Chapter 11: Discipline through Self-Restitution and Moral Intelligence

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Chapter 11 Discipline through Self-Restitution
and Moral Intelligence

• Casey Hicks
• Colleen Blanchard
• Ashley Slemons

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Diane Gossen
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What is self-restitution?

• Self-restitution-regular reflection on personal
  behavior, helps students learn to profit from
  mistakes and become better able to conduct
  themselves in harmony with their needs and inner
  sense of morality.

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Restitution Theory

• Not a payback, but rather a pay-forward, which
  provides an avenue to becoming a better person
• Meets needs of both offender and offended to help
  resolve and heal
• Means for dealing with the root of the problem
• Focuses on solutions and restores strengthens
  relationships

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Restitution Theory CONT..

• 5. Operates through invitation
• 6. Teaches persons to look inside themselves,
  identify the need behind problematic behavior,
  visualize the kind of person they want to be
• 7. Creates solutions to problems restores the
  offender to the group

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Least Coercive Road

• Open up the territory
• Does it really matter?
• Establish the social contract
• sense of belonging, connection between members
  of classroom
• Establish limits
• my job, your job
• Teach students how to make Self-Restitution
• teach model it! ?

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Michele Borba
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Moral Intelligence

• Michele Borba believes behavior can be controlled
  by teaching students Moral Intelligence (the
  essential 7 virtues).
• Seven Virtues are
• Empathy
• Conscience
• Self-control
• Respect
• Kindness
• Tolerance
• Fairness

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• Empathy
• Empathy is the capacity to relate to the feelings
  of others.
• Develop a caring relationship with students
• Creating a caring, prosocial moral learning
  environment
• Use stories to enhance sensitivity to others
• Provide meaningful and concrete hands on
  activities
• Use discipline techniques that show empathy.

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• Conscience
• Conscience refers to the ability to comprehend
  the right or wrong of ones actions.
• Set clear class standards and expectations based
  on core moral beliefs
• Create a context for moral growth
• Teach, cultivate and reinforce virtues
• Help students understand how moral conscience
  develops
• Provide meaningful moral dilemmas in context
  (such as historical or scientific etc.)

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• Self-Control
• Adults giving priority to and modeling
  self-control
• Encouraging students to become their own internal
  motivators
• Showing students to think before they act, have
  anger management skills etc.
• Provide ongoing opportunities to practice
  self-control

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• Respect
• Discuss, model and teach the differences between
  respect and disrespect.
• Teach new respectful replacer behaviors.
• Emphasize and expect good manners and courtesy
• Involve students in creating a respectful
  learning environment

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• Kindness
• Teach the meaning and value of kindness
• Establish a zero tolerance for mean and cruel
  behavior
• Point out the difference kindness makes
• Provide meaningful and concrete activities that
  emphasize kindness

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• Tolerance
• Model and teach about tolerance
• Draw attention to and discourage intolerant
  comments
• Instill an appreciation for diversity
• Fairness
• Discuss fairness with students
• Unfailingly demonstrate fairness
• Avoid making comparisons among students
• Help students show respect when they win and/or
  lose

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Reasons for Building Moral Intelligence

• Building high moral IQs we can promote
• Good character
• Ability to think and act appropriately
• Protection against toxic influences in society
• Crucial life skills
• Good citizens
• Resistance to temptation
• Prevention of violence and cruelty
• Good behavior
• Shaping moral destinies

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Teaching Moral Intelligence

• When teaching moral intelligence you must do the
  following
• Accentuate a character trait or virtue that you
  want to instill in the student
• Tell them the meaning and value of the trait
• Teach what the trait looks and sounds like
• Provide opportunities to practice the moral
  habits of the trait
• Provide effective feedback

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Four-Step Approach to Discipline

• Respond (example Tell me what happened)
• Review (example Fighting is not allowed in
  class)
• Reflect (example How do you make people feel
  when you fight?)
• Make Right

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• Jane angrily enters your classroom.  She has just
  been scolded by another teacher for "fooling
  around" and has had the privilege of eating lunch
  outside at the picnic tables revoked for the rest
  of the week. In your class she is refusing to do
  work, calls out and continues the behavior from
  the other class, adding to it her complaints of
  unfairness. The class is in danger of not earning
  the class reward of an extra recess period for
  having completed all of your assignments.

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• During seat-work assignments, William seems to be
  constantly involved in some kind of inappropriate
  and disruptive classroom behavior William often
  turns around and teases the student behind him,
  or he taps the person in front of him and begins
  talking loudly.

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• Jaye, is quite docile. She socializes little with
  other students and never disrupts lessons.
  However, Jaye rarely completes an assignment and
  will not do her work. She is simply there,
  putting forth no effort at all.

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• Pat, larger and louder than his classmates,
  always wants to be the center of attention, which
  he accomplished through a combination of clowning
  and intimidation. He makes wise remarks, and
  often talks back (while smiling), utters a
  variety of sound-effect noises such as car
  crashes and gunshots and makes limitless
  sarcastic comments and put-downs of his
  classmates. Other students will not stand up
  apparently fearing his size and verbal
  aggression.

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• In a typical classroom on a typical day, Jonah
  tends to get off task by daydreaming, talking to
  peers, writing notes to one another, and just not
  paying attention for whatever reason.