Discipline through careful teacher guidance and instruction

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Discipline through careful teacher guidance and
instruction

• Chapter 13
• Created By Melissa Paulis, Kristy LaPorte, and
  Meghan OConnell

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Ronald Morrish

• Teacher, Behavior Specialist, Independent
  Consultant

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Real discipline
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Fundamental hypothesis

• Students do not enter school knowing how to
  behave responsibly, nor do they learn
  self-discipline from experience alone. To
  acquire these essential skills, they need
  support, guidance from enlightened, caring
  teachers.

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Discipline Gone Wrong

• The process of encouraging good choices and
  discouraging poor ones has failed for these
  reasons
• 1) It does not demand proper behavior from
  students
• 2) It requires students to bargain and
  negotiate to get students to cooperate in schools
• 3) It doesnt teach students how they are
  expected to behave

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Real Discipline

• Teaches students how to behave properly
• Requires that they show courtesy and
  consideration
• Teaches needed social skills
• Trains students to work within a structure of
  rules and limits

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Morrishs Maxims

• Take a look at pages 229 and 230 in your text to
  see some of Morrishs Maxims

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Real Discipline Three Phase Approach

• Phase 1 Training for compliance
• Trains students to accept adult authority and
  comply with it
• How to pay attention, follow directions, and
  speak respectfully (Trained to the point that it
  comes automatic for them.)
• Tell students what to expect, then show them how
  to do it (Teach and Model)
• Don follow the sayings sayings such as pick
  your battles and dont sweat the small stuff
• Tell students and insist they do it properly
• If they do something wrong, have them do it right
• Rules, limits, and authority!

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Phase 1 Contd

• Rules indicate how students are to behave.
• You dont really have rules unless you can
  enforce them.
• The best strategy for enforcing them is
  insistence.
• Auths itmn ong orority the power that has been
  assigned to certain individuals. It is conveyed
  by tone of voice, choice of words, and the way
  one presents oneself.

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Phase 2 Teaching Students How to Behave

• Teach students the skills, attitudes, and
  knowledge needed for cooperation, proper
  behavior, and increased responsibility.

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Phase 3 Managing Student Choice

• Offer students choices as they show capability
  for handling them
• If students dont care about the outcome of a
  particular goal, they shouldnt be allowed to
  make choices about it

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Planning a discipline system in eleven steps
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• Decide in advance how you want your students to
  behave
• Design the supporting structure
• Establish a threshold for behavior at school
• Run a two-week training camp
• Teach students how to behave appropriately

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Ten Great Skills To Teach To Students

• Courtesy
• How to treat substitute teachers
• Conflict prevention
• Self-discipline
• Concentration
• Being part of the solution rather than being part
  of the problem
• Thinking about others
• Perseverance
• Being a good role model for younger students
• Being a good ambassador for your class and school

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• Set the stage for quality instruction
• Provide active, assertive supervision
• Enforcing rules and expectations

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• Focus on prevention
• Set high standards
• Treat parents as partners

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To Have a Positive Relationship With Students,
Teachers Must

• Consistently focus on the positive
• Wipe the slate clean after students make mistakes
• Dont back away from discipline
• Lead the way
• Never use humiliation in correcting misbehavior
• Dont except mediocrity

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Ronald morrish

• Consequences in Real Discipline

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According to Morrish, Consequences

• Should help students learn to conduct themselves
  properly
• Should show students how to behave correctly
• ex When a student speaks discourteously, the
  consequence is for them to stop and speak again
  in a proper manner.
• Should be applied when a student continues to
  push at the boundary of acceptable behavior
• ex Apply a consequence that stops the
  behavior. This is done by the saying no means
  no

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• Morrish says you should explain consequences and
  their use to your students, adjust them to
  students level of development, and always try to
  use them to promote learning. Here are some
  examples of such consequences
• Compensation Have the student do something
  positive to make up for negative behavior. This
  might include making the victim of bad behavior
  feel better or school look better.

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• Letter Writing Have the offending student write
  a letter to the person who was offended,
  including a statement of commitment for better
  behavior in the future.
• Improvement Plan Have the student make a plan
  for handling the situation better in the future.
  Keep track to ensure the student follows through
• Teach Younger Children Have the offending
  student write and illustrate a story about the
  incident to read to younger children, emphasizing
  what was done wrong and what was learned from the
  experience.

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About motivation and rewards

• The very purpose of discipline is to make
  students do what they dont want to do
• (Morrish, Ronald)

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Motivation

• Real discipline does not rely on high natural
  motivation
• It teaches students how to persevere and work
  through activities that are not always appealing

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Rewards

• Morrish advises teachers to forego continually
  praising and rewarding students for doing what is
  expected of them in school
• Some rewards are good because they do give
  special recognition
• Morrish believes that the best reward that a
  student should get is your personal attention and
  approval
• Use praise only for work and behavior that is
  truly deserving of recognition

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Dont Promote Self-Indulgence

• Morrish says that self-esteem does not determine
  success or failure. He believes it is the other
  way around success in school or lack thereof
  helps determine self-esteem.
• ex If you are competent and successful, you
  think better about yourself than if you are
  incompetent and unsuccessful.

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• In the real world, the most likely result of
  attempting to raise self-esteem directly is that
  children will feel much better about themselves
  while they continue to misbehave. Genuine
  self-esteem does not grow in students who are
  allowed to do as they please. Rather, it comes
  from increased competence in academic and social
  matters and the ability to overcome obstacles.
  If we teach students academic and social skills,
  if we hold high expectations for them, we will
  see them come to think well of themselves, based
  on the reality of positive competence. The real
  hallmark of is ones balanced view of personal
  competence in relation to the surrounding world

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When students fail to comply
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• Morrish insists on do-overs instead of time-outs
  or class removal
• A do-over is having the student repeat the
  behavior in an acceptable manner.
• ex If a student speaks to you in a
  disrespectful manner, tell him or her to start
  over and do it courteously this time.
• Never use if-then statements
• The most important and powerful tool we have as
  teachers is insistency.

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Moving to real discipline
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• Morrish maintains that Real Discipline is the
  best approach for teaching skills and attitudes
  students need.
• What does Morrish want us to do?
• Morrish wants us to teach students to be
• 1) responsible
• 2) cooperative
• 3) courteous
• 4) productive

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How do we do this?

• Morrish says that we need to move in a new
  direction in discipline.
• We should concentrate on training students so
  they can work well within the structures of
  society.
• We must impose limits on self-defeating behaviors
  so students can develop properly.

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Initiating real discipline in the classroom
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• Start by communicating to your students that they
  will learn what is expected of them.
• Tell them about the classroom duties what their
  job is to do and what your job is to do.
• It is important to teach proper behavior, model
  the proper behavior, and allow the students to
  practice the proper behavior.

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• We have a job to do, and it takes time. There
  are no shortcuts. We need to look at discipline
  not only as an event, but as a process that leads
  to cooperative and responsible behavior. Each
  day we should strive to help students do better
  than they did the day before. We should insist
  on it. Whether students seem to appreciate our
  efforts is of no major importance. The important
  thing is for them to respect our decisions.
• (Morrish, Ronald)