Chapter 10 Discipline through Dignity and Hope for Challenging Youth

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Chapter 10Discipline through Dignity and Hope
for Challenging Youth

• By Sabrina Krystyn

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• Dignity

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Definition of Dignity

• Respect for oneself and others
• Designed to help teachers maintain a positive
  classroom environment
• Provide hope to students who might otherwise drop
  out of school.

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Question for the class

• Raise your hand if you believe that misbehavior
  is a significant problem in a classroom that
  maintains students dignity?

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p. 168 states the answer

• Misbehavior does not become a significant
  problem in classrooms that maintain student
  dignity and provide genuine hope for an
  expectation of success.

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Background of Richard Curwin Allen Mendler

• Curwin is a university professor and private
  consultant, basing his teaching career around 7th
  grade boys whose behavior was seriously out of
  control.
• Medler is a school psychologist and
  psychoeducational consultant working with
  teachers and students at all levels.

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• Curwin stated These students have found that
  they cant be good at learning but they can be
  very good at being bad, and that by doing so they
  can gratify their needs for attention and power.
• Failure bonds which leads to encouragement of
  misbehavior

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Four-Phase Plan for Schools and Educators

• 1. Identify core values
• Faculty, staff, students, and parents work
  together to conduct a plan of how they want the
  individual to portray themselves
• Ex school is a place where we learn that my
  way is not the only way

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Four-Phase Plan for Schools and Educators

• 2. Create Rules and Consequences
• Rules are needed within classroom management.
• Teachers do not last more than 3-4 years without
  classroom management because the love they once
  had turns to distress.
• Values state intensions that keep things
  positive.

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Four-Phase Plan for Schools and Educators

• 3. Model the Values
• As a teacher you must practice what you preach by
  modeling behavior.
• Positive strategies
• Teachers should teach their students techniques
  on how to resolve problems.

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Four-Phase Plan for Schools and Educators

• 4. Use No Intervention that Violates Core Values
• Be careful with threats, intimidation, and making
  examples of students.

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Be prepared

• Too prepared is never prepared enough.
• Evaluate your discipline and ask yourself when,
  what, why, where, how.
• Note what students actions are on a regular
  basis and your reactions to them.

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Statistics

• 1.3 (612,900) public school students in 2000
  were sent to alternative schools for being too
  dangerous to remain in regular schools.
• Curwin and Mendler believe students behave as
  they do because of low self-concepts in relation
  to school little or no hope of being successful
  there.

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Behaviorally at risk students are difficult to
control because

• Sometimes have a history of academic failure.
• Unable to maintain dignity
• Protect themselves by withdrawing feelings
• Feels better
• Bad attention is better than no attention

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Plan of positive action

• Always treat students with dignity
• Dont allow your disciplinary tactics to
  interfere with students motivation.
• Emphasis responsibility rather than obedience.
• Obedience do as you are told
• Responsibility make the best decision possible.

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Preventing Escalation

• Use active listening
• Arrange to speak with the student later
• Communication should be as private as possible
• If the student refuses to accept a consequence,
  then invoke the insubordination rule.

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Dealing with Aggression, Hostility, Violence, and
Conflict

• They say that if schools are to deal with
  violence, they must adopt school wide approaches
  that teach students how, when threatened or
  frustrated, to make nonviolent choices that serve
  them more effectively.

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Use the six-step solution

• 1. stop and calm down
• 2. think
• 3. decide what you want to happen
• 4. have a backup solution
• 5. carry out the solution you deem best
• 6. evaluate the results

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As teachers we need to

• Solve problems
• Learn to have patience
• Wear an invisible shield
• Use words that work
• Plan for confrontations

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Bullying and Hate Crimes

• Bullying may consist of
• Physical aggression
• Sexual aggression
• Name-calling
• Threatening
• Taunting
• Intimidation
• shunning

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Bullying

• Four kinds of bullying that are common are
• Physical
• Verbal
• Emotional
• sexual

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Statistics

• 1 in 4 students are bullied on a regular basis.
• 1 in 5 students admit to bullying
• 1 in 7 students have stated that they have
  experienced severe reactions to the abuse.
• Many bullying instances are not reported because
  the students are afraid of being called a snitch.

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As teachers we need to

• Have regular meetings discussing bullying and
  hate crimes.
• Involve parents.
• Establish a confidential place of learning.
• Do not try to mediate a bullying situation.

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Motivation

• Give students numerous opportunities.
• Each day, do at least one activity that you love.
• Show pride in your knowledge.
• Involve students actively.
• Get them involved.
• Move students around.
• Make students use their senses.

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Make Changes in Yourself

• Teachers need to make changes in themselves that
  enable them better to meet the needs of their
  students.
• Create a caring classroom.
• Remember that 70 of school misbehavior has its
  roots at home rather than at school and as a
  teacher it is our obligation to break the cycle.

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Putting Curwin and Mendlers Ideas into Practice

• 12 points that provide functionality to their
  Discipline with Dignity.
• 1. Let students know what you need.
• 2. Provide instruction at levels that match
  students abilities.
• 3. Listen to what students are thinking and
  feeling.
• 4. Use humor.
• 5. Vary your style of presentation.

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Putting Curwin and Mendlers Ideas into Practice

• 6. Offer choices.
• 7. Refuse to accept excuses.
• 8. Legitimize behavior you cannot stop.
• 9. Use hugs and pats when communicating with
  students.
• 10. Be responsible for yourself and allow
  students to be responsible for themselves.
• 11. Accept that you will not be successful in
  helping every student.
• 12. Start fresh every day.

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Bibliography

• Charles, C. M. (1989). Discipline through Dignity
  and Hope for Challenging Youth. In Building
  classroom discipline (9th ed., pp. 168-185). New
  York Longman.