1. Effective Discipline Strategies
By Sonya Fultz M. Ed.
Wilmington College

2. RATIONALE for POSITIVE DISCIPLINARY APPROACHES
The Critical Element—The Teacher
  I have come to a frightening conclusion: I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous…I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.
Dr. Hiam Ginott, Child Psychologist 2

3. What do you want for your children?
Responsibility
Care for others
Communication skills
Creativity
Problem solving skills
Happiness
Empathy
Helpful
Kindness
Flexibility
Time management skills
Humor
Honesty
Risk taker
Curiosity
Driven
Acceptance
Knowledge seeker
Pride
Organization

4. Punishment versus Discipline
Immediate or no response
Stops or ignores the behavior
Respects the importance of the relationship with the child
Teaches or reinforces skills that have a long-term, positive effect
PUNISHMENT
Immediate response
Stops a behavior
Demeaning, humiliating, physically painful
About adult control, power and authority
No long-term, positive effect
CRETE Project

5. (Positive Discipline)
Management Styles
High
Firmness
Demandingness
Dominance
Authoritarian
Authoritative
(Positive Discipline)
High
Low
Kindness
Responsiveness
Cooperativeness
Permissive
Low

6. Tools for Positive Discipline
Focus on Preventive Strategies
Understanding Direct and Indirect Strategies
Encourage Cooperation through Talk
Understanding Beliefs behind Behaviors
Managing Effective Classroom Meetings
Understanding Desperation Cycle
Using De-Escalation Strategies

7. Discipline Strategies
Indirect Strategies
Developmentally appropriate practices
Organized classroom
Routines and schedules
Learning objectives
Clear expectations and limits
Room design
Individual space
Designated areas for different types of learning
Direct Strategies
“On the spot” guidance
Listen actively
Change proximity
Give cues for appropriate behavior
State limits effectively
Redirect behaviors
Change something about setting
Practice newly constructed behavior
Help children preserve dignity
Teach problem solving
Recognize signs of stress, anxiety, or strong emotion

8. Soft Limits language “This is your final warning.”
– how many were already given?
“You need to pick up your puzzle now OK?”
– OK with whom? What happens if it’s not OK with the child?
“I can't start class until it’s quiet”
– stating the facts, not giving clear instructions.
“Just this once.”
– Child will remember that exception and want it again.
“Don’t take too long.”
– How long is that?
“I don’t care for your attitude.”
-- What change is being requested?
“I’ve had enough from you.”
-- What is the consequence?

9. Firm Limits Language
Focus on the behavior – Explain what you need them to do or stop doing.
Be direct and specific – Explain clearly what you want them to do, how to do it and when to start.
Use a normal tone of voice – Yelling sends the wrong message, shows you have lost control.
Specify consequences if necessary – If you believe student will test limits, specify the consequences for noncompliance.
Support your words with actions – Follow through!

10. Logical Consequences
A discipline technique that focuses on the consequences of misbehavior
Emphasizes internal control rather than external control
Three criteria for consequences
Related
Respectful
Reasonable
Most logical consequences will fall into three categories
Making reparations “You Break it - You fix it”
Mishandling responsibility “More Limits Need to be Set”
Positive Time Out

11. Praise vs. encouragement
You are the best student.
Any teacher would appreciate you.
You are always on time.
You tried very hard to be on time.
You did great!
You did it!
I am so proud of you.
You should be proud of yourself.
You’re a good helper.
You straightened all the bookshelves.
Your picture is so pretty.
You used all those different colors.
Praise
Encouragement
stimulates rivalry and competition
stimulates cooperation and contribution for the good of all
focuses on quality of performance
focuses on amount of effort and joy
evaluative and judgmental; person feels “judged”
little or no evaluation of person or act; person feels “accepted”
fosters selfishness at the expense of others
fosters self-interest, which does not hurt others
emphasis on global evaluation of the person-”You are better than others.”
emphasis on specific contributions -”You have helped in this way.”
creates quitters
creates triers
fosters fear of failure
fosters acceptance of being imperfect
fosters dependence
fosters self-sufficiency and independence
“A child needs encouragement like a plant needs water.” Rudolf Dreikurs

12. Cooperation through Talk
Use “What and How” questions to get student talking
What happened?
What can we do about the problem?
How do you think that made others feel?
What else could you have tried?
How can I help you?
*As adults we must practice listening and helping students lead themselves toward solutions to solve problems.

13. Understanding Beliefs behind behaviors
UNDUE ATTENTION
Behaviors that invite adults to feel irritated, annoyed, worried, guilt
MISGUIDED POWER
Behaviors that invite adults to feel threatened, challenged, provoked, defeated
REVENGE
Behaviors that invite adults to feel hurt, disappointed, disbelieving, disgusted
ASSUMED INADEQUACY
Behaviors that invite adults to feel hopeless, helpless, despair, inadequate

14. Managing Effective Classroom Meetings
Meeting Schedule
Compliments and Appreciations
Revisit solved problem
Address new agenda item
Future planning
Several Functions
Connection
Planning
Goal-Setting
Problem-Solving
Assessing/Evaluating

15. Building Blocks of Effective Meetings
Form a circle
Practice compliments and appreciations
Create an agenda
Develop communication skills
Learn about separate realities
Recognize needs based motivation
Practice role playing
Focus on non-punitive solutions

16. Understanding the Desperation Cycle
Acting Out
Child Unable to Communicate
Child Feels More and More Desperate
Adult’s Emotional Responses
Child Feels Shame, Anger, Guilt
Secondary Gains
Adult’s Punitive or Reinforcing Reactions 1 2 4 3

17. Desperation Cycle
Child is unable to communicate and becomes more desperate
Child acts out feelings through behavior instead of words
Child feels shame, anger or guilt, leading to more desperation
Adult gets emotional and may react in counterproductive ways
Implementing punishment increases guilt or resentment, increasing child’s desperation
CRETE Project

18. Breaking the Desperation Cycle
1. Make it private! Remove other people.
2. Distract them (music, food, drink)
3. Help child communicate feelings – ask
4. Use active listening skills to LISTEN
silence is your friend
5. Respect child’s need for space
6. Maintain calm demeanor
CRETE Project

19. Helpful Phrases to Teach the Explosive Child
These phrases will help the “explosive child” signal you that he or she is losing control and needs some time and space. Help them learn these.
“Gimme a minute”
“I can’t talk about that right now”
“I need help”
“I don’t feel right”
“This isn’t going the way I thought it would”
“I don’t know what to do”
“Something’s wrong with this”