2. KELSEY BASSETT AND HEATHER STOWE

3. Based on the work of Alfred Adler and Rudolf Dreikurs Positive Discipline is a program that was created to teach students to become responsible, respectful and capable members of their classroom, school and outside living environments. Dr. Jane Nelsen expanded upon the Positive Discipline program with several books that teach vital life skills that enhance student accountability and behavior. Dr. Jane Nelsen has developed 5 tools for positive discipline that she ensures will create a successful classroom community. OVERVIEW – POSITIVE DISCIPLINE Photo retrieved from the Positive Discipline Association Website

4. Misbehaviors calling out Out of their seat Not moving quietly Disrespect Inappropriate Talking/Noise Off Task Not following directions Acceptable Behaviors Moving quietly Respectful/responsible Thinking/acting safe Followed directions On task Appropriate talking/noise BEHAVIORS

5. THE 5 CRITERIA FOR POSITIVE DISCIPLINE

6. STEPS FOR FOLLOW THROUGH 1.Find a time when you can give the child your full attention. 2.Have a friendly discussion to share what is of concern for both you and the child. 3.Make a decision with a child (if appropriate) about how the situation will be handled in future. 4.When the situation arises again discuss with the child that you had an agreement. 5.Choose one of the Follow Through Strategies

7. IMPLICATIONS FOR DIVERSITY Positive Classroom Community Kind and Firm Belonging and Significance Respectful to the child and the situation Valuable social and life skills (21 st Century Skills)

8. REWARDS AND CONSEQUENCES According to Dr. Jane Nelsen, instead of rewards and consequences, effective communication and problems skills are instilled focusing on solutions instead of punishments and encouragement instead of praise. These life skills extend beyond the classroom and build long term self esteem and empowerment.

9. Pros Allowing students the opportunity to participate discipline correction. Builds classroom community. Student center Long term effects Creates problem solving skills Helps children find a sense of connection. Builds a mutual respect between teacher and student. Cons No immediate consequence Lack of time for several follow through on student(s) Lack of time to give full attention to a child for a misbehavior during instructional time. Difficult to make transitions from one that forces discipline to an approach of positive reinforcement. Difficult to break the mind set of disciplining the old fashion way without the support of colleges and administrations. PROS AND CONS

10. Behavior Reflection Contract Losing a privilege with the opportunity of gaining it back Positive Behavioral Interventions and Supports (www.pbis.org) Wheel of choice card CLASSROOM APPLICATIONS The Wheel of Choice adapted from Positive Discipline by Jane Nelson

11. SCENARIO Teacher models procedures for taking care of books. One student takes a book and writes their name in the book. Teacher conferences with the student. Teacher kindly reminds student that he/she is demonstrating poor responsibility. Student completes a behavior reflection log as part of a contract. Weeks later, student is caught ripping a page out of the book. Teacher reminds student of their contract. After student has exhibited classroom responsibility, they meet to reiterate procedures for handling classroom book and the teacher grants permission for the student to check out books.

12. RESOURCES http://www.positivediscipline.com Positive Discipline Book by Jane Nelson Positive Discipline in the Classroom Book by Jane Nelson Positive Discipline A Teacher's A-Z Guide by Jane Nelson Positive Discipline in the Classroom ManualPositive Discipline in the Classroom Manual by Jane Nelson How to Get Control of the Classroom Video Five Criteria to Positive Discipline Video Positive Discipline Association www.positivediscipline.orgwww.positivediscipline.org PBIS http://www.pbis.org/ http://www.pbis.org/

13. REFERENCES http://www.positivediscipline.com/ Nelsen, J. (2008). Positive discipline. New York, NY: Ballantine Books. Nelson, J., & DeLorenzo, C. (2011). Teacher follow-through and classroom harmony. Montessori life: A publication of the American Montessori Society, 23(1), 36-37. Retrieved from http://search.proquest.com.librarylink.uncc.edu/docview/860369563?accountid =14605 http://search.proquest.com.librarylink.uncc.edu/docview/860369563?accountid =14605