Presentation on theme: "Effective Discipline Strategies"— Presentation transcript:
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 Psychologist2
3 What do you want for your children? ResponsibilityCare for othersCommunication skillsCreativityProblem solving skillsHappinessEmpathyHelpfulKindnessFlexibilityTime management skillsHumorHonestyRisk takerCuriosityDrivenAcceptanceKnowledge seekerPrideOrganization
4 Punishment versus Discipline Immediate or no responseStops or ignores the behaviorRespects the importance of the relationship with the childTeaches or reinforces skills that have a long-term, positive effectPUNISHMENTImmediate responseStops a behaviorDemeaning, humiliating, physically painfulAbout adult control, power and authorityNo long-term, positive effectCRETE Project
6 Tools for Positive Discipline Focus on Preventive StrategiesUnderstanding Direct and Indirect StrategiesEncourage Cooperation through TalkUnderstanding Beliefs behind BehaviorsManaging Effective Classroom MeetingsUnderstanding Desperation CycleUsing De-Escalation Strategies
7 Discipline Strategies Indirect StrategiesDevelopmentally appropriate practicesOrganized classroomRoutines and schedulesLearning objectivesClear expectations and limitsRoom designIndividual spaceDesignated areas for different types of learningDirect Strategies“On the spot” guidanceListen activelyChange proximityGive cues for appropriate behaviorState limits effectivelyRedirect behaviorsChange something about settingPractice newly constructed behaviorHelp children preserve dignityTeach problem solvingRecognize 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 LanguageFocus 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 ConsequencesA discipline technique that focuses on the consequences of misbehaviorEmphasizes internal control rather than external controlThree criteria for consequencesRelatedRespectfulReasonableMost logical consequences will fall into three categoriesMaking 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.PraiseEncouragementstimulates rivalry and competitionstimulates cooperation and contribution for the good of allfocuses on quality of performancefocuses on amount of effort and joyevaluative and judgmental; person feels “judged”little or no evaluation of person or act; person feels “accepted”fosters selfishness at the expense of othersfosters self-interest, which does not hurt othersemphasis on global evaluation of the person-”You are better than others.”emphasis on specific contributions -”You have helped in this way.”creates quitterscreates triersfosters fear of failurefosters acceptance of being imperfectfosters dependencefosters 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 talkingWhat 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 ATTENTIONBehaviors that invite adults to feel irritated, annoyed, worried, guiltMISGUIDED POWERBehaviors that invite adults to feel threatened, challenged, provoked, defeatedREVENGEBehaviors that invite adults to feel hurt, disappointed, disbelieving, disgustedASSUMED INADEQUACYBehaviors that invite adults to feel hopeless, helpless, despair, inadequate
14 Managing Effective Classroom Meetings Meeting ScheduleCompliments and AppreciationsRevisit solved problemAddress new agenda itemFuture planningSeveral FunctionsConnectionPlanningGoal-SettingProblem-SolvingAssessing/Evaluating
15 Building Blocks of Effective Meetings Form a circlePractice compliments and appreciationsCreate an agendaDevelop communication skillsLearn about separate realitiesRecognize needs based motivationPractice role playingFocus on non-punitive solutions
16 Understanding the Desperation Cycle Acting OutChild Unable to CommunicateChild Feels More and More DesperateAdult’s Emotional ResponsesChild Feels Shame, Anger, GuiltSecondary GainsAdult’s Punitive or Reinforcing Reactions1243
17 Desperation CycleChild is unable to communicate and becomes more desperateChild acts out feelings through behavior instead of wordsChild feels shame, anger or guilt, leading to more desperationAdult gets emotional and may react in counterproductive waysImplementing punishment increases guilt or resentment, increasing child’s desperationCRETE Project
18 Breaking the Desperation Cycle 1. Make it private! Remove other people.2. Distract them (music, food, drink)3. Help child communicate feelings – ask4. Use active listening skills to LISTENsilence is your friend5. Respect child’s need for space6. Maintain calm demeanorCRETE 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”