1. Richard Curwin & Allen Mendler Dignity with Discipline Alexandra Niehaus Crimi- SCED341 Spring 2011

2. Richard L. Curwin Ed.D Curwin is known internationally for providing thousands of educators and parents with practical, proven ideas to effectively manage children’s behavior in a manner that respects the dignity of each individual. He is an expert in school discipline, motivation, and classroom management. Received his B.A. in English and his Doctorate of Education at the University of Massachusetts in Amherst. He is currently the director of the master’s program in behavior disorder at David Yellin College

3. Allen Mendler Ph.D. Dr. Mendler is an educator and school psychologist. He has worked extensively with children of all ages in general and special education settings providing training in classroom management, discipline and motivation in classrooms around the world. Earned his undergrad degree in from Queens College, received his master’s degree in psychology from Alfred University and his doctorate in psychology from Union Graduate School. He currently lives in Rochester New York.

4. What is Discipline with Dignity? Discipline with Dignity is a program for effective school and classroom management based on the following criteria: Responsible thinking Cooperation Mutual respect Shared decision making This model provides teachers with: Tools and skills for classroom management Techniques that limit behavioral disruptions and enhance student teaching time.

5. Key Principles Long term behavioral change Teachers as models for expected behavior Rules and consequences that are understandable for students Responsibility vs. obedience

6. Three Dimensional Approach Three key dimensions of classroom management: Prevention – What the teacher can do to prevent discipline problems. Action – What actions the teacher can take when discipline problems occur. Resolution- What the teacher can do to resolve issues with a chronic rule breaker. Action Resolution Prevention

7. Preplanning activities is the most effective way to prevent problems in the classroom. The three C’s – Connection, Competence, Control. Establish expectations. Establish a social contract with students to establish both student and teacher responsibilities.

8. Action After establishing a social contract, teachers need to consistently follow through when inappropriate behaviors occur. P.E.P- privacy, eye contact, proximity. Actions must preserve teacher and student dignity. Things to avoid: Attitude, power struggle, being a victim

9. Resolution Methods of resolution: Positive student confrontation, family intervention, daily rating card. The social contract must be individualized for students with behavior issues. Encourage students to understand that solutions are good for both sides.

10. Responsibility vs. Obedience Responsibility “Make the best possible decision.” Emphasize dialogue and natural consequences. Teaches students to make responsible choices and learn from their outcomes. Obedience: “Do as you are told.” Utilizes strict punishment and reward system.

11. Effective Classroom Management Methods Differentiate instruction to address individual student needs. Use humor. Offer choices. Listen to your students. Use a variety of ways to communicate. Take responsibility for your actions and allow your students to do the same. Start fresh everyday.

12. Citations Curwin, R. L., A. N. Mendler, and B. D. Mendler. Discipline with dignity, new challenges, new solutions. Association for Supervision & Curriculum Developme, 2008. Print. Mendler, Allen. What Do I Do When...? How to Achieve Discipline With Dignity in the Classroom. Indiana : Soultion Tree, 1992. Print.