Discipline through SameSide WinWin Strategies

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Discipline through Same-Side Win-Win
Strategies By Kagan, Kyle, and Scott
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Win-Win Christmas

• Presented by
• Santa (Carinne Collins)
• Elves (Jessie Day, Marianne Johnson, Kelly
  Roberts, and Ashley Stroh)

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Our Win-Win Jingle
(To the tune of Here Comes Santa Claus)
Lets learn Win-Win, lets learn Win-Win, here in
Santas Shop! (repeat until you get to your
stations)
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Goals of Win-Win

• Teacher and student work together to co-create
  effective discipline solutions
• Help develop long-term, self-managed
  responsibility
• Take student needs into account, recognize the
  disruptive behavior, and then together find a
  solution

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Purpose of Win-Win

• Help students learn to meet their needs through
  responsible, non-disruptive behavior
• Develop valuable life skills

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3 Pillars of Win-Win

• Same Side Students, teachers, and parents are
  all working together on the same side to enhance
  the school experience for everyone.
• Collaborative Solutions Students and teachers
  collaborative when identifying problems and
  proposing solutions.
• Learned Responsibility Results from continually
  emphasizing self-management and autonomous
  proactive life skills.

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The ABCDs of Disruptive Behavior

• Aggression
• Definition taking hostile actions toward others
• 3 types physical, verbal, hostile
• Physical hitting, kicking, biting, pinching,
  slapping
• Verbal put-downs, swearing, ridiculing,
  name-calling
• Passive stubbornly refusing to comply with
  reasonable requests

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The ABCDs of Disruptive Behavior (Cont)

• Breaking Rules
• Reasons students are angry, bored, full of
  energy, desiring attention, avoiding failure,
  wanting control, not understanding expectations,
  not able to follow rules
• Examples talking without permission, making
  weird noises, chewing gum, passing notes, being
  out of seat, not turning in work

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The ABCDs of Disruptive Behavior (Cont)

• Confrontations
• Definition power struggles among students or
  between students and teacher to get ones way or
  strongly argue ones point
• Examples refusing to comply, complaining,
  arguing, giving reasons why things are no good or
  should be done differently

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The ABCDs of Disruptive Behavior (Cont)

• Disengagement
• Reasons something more interesting on their
  minds, feel incapable, find task too difficult or
  boring
• Examples not listening, working off task, not
  finishing work, acting helpless, saying I
  cant.
• Active disengagement put-downs, excessive
  requests for help, comments such as Ive got
  better things to do or It would be better if

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7 Pillars of Win-Win

• 1. ATTENTION SEEKING
• Characteristics
• Feel as though they are not being cared for and
  seek attention
• Interrupts, shows off, annoys others, works
  slower, asks for extra help, and goofs off
• Actions annoy and disrupt
• Dealing
• Moment of Disruption physical proximity, hand
  signals, personal attention, appreciation and
  affirmation
• For chronic attention seekers- ask student to
  identify positive ways to get attention
• Long-term Solutions focus on interests of
  students, build self concept and self validation
  skills

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7 Pillars of Win-Win (Cont)

• 2. AVOIDING FAILURE
• Characteristics
• Rationalizing failure as a lack of caring
• Believe it is more painful to fail in front of
  others than to not try at all
• Dealing
• Moment of Disruption encourage student to try,
  assign partners/helpers, present info in smaller
  instructional pieces
• Help students to find ways to work and perform
  without feeling bad if they are not the
  first/best
• Long-term Solutions discuss how responsible
  people may deal with fear of failure, peer
  support, mistakes lead to learning

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7 Pillars of Win-Win (Cont)

• 3. BEING ANGRY
• Characteristics
• Natural reaction to situations that involve fear,
  frustration, humiliation, loss, and pain
• Go to the extreme because they cant express
  themselves acceptably
• Dealing
• Do not react isolate student or retaliate will
  not help student to manage anger
• Ask student to think of responsible ways of
  handling anger, provide cool down and think time
• Long-term solutions conflict resolution
  conferences, class meetings, practicing self
  control

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7 Pillars of Win-Win (Cont)

• 4. CONTROL SEEKING
• Characteristics
• Engage in power struggles with the teacher
• May argue or try to justify their actions when
  challenged
• Dealing
• Moment of Disruption acknowledge students
  power, use language of choice (You may
  either.or), provide options for how and when
  work is to be done
• Schedule a later time to meet and discuss the
  situation, solicit student input concerning what
  causes students to struggle against the teacher,
  talk about how the struggle can be avoided
• Long-term Solutions involve students in decision
  making, work with students to establish class
  agreements about challenging the teacher

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7 Pillars of Win-Win (Cont)

• 5. OVERLY ENERGETIC STUDENTS
• Characteristics
• Cannot sit still or concentrate due to excessive
  energy
• Move and talk incessantly
• Dealing
• Moment of Disruption provide breaks into the
  lesson, provide time for progressive relaxation,
  remove distracting elements and objects, channel
  energy productively
• Teach a variety of calming strategies, provide
  activities to work off energy in positive manner
• Long-term Solutions manage energy levels during
  instruction, connect students interest to
  instruction

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7 Pillars of Win-Win (Cont)

• 6. BORED STUDENTS
• Characteristics
• Do not enjoy and/or participate in curriculum,
  instruction, or activities
• Convey boredom through body language, lack of
  participation, and being off task
• Dealing
• Moment of Disruption restructure the task,
  involve students more actively, infuse timely
  energizers
• Talk to students privately to assign helping
  roles such as gatekeeper, recorder or coach
• Long-term Solutions provide rich, relevant and
  developmentally appropriate curriculum, actively
  involve students in learning process, attention
  to multiple intelligences

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7 Pillars of Win-Win (Cont)

