Ways to score with WINWIN Discipline

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Ways to score with WIN-WIN Discipline!

• Referees for todays game
• Courtney Haldeman
• Cathy Rumney
• Amanda Benolken
• Kelly Mulligan

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http//www.youtube.com/watch?vdR0QqEfbPgg
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PRE-GAME BROADCAST

• Discipline is not something you do to students
• Student behavior is a reflection of the students
  needs at the time not to be considered negative
• Effective teachers should try to gain student
  perspective in order to understand what is
  prompting their behavior at the time
• Every disruption is a chance for the teacher to
  validate the students position and help students
  learn to behave more responsibly a crucial
  learning opportunity

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Basic Principles of Win-Win

• Now for the basic principles of Win-Win
  Discipline
• 3 pillars same side, collaboration, learned
  responsibility
• Same side teacher, students, and parents are
  working with student on his/her side, rather than
  at odds with the student
• Collaboration teachers and students work
  together to co-create immediate and long term
  solutions to problems
• Learned responsibility teacher helps students
  learn to make responsible decisions for their own
  behavior

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you've got to know your ABCD's

• Win-Win focuses on 4 types of disruptive student
  behavior
• Aggression hostile actions towards others in the
  form of
• physical harm like hitting, kicking
• verbal put-downs, name calling
• refusing to comply with a reasonable request
• Breaking Class Rules examples include talking
  out of turn, note passing, gum chewing, etc.
• Various reasons include
• boredom, anger, student is full of energy, or
  desires attention
• attempting to avoid failure, wanting control, not
  understanding expectations

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ABCD's...

• Confrontations power struggles among students or
  between students and the teacher to argue a
  point examples include
• A. complaining, arguing, pouting
• B. Giving a myriad of reasons why things should
  be done differently
• Disengage students do this because of a variety
  of reasons which include
• A. Student finds the task too difficult
• B. Student has something more interesting on
  his/her mind

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Before we kick offlets do a Play by Play

• There are some specific Win-Win strategies that
  help to deal with disruptive student behavior
• Behavior positions include tactics for students
  who are
• Attention seeking
• Avoiding failure
• Being angry
• Control seeking
• Energetic
• Bored
• Uniformed

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Positions 1 and 2

• What do you do with the students who are
• attention seeking by interrupting class in some
  way?
• Have physical proximity to the student, use hand
  signals, and provide personal attention
• Meet with that student after-the-fact to validate
  their feelings and to co-create how he/she can
  obtain their attention in a positive manner

• avoiding failure by showing a lack of concern
  for school work or tests?
• Encourage the student or assign them a helper
• Use peer support to show that everyone makes
  mistakes and that they can lead to superior
  learning
• Be positive to boost the students self-confidence

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Positions 3 and 4

• What play do you use with the students who are...
• being angry by reacting in an extreme way to
  frustration or humiliation?
• Provide cool down time and talk to the student
  about responsible ways to handle his/her anger
• Hold conflict resolution conferences and class
  meetings to encourage self-control
• seeking control by engaging in a power struggle
  with the teacher by arguing?
• Provide options for how and when the work is done
• Hold conferences or class meetings to discuss the
  situation

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Positions 5 and 6

• What about the students who are.
• energetic and move and talk constantly?
• Provide time for energy breaks and relaxation
• Teach calming strategies to help students work
  off energy in a positive way and show them how to
  do this on their own
• bored and do not want to participate?
• Involve students more accurately and have active,
  energizing activities
• Assign student roles, such as a recorder, a
  coach, etc.
• Encourage self-motivation

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Position 7

• How about those students who are
• uniformed and clueless about what to do or how to
  behave or be motivated?
• Be encouraging and remind the student that they
  know what to do
• Pay more attention to giving directions and
  modeling activities and behavior

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Game opening COIN TOSS

• Time to determine the teams!
• You have been given a color which will determine
  what quarter you will play in.
• FLIP!

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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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What would Win-Win want?

