1. Classroom Management Strategies Marjorie Eubanks/ED 565/May2013
Curwin and Mendler
Classroom Management Strategies
Marjorie Eubanks/ED 565/May2013

2. Welcome to Mrs. McGillicuty’s Class 1
Welcome to Mrs. McGillicuty’s Class 1. Work in groups to establish 3 basic principles for our class 2. Announce “flag rules” and create other rules 3. Vote on our classroom rules 4. Decide on our consequences for each rule

3. Discipline with Dignity, 1988
Allen Mendler
PhD in education from Union Institute
Educator and School Psychologist
25 years of experience developing Discipline with Dignity classroom management strategies for regular and special classrooms
2007 Distinguished achievement award in school management and technology
Richard Curwin
Ed D. Amherst University
Taught 7th Grade English to emotionally disturbed
Professor of Education
1995 Spirit of Crazy Horse Award
Articles in Instructor and
Parenting magazines

4. 3 Dimensional Discipline
Prevention
Resolution
Action
Focus is on:
-Individual responsibility
-Prevention of potential problems
-Student dignity
-Wise choices and mistakes in a safe environment

5. Prevention=The creation of a “social contract for the classroom
Be consistent
Remind the student which rule has been broken
Use the power of proximity
Use direct eye contact
Use a soft voice
Acknowledge appropriate behavior
Do not embarrass the student in front of their peers
Do not give a consequence when you are angry
Do not except whining, bargaining or complaining
80/15/5 Rule
80% Obey
15% Rule Breakers
5% Out of Control
“The trick of a good discipline plan is to control the 15% who regularly disobey without overregulating the 80%, while not backing the 5% into a corner.” (Curwin and Mendler, 1988)
This calls for
ACTION

6. Individual Behavior Contracts
Resolution
Individual Behavior Contracts
Can involve parents, guidance counselors, social workers
Is negotiated with the student to find the root of the behavior and prevent future behavior
Pinpoints what the student wants or needs from the class so that disruptive behavior is no longer necessary
Is done in PRIVATE with the student
Should be revisited on a regular basis

7. What the Critics Say…..
Rule development should be the role of the teacher not the student
Children are not developmentally ready to create rules
Rule development in the older grades seems inappropriate
Too much emphasis on getting students to do what they are supposed to do rather than on what they should be doing
MY question-How do we balance the “management from the first day” approach with this system of rule development?

8. To use Discipline with Dignity in your classroom you will need to do the following things:
1. Work with students to create classroom principle that reflects the type of classroom you desire.
2. Determine the" flag rules“ that you require in your class.
3. Establish classroom rules with the students which include the flag rules
4. Establish a range of consequences when a rule is broken.
5. Evaluate your contribution to misbehavior when it occurs.
6. Provide a consequence from the list of choices based on the individual needs of the student.
7 Create personal contracts for those students who cannot benefit from traditional consequences.

9. References
Hardin, C. (2007). Pearson. Effective Classroom Management; Models and Strategies for Today’s Classroom. Chapter 6, Discipline with Dignity.
ULM Classroom Management Wikispaces. Curwin and Mendler. Retrieved from in+and+Mendler
Wikipedia. (2012). Allen Mendler. Retrieved from
Wikipedia. (2012). Richard Curwin. Retrieved from