• 7. UNIFORMED STUDENTS
• Characteristics
• Do not know what is expected or what to do
• Not motivated by strong emotions, rather by lack
  of information, skill or appropriate habit
• Dealing
• Moment of Disruption nicely ask students if they
  know what they are supposed to do and reteach if
  necessary, allow students to work with a buddy
  for support
• Give more attention when giving directions,
  modeling, and practicing responsible behavior
• Long-term Solutions encouragement, focus on
  students strengths

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Handling Disruptive Behavior during Instruction

• Look beyond misbehavior and figure out the
  position of the student.
• End the disruption quickly and refocus students
• Review rules and how disruptive behavior is
  unacceptable
• Follow up with student if behavior continues
  (Talking one on and then developing an
  alternative behavior that is acceptable finding
  a solution for the student)

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Students with a persistent behavior problem may
be taken through these steps

• Warning the students of their disruptive behavior
• Reflection Time Removing them from the situation
  and having them reflect on their disruptive
  behavior and how it may be improved
• Personal Improvement Plan Develops a plan so
  that the individuals needs may be met.
• Phone call to parent or guardian
• Principals Office

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Long Term Goals for Students

• Student Position
• Attention-Seeking
• Avoiding failure, embarrassment
• Being angry
• Control seeking
• Being energetic
• Being bored
• Being uniformed

• Long Term Needs and Goals
• Student needs self-validation
• Student needs self-confidence
• Student needs self-control
• Student needs self-determination
• Student needs self-direction
• Student needs self-motivation
• Student needs self-inform

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Follow up structures for students

• Same-Side Chat Teacher and student conversation
  to get to know one another better and to achieve
  the goals of the student together.
• Responsible Thinking Activities that get the
  student to think of their needs and others
  needs, how to treat others, and how they conduct
  themselves.
• Reestablish Expectations Discuss and if
  necessary re-teach expectations of students
• Identify Replacement Behavior Guide students to
  generate, accept, and practice responsible
  behavior.
• Establish Contracts Develop written agreements
  in which the teacher and individual students
  reach together.
• Establish Consequences Are last resort and only
  used when all other strategies are used. They
  are conditions that the teacher and students have
  agreed upon in the incident of bad behavior.

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Case Study 1 Kristina will not work
Kristina, a student in Mr. Jakes class, is quite
docile. She socializes little with other
students and never disrupts lessons. However,
despite Mr. Jakes best efforts, Kristina will
not do her work. She rarely completes an
assignment. She is simply there, putting forth
no effort at all. How would Kagan, Kyle, and
Scott deal with Kristina?
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Win-Win Response

• Identify student position
• Sit down with her and gain her perspective
• Deal with her interests
• Include timely energizers
• Use engaging curriculum that gets her attention
• Restructure learning tasks
• Follow up with her

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Case Study 2 Sara cannot stop talking
Sara is a pleasant girl who participates in class
activities and does most, though not all, of her
assigned work. She cannot seem to refrain from
talking to classmates, however. Her teacher, Mr.
Gonzales, has to speak to her repeatedly during
lessons, to the point that he often becomes
exasperated and loses his temper. What
suggestions would Kagan, Kyle, and Scott give Mr.
Gonzales for dealing with Sara?
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Win-Win Response

• Identify student position, give warning. If
  behavior continues, follow Win-Win model.
• Remind her of proper classroom behavior
• TOGETHER find a solution
• Set boundaries on when talking is appropriate
• Include timely energizers
• Provide time for relaxing
• Remove all distractions
• Follow up with her

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Case Study 3 Joshua clowns and intimidates
Joshua, larger and louder than his classmates,
always wants to be the center of attention, which
he accomplishes through a combination of clowning
and intimidation. He makes wise remarks, talks
back (smiling) to the teacher, utters a variety
of sound-effect noises such as automobile crashes
and gunshots, and makes limitless sarcastic
comments and put-downs of his classmates. Other
students will not stand up to him, apparently
fearing his size and verbal aggression. His
teacher, Miss Pearl, has come to her wits end.
Would Joshuas behavior be likely to improve if
Win-Win Discipline were used in Miss Pearls
classroom? Explain.
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Win-Win Response

• Know student position
• Remind him of classroom rules
• Use challenging and engaging curriculum
• Model and acknowledge positive behavior
• Use hand signals, affirmation, personal
  attention, and I-messages
• Help him make responsible choices
• Follow up with him

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Case Study 4 Tom is hostile and defiant
Tom has appeared to be in his usual foul mood
ever since arriving in class. On his way to
sharpen his pencil, he bumps into Frank, who
complains. Tom yells loudly to shut up. Miss
Baines, the teacher, says, Tom, go back to your
seat. Tom wheels around, swears loudly, and
says heatedly, Ill go when Im damned good and
ready! How would Toms behavior be handled in a
Win-Win classroom?
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Win-Win Response

• Identify student position
• Private chat- find out reason for disruptive
  behavior
• Review classroom rules
• Use interesting activities
• Show him the responsible and appropriate ways of
  handling anger

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Resources

• Bluestein, Jane. (1999) Creating a 21st Century
  Discipline School Implications for
  Administrators. Retrieved November 2, 2007, from
  http//www.janebluestein.com/articles/21cd_adms.ht
  ml
• Kagan, Dr. Spencer. Positive Interdependence.
  Kagan Online Magazine. Retrieved November 2, 2007
  from http//www.cooperativelearning.com/KaganClub
  /FreeArticles/ASK04.html
• Kagan, Dr. Spencer. What is Win-Win Discipline?
  Kagan Online Magazine. Retrieved November 2, 2007
  from http//www.kaganonline.com/KaganClub/FreeArt
  icles/ASK15.html