1. Discipline With Dignity

2. The Discipline
“An approach that uses a set of values on which interventions, strategies, and constructs are built to help children make informed choices to improve their behavior and to make life better for teachers”
- Discipline with Dignity: New Challenges, New Solutions by Richard Curwin and Allen Mendler

3. Discipline Strategies
Developing a comprehensive classroom discipline plan
Preventing behavior and management problems from occurring
Stopping misbehavior when it occurs without attacking the dignity of the student
Resolving problems with students who chronically disrupt the learning process
Reducing student stress as well as your own, and
Using special guidelines for rules and consequences that work

4. Dr. Richard Curwin Born May 25, 1944 in Cambridge, MA
Teaching career began in a seventh grade class of boys who displayed out-of-control behavior, which led him to a career specialization in school discipline
Doctorate in education: University of Massachusetts in 1972
Proves his ideas on effectively managing children’s behavior while maintaining each one’s dignity
Co-authored the original and newly revised book Discipline with Dignity, Discipline with Dignity for Challenging Youth, Strategies for Successful Classroom Management and author of Rediscovering Hope: Our Greatest Teaching Strategy, Making Good Choices, Motivating Students Left Behind, Author of Meeting Students Where They Live: Motivation in Urban Schools
Presented training, seminars and workshops on an international scale
Received the Crazy Horse Award
Currently director of the master’s program in behavior disorder at David Yelling College and has 3 children; 7 grandchildren

5. Allen Mendler Born Oct. 21, 1949 in Queens, New York
Doctorate in psychology: Union Institute in 1981
Worked a great deal with general and special ed. children of all ages
Emphasizes helping at-risk youth succeed
Offered training on classroom management, discipline, and motivating difficult students, provided workshops and seminars for parents and professionals, and motivational speaker and trainer for various educational organizations
Co-authored 15 books: When Teaching Gets Tough, Power struggles 2nd Edition: Successful Techniques for Educators, Motivating Students Who Don’t Care, Connecting with Students, Handling Difficult Parents, Discipline with Dignity for Challenging Youth and the What do I do When? series.
Recognized by the Bureau of Education and Research for distinguished teaching
Received Crazy Horse Award

6. The Principle
70% of students rarely break rules or violate principles
20% of students break rules on a somewhat regular basis
10% of students are chronic rule breakers and generally out of control most of the time
The goal of the teachers is to maintain the 20% without alienating the 70% or neglecting the 10%

7. Why Do Kids Misbehave? A sense of entitlement Effects of the media
Lack of a secure family environment
Diminished social civility
Concentration of poverty

8. Main Causes of Classroom Discipline Problems
Competitive environment
Student boredom
Powerlessness
Unclear limits
Requiring students to earn educational opportunities
Lack of acceptable outlets to express feelings
Attacks on dignity

9. Core Beliefs for Effective Discipline
Dealing with student behavior is part of the job
Always treat students with dignity
Discipline works best when integrated with effective teaching practices
Adults see it as their professional to make positive, consistent connections with students
Acting out is sometimes an act of sanity
Fair is not always equal

10. The Three-Pronged Approach to Discipline
Prevention (What can be done to prevent problems from occurring?)
Action (What can be done when misbehavior occurs to solve the problem without making it worse?)
Resolution (What can be done for students who are chronically challenged?)

11. Rules vs. Values RULES VALUES Direct and clear
Often vague and undefined
“Don’t talk in class.”
“Be respectful to others.”

12. The Twelve-Step Plan
Let the students know what you need, and ask what they need from you
Differentiate instruction based on students’ strengths
Listen to what the students are thinking and feeling
Use humor
Vary your style of presentation
Offer choices

13. The Twelve-Step Plan (continued)
Refuse to accept excuses and stop making them yourself
Legitimize behavior that you cannot stop
Use a variety of ways to communicate with children
Be responsible for yourself and allow kids to take responsibility for themselves
Realize and accept that you cannot reach every kid, but act as if you can
Start fresh every day