• To help Kristina, Mr. Jake would be advised to do
  the following
• Identify Kristinas disruptive behavior/ask
  behavior specific questions
• Her position is avoiding failure and boredom
• For avoiding failure
• Positive reinforcement/encourage student to try
• Assign partners/reorganize presentation of
  information
• Follow-up praise
• Show how mistakes lead to learning
• Ask for students input
• For boredom
• Individual attention
• Work towards future

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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 would Kagan, Kyle, and Scott do with Sara?

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What would Win-Win want?

• To help Sara, Mr. Gonzales would be advised to do
  the following
• Identify Saras disruptive behavior/ask behavior
  specific questions
• Her position is energetic
• To help Sara use her energy more wisely
• Provide energy breaks
• Have relaxation time
• Remove distracting elements
• Connect students interests to instruction
• Ask her for ideas on what she thinks she might
  need

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• Case Study 3 Joshua clowns and intimidates
• Larger and louder than his classmates, Joshua
  always wants to be the center of attention, which
  he accomplishes through a combination of clowning
  around and intimidation. He makes wise remarks,
• talks back to the teacher, utters a variety
  of sound-effect noises, such as automobile
  crashes and gunshots. He also makes limitless
  sarcastic comments and puts-down 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. How would the Win-Win philosophy
  help solve this problem?

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What would Win-Win want?

• To help Joshua, Miss Pearl would be advised to do
  the following
• Identify Joshuas disruptive behavior/ask
  behavior specific questions
• His position is attention seeking
• For attention seeking students
• Physical proximity
• I-messages
• Personal attention
• Appreciation
• Affirmation
• Focus on students interests
• Meet with student for his input/build
  self-concept

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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 tells him 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! What advice would Kagan, Kyle, and Scott
  have for Tom based on the Win-Win philosophy?

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What would Win-Win want?

• To help Tom, Miss Baines would be advised to do
  the following
• Identify Toms disruptive behavior/ask behavior
  specific questions
• His position is that he is angry
• To treat his anger
• Ask him to identify positive ways to deal with
  his anger
• Give him time to cool down and think
• Conflict-resolution conferences
• Practice self-control skills

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Post Game Report

• Apply Win-Win to your own classroom students
• Attention seeking
• Avoiding failure
• Being angry
• Control seeking
• Energetic
• Bored
• Uniformed
• Get ready to report!

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Everybody scores with Win-Win Discipline!
TOUCHDOWN!!!!!
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Sources

• Charles, C.M. (2004). Building Classroom
  Discipline Eighth Edition. Ohio Allyn Bacon.
• Kagan, Spencer. (1998). Can Intelligences be
  Located? Retrieved April 18, 2007, from
  http//www.cooperativelearning.com/KaganClub/FreeA
  rticles/ASK01.html
• Kagan, Spencer. (1998). Cooperative Learning and
  Multiple Intelligences What are the
  Connections? Retrieved April 18, 2007, from
  http//www.cooperativelearning.com/KaganClub/FreeA
  rticles/ASK02.html
• Kagan, Spencer. (1999). Cooperative Learning
  Seventeen Pros and Seventeen Cons plus Ten Tips
  for Success. Retrieved April 18, 2007, from
  http//www.cooperativelearning.com/KaganClub/FreeA
  rticles/ASK06.html
• Kagan, Spencer. (1999). Positive Interdependence.
  Retrieved April 18, 2007, from http//www.cooperat
  ivelearning.com/KaganClub/FreeArticles/ASK04.html
• Kagan, Spencer. (1998). Teams of Four are Magic.
  Retrieved April 18, 2007, from http//www.cooperat
  ivelearning.com/KaganClub/FreeArticles/ASK03.html
• Kagan, Spencer. (1999). The E of PIES.
  Retrieved April 18, 2007, from http//www.cooperat
  ivelearning.com/KaganClub/FreeArticles/ASK05.html
• Kagan, Spencer. (2002). What is Win-Win
  Discipline. Retrieved April 18, 2007, from
  http//www.kaganonline.com/KaganClub/FreeArticles/
  ASK15.html