Curwin and Mendlers Discipline with Dignity

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Curwin and Mendlers Discipline with Dignity
Cassie M. Scott
Sara Christina
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Welcome to our winter wonderland
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Dr. Richard Curwin

• Born in 1944
• Began teaching with a class whose behavior was
  seriously out of control
• Doctorate in education from University of
  Massachusetts in 1972

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Dr. Allen Mendler

• Born in 1949
• Doctorate in psychology at Union Institute in
  1981
• Devoted to serving as school psychologist and
  psycho educational consultant
• Has worked extensively with students and teachers
  at all levels.

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Central Focus

• Helping all students have a better opportunity
  for success in school through procedures that
  establish a sense of dignity and hope.

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Principal Teachings

• The number of students whose chronic classroom
  misbehavior puts them in imminent danger of
  failing in schools is on the increase.
• Most of these chronically misbehaving students
  have lost all hope of encountering anything
  worthwhile in school.
• Students do all they can to prevent damage to
  their dignity, meaning their sense of self-worth.
  
• Responsibility, not obedience, is the goal of
  disciple.
• The behavior of difficult-to-manage students can
  be improved through providing interesting lessons
  on topics of personal relevance that permit
  active involvement and lead to competencies
  students consider important.

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• Consequences, which are preplanned results that
  are invoked when class rules are broken, are
  necessary in discipline.
• Wise teachers deescalate potential confrontations
  by actively listening to the students, using
  I-messages, and keeping the discussion private.
• Five underlying principles of effective
  discipline should always be kept in mind
• (1) discipline is very important part of
  teaching, (2) short-term solutions are rarely
  effective, (3) students must always be treated
  with dignity, (4) discipline must not interfere
  with motivation to learn, (5) responsibility is
  more important than obedience.

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Focus

• Establishing classroom discipline based on
  dignity and hope.
• Reclaiming students destined to fail in school
  because of their misbehavior.
• Finding long-term solutions to problems of
  misbehavior, including violence.
• Working productively with difficult-to-manage
  students.

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Contributions

• The concept of student dignity as the cornerstone
  of effective classroom discipline.
• The fact that most chronically misbehaving
  students have no sense of hope.
• A systematic approach to discipline based on
  preserving dignity and restoring hope.
• Concrete suggestions for dealing with violence,
  hostility, and aggression.

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• Two major
• Strategies for improving classroom behavior
  through maximizing student dignity and hope
• Strategies for interacting effectively with
  students who are hostile, aggressive, or violent.
• Ideas have been especially useful to teachers who
  work with chronically misbehaving students.
• Students who disrupt instruction, interfere with
  learning, and make life miserable for teachers

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Their Suggestions

• Recognize that helping students behave acceptable
  is an integral part of teaching.
• In all circumstances, interact with students in a
  manner that preserves their dignity.
• Do all you can to rein still hope of success in
  students who chronically misbehave.
• Never use any discipline technique that
  interferes with motivation to learn.

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Strength of Discipline with Dignity

• Flexible program for effective school and
  classroom management that teaches responsible
  thinking, cooperation mutual respect and shared
  decision-making.
• Equips educators with classroom skills,
  techniques and structure that enables them to
  spend less time dealing with behavioral problems
  and more time on positive interactions with
  students and on instruction.
• Predicated on the fact that students can learn to
  be responsible for their own behavior and for
  their own learning.
• Provided realistic help for working with students
  and for reducing behavior that is hostile,
  aggressive, and violent
• Focuses on preventative measures for student
  misbehavior.
• Encourages teacher to let the small stuff go.
• Designed to help the behaviorally-at-risk
  students.

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Bibliography

• Charles, Carol M. Gail W. Senter. Building
  Classroom Discipline 8th edition. Allyn Bacon,
  April 2004. pages 128-146.
• http//www.disciplineassociates.com/dwd.htm
• http//www.calstatela.edu/faculty/jshindl/cm/Conse
  quences20vs20and20impl.htm
• http//students.ed.uiuc.edu/fitzer/EdPsy399OL/curw
  inandmendler.htm
• http//www.teachereducation.com/course_outlines/gr
  aduate_classroom/discipline_gradclass_outline.htm
• http//wik.ed.uiuc.edu/index.php/Discipline_with_D
  ignity