1

5. Theoretical framework Win-Win discipline indicates that teachers and students both win, or benefit from using the approach. The goal is to help students develop lifelong responsible behavior. It is a before, during, and after approach to discipline. Win-Win discipline has three pillars: 1.Same side- students, teachers and others collaborate to enhance the school experience for students. 2.Collaborative solutions- students and teachers cooperate in formulating workable solutions to discipline problems. 3.Learned responsibility- students acquire the desire to behave appropriately as they practice self-management and the skills of getting along with others.

6. ABCD of disruptive behavior. Kagan categorized irresponsible or disruptive student behavior as: A- Aggression: hitting or kicking, putting down or swearing, refusing to comply with reasonable requests, etc. B- Breaking rules: Talking without permission, making weird noises, not turning in work, etc. C- Confrontation: refusing to comply, calling names, arguing, etc. D- Disengagement: Being off task, not finishing work, pretending to be incapable, etc.

7. Student positions Student positions refer to the physical and emotional states students are experiencing at the time they misbehave. According to Kagan, students disruptive behavior may come from one or more of the seven positions: attention-seeking, avoiding failure, anger, control-seeking, energetic, boredom and uninformed.

8. Process to deal with misbehavior Teacher Identifies Misbehavior-Teacher Identifies Student Position- Teacher Selects and Applies a Structure That Addresses the Particular Combination of Misbehavior and Position.

9. Structures for the Moment of Disruption Structures are specific plans of action that teachers use to address misbehavior and help the student return to responsible behavior. Attention-seeking: Physical proximity, hand or facial signals, additional personal attention, appreciation, and affirmation. Avoiding failure: encourage the student to try to complete the task, assign partners or helpers or reorganize the task into smaller pieces. Angry: Teach responsible ways of handling anger, allow the student to cool down and have time to think. Control-seeking: Acknowledge the student’s power, use language of choice, provide options on how and when work is to be done. Energetic: Take a brief class break, switch to another activity, provide time for progressive relaxation, remove distracting elements, channel energy productively. Bored: Restructure the learning task, inject short activities that energize the students, involve them more actively. Uninformed: Gently ask students to say or do what is expected of them. If they unable to do so you can reteach them at that time.

10. Structures for long-term success Long-term structures are intended to help students get along with others, become more self-directing, and control their volatile emotions. 1.Students who continually seek attention need help with self-validation. 2.Students who avoid failure or embarrassment need help with self-confidence. 3.Students who are often angry need help with self-control. 4.Students who seek control need help with recognizing others’ capabilities. 5.Students who are overly energetic need help with self-direction. 6.Students who are frequently bored need help with self-motivation. 7.Students who are frequently uninformed need help in obtaining information for themselves or from others.

11. scenarios Scenario 1: Kristina Will Not Work Kristina, a student in Mr. Jake’s class is quit docile. She socializes little with other students and never disrupts lessons. However, despite Mr. Jakes best efforts, Kristina will not do her work. She rarely completes an assignment. She is simply there, putting forth no effort at all. What would Kagan do?

12. Scenario 2: Sara Will Not Stop Talking Sara is a pleasant girl who participates in class activities and does most, though not all, of her assigned work. She cannot seem to refrain from talking to classmates, however. Her teacher, Mr. Gonzales, has to speak to her repeatedly during lessons, to the point that he often becomes exasperated and loses his temper. What would Kagan do?

13. Scenario 3: Joshua Clowns and Intimidates Joshua, larger and louder than his classmates, always wants to be the center of attention, which he accomplishes through a combination of clowning and intimidation. He makes wise remarks, talks back (smilingly) to the teacher, utters a variety of sound-effect noises such as, automobile crashes and gunshots, and makes limitless sarcastic comments and put-downs of his classmates. Other students will not stand up to him, apparently fearing his size and verbal aggression. His teacher, Miss Pearl, has come to her wit’s end. What would Kagan do?

14. Scenario 4: Tom Is Hostile and Defiant Tom has appeared to be in his usual foul mood ever since arriving in class. On his way to sharpen his pencil, he bumps into Frank, who complain. Tom tells him loudly to shut up. Miss Baines, the teacher, says, “Tom, go back to your seat.” Tom wheels around, swears loudly, and says heatedly, “I’ll go when I am-------good and ready!” What would Kagan do?

15. References 1.C.M. Charles. (2008). Building Classroom Discipline (Eleventh Edition), USA: Pearson 2.A Brief History of Kangan Structures www.kaganonline.com 3. Kagan Cooperative Learning-Structures for Success Part 1 https://www.youtube.com/watch?v=S0s_qxJDuas 4. Kagan Cooperative Learning-Structures for Success Part 1 https://www.youtube.com/watch?v=S0s_qxJDuas&list=PL7F5796B340C95040