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Tindley Accelerated Schools NO WARNINGS. The Pendulum Too Much of a Good Thing  Our Predecessors were too hard on us.  We were too easy on our youth.

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Presentation on theme: "Tindley Accelerated Schools NO WARNINGS. The Pendulum Too Much of a Good Thing  Our Predecessors were too hard on us.  We were too easy on our youth."— Presentation transcript:

1 Tindley Accelerated Schools NO WARNINGS

2 The Pendulum Too Much of a Good Thing  Our Predecessors were too hard on us.  We were too easy on our youth.  This resulted in programs like scared straight.  The pendulum cannot continue to swing this way.  We have to set clear and measurable boundaries.

3 The Power of NO! NO helps us place limits on what a student should think of as acceptable. It helps scholars build discipline; even in themselves so they can function as a productive adult. When is telling yourself NO helpful? Limits – Saying NoWarnings/Choices (If, Then) It is what it is. Very Clear. There is only one acceptable way. Helps young people set boundaries for themselves in the future. Doing wrong is an option. Allows student to focus on penalties. Student is being assessed without being taught.

4 TACTICS OF STUDENTS Who have not been taught correctly  Penalties  Watching  Reverse  Back Off  Limit of Behavior

5 PENALTIES & WATCHING PENALTIESWATCHING Penalties are a part of the game. Students may understand they are doing something wrong, and continue to do that thing the wrong way. “I’ll take a suspension! He shouldn’t have stepped on my foot!” Penalties soon lose their power and kids become immune to them. They eventually say that they don’t care about the penalties. Then what do we do? TRY TO CONVINCE THEM TO CARE! Don’t think penalties are a tactic of misbehavior? Look at basketball, football, hockey, and baseball. Students constantly scan for supervision. They are looking to take advantage of low-supervised situations. What are 3 areas you anticipate could become low-supervision opportunities for kids? Because of this, when kids get caught, they lie and learn to deny. they challenge authority because no one was looking.

6 REVERSE & BACK OFF REVERSEBACK OFF This is when the student disciplines us. This is when we have allowed a student to become so disrespectful, that him sitting quietly is a triumph to itself. When we have allowed a student to become so disrespectful, we second guess ourselves about correcting the student. "What will I do if I ask him to be quiet and he doesn't? I don't feel like dealing with his mother today."

7 LIMITS OF BEHAVIOR NO WARNINGS When students hear you say things like: Teacher: “I don’t want to see you do that again!” Students think: Student: “I can do this things once and not get in trouble.” Rule 1: Never Warn Rule 2: Never punish incompetence Rule 3: Always teach or direct Altered Teacher (From Above): “Put your legs under your desk, put your pencil down, and keep your eyes on me.” Altered Teacher 2: “Let’s do that again because I know how amazing you are.”

8 REFLECTION v. TRAINING  For many students, reflecting on bad behavior is helpful. They learn to do it correctly next time.  However, what about students who act first and think later? For ADD and ADHD students, impulsiveness trumps reflection. Supervision, structure, and clear direction is the key for these students. You need to be their foresight.

9 So What is Discipline? The act of training and preparing children for the choices they will need to make and ensuring they are ready to effectively handle those choices. The world requires more discipline than school.


11 TRAIN: STEP 1 STRUCTURE  Train with rules and limits  Outline clear authority  Provide limits for kids who aren't ready to make choices. Ex. No restroom during instruction ○ Are most middle school students really ready to tell themselves, "I better stay in class right now. I might miss something important.“ Ex. Dismissal and preparation for next class ○ Will just saying, “Have a good day!” do?

12 TEACH: STEP 2 TEACHING & LEARNING  Teachers have a great attitude  Correlates to everyday life.  Extremely social and requires conflict resolution.  Allows students and teacher to organize thoughts and tasks.  Is best done with everyday tasks and circumstances. Must be taught when it presents itself: lunchroom, lining up, class, speaking with someone, etc.

13 MANAGE: STEP 3 CHOICES  Given only to well-trained and well-taught children.  Choices are supervised.  Students make the transition to upholding the culture and discipline themselves.  All three steps are blended together at different times so no student is left behind. All students may be at different levels in terms of what step they need. Ex. Silence in lunch room. You may need to train and teach 3 students. However, the others are ready to be managed. Take time to speak with the 3 and remind them how to succeed. Ex. Reminding students they need a book at the door.

14 BELIEFS  Discipline is more than a set of strategies; it is a set of beliefs.  Anyone may use the strategies.  The outcome of discipline is determined by the beliefs in conjunction with the strategies. TEACHER 1TEACHER 2 Will, I noticed you're not studying. This would be an excellent time for you to finish your work in the study area. Will, I noticed you're not studying. If you don't get to work, you're going to the study area! TEACHING & SUPERVISINGTHREATENING & IF/THEN

15 EXAMPLES of STRAT V. BELIEF STRATTrue Discipline Belief Threatening Discipline Belief Time OutHelps to calm down and reflect Rejects and alienates Saying NoSets limits for successNegative scolding Detention or CAPSAllows time to finish homework. Sets a limit or rule for homework completion. Negative and threatening. ReferralAbility to send student to someone who can help and hear him/her. Embarrassment in front of peers.

16 TRAINING & TEACHING PREVENTION IS AWESOME and PROACTIVE  Classroom management is reactive. It focuses on what consequences there are when kids misbehave.  Discipline is proactive. It is: "What to do if he speaks out?" v. " What do I do to make sure he won't speak out?“ It is: "What do I do when students interrupt?" v. "What do I do so students won't interrupt?“  Discipline is positive. What could be more positive than a student doing something successfully?  Discipline is in the details. Sweat the small stuff. Provide constant supervision.

17 EdPower Discipline Wrap-Up  TRAIN > TEACH > MANAGE  The only way to behave is the right way. There are no choices.  Decide in advance how students will behave. Then decide what structure will foster this goal.  Hold a training camp to teach and train students at the beginning of the year.  Make sure your belief system around discipline reflects positive teaching experiences for children.

18 REFERENCES Ronald Moorish With All Due Respect

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