1. What is the most challenging effective teaching strategy for beginning teachers? What is a vehicle for helping new teachers gain proficiency with this strategy? Melanie Smith & Michael Maher NC State University – CED Workshop March 2011

2. Often, discussions of classroom management are not connected to theory. In our session today we will introduce classroom management practices that are grounded in theory. When it comes to classroom management, do we ask: How can these kids be made to obey? Or What do these kids need?

3. Developmental Discipline is a theoretically grounded defense for asking: What do these kids need?

4. Developmental Discipline studied by researchers at the Child Development Project Marilyn Watson and colleagues Developmental Discipline derives its power from the quality of the teacher-student relationship. Developmental Discipline derives its power from the quality of the teacher-student relationship. Its efficacy springs from the caring quality of the total classroom environment. Its efficacy springs from the caring quality of the total classroom environment. An important assumption of Developmental Discipline is that even the most disruptive students want, deep down in their hearts to be liked and respected. An important assumption of Developmental Discipline is that even the most disruptive students want, deep down in their hearts to be liked and respected. This assumption is grounded in “Attachment Theory” This assumption is grounded in “Attachment Theory”

5. Attachment Theory: Assumptions studies of infants, early and middle childhood, adolescence and adulthood Children are socially oriented from birth. Children are socially oriented from birth. Children depend on the care and support of their caretakers for their survival and development. Children depend on the care and support of their caretakers for their survival and development. If caretakers are sensitive to the child’s physical and psychological needs, children will enter into a collaborative relationship with their caretakers and strive to maintain the relationship. If caretakers are sensitive to the child’s physical and psychological needs, children will enter into a collaborative relationship with their caretakers and strive to maintain the relationship. When caretakers are not sensitive to physical and psychological needs, children develop insecure attachments. When caretakers are not sensitive to physical and psychological needs, children develop insecure attachments. However, most disruptive students want, deep down in their hearts, to be liked and respected. However, most disruptive students want, deep down in their hearts, to be liked and respected.

6. More on Attachment Theory see handout also* Children with a history of secure attachments are more cooperative with parents, peers, and teachers and are better able to learn and solve problems. Children with a history of secure attachments are more cooperative with parents, peers, and teachers and are better able to learn and solve problems. Children with histories of insecure attachment, whether anxious or avoidant, received more control from teachers, and the teachers showed little expectation that students would comply with their directives. Children with histories of insecure attachment, whether anxious or avoidant, received more control from teachers, and the teachers showed little expectation that students would comply with their directives. Students with insecure attachment will have 3 huge deficits to overcome when they enter school: They will have little ability to regulate their own behavior and emotion. They will have little ability to regulate their own behavior and emotion. They will find it difficult to trust their teachers enough to use them as a secure base for learning. They will find it difficult to trust their teachers enough to use them as a secure base for learning. The will have acquired fewer skills and less general knowledge on which to build their school learning. The will have acquired fewer skills and less general knowledge on which to build their school learning.

7. One of the most well- researched and promising interventions is Developmental Discipline.

8. Assumptions of Developmental Discipline 1. Children are socially oriented from birth. 2. Children depend on the care and support of caregivers for survival and development. 3. If caregivers are sensitive to children’s physical and psychological needs, children will enter a collaborative relationship and strive to maintain. 4. Teachers need to help kids do what they are biologically programmed to do.

9. Developmental Discipline Practices Include: Forming warm and supportive relationships with and among students. Forming warm and supportive relationships with and among students. Helping students understand the reasons behind classroom rules and expectations. Helping students understand the reasons behind classroom rules and expectations. Teaching relevant skills the students may be lacking. Teaching relevant skills the students may be lacking. Engaging students in a collaborative problem solving process. Engaging students in a collaborative problem solving process. Using non-punitive ways to externally control student behavior. Using non-punitive ways to externally control student behavior.

10. Turn and Talk What stands out as most significant as you think about this approach to classroom management? What stands out as most significant as you think about this approach to classroom management? What questions/concerns do you have about Developmental Discipline practices? What questions/concerns do you have about Developmental Discipline practices?