Recovery:
Recovery Philosophy:
Knowledge is not taught, content is taught. Once a person absorbs the content, it is then knowledge held by that person so being a teacher is more than just teaching content. Education is a universal right and in order for a society to grow and become stronger everyone who wants an education should be able to get one from capable instructors. “The success for a teacher depends heavily on the active cooperation of the student. The student must be willing to learn what the teacher is teaching. There is the same exact equation between teaching and learning that there is between selling and buying. That is, you can't be a good salesperson unless someone is buying, and you cant be a good teacher unless someone is learning” (Jackson, 1986). Teaching is a process, not a product and as such, it develops and changes over time. All teachers change with their experiences in and out of the classroom. School is a place where you receive an education, but kids will receive a great education if they are able to work with someone who is aware and sensitive to their individual needs. Punishment will not change behavior and we should discipline behavior, not students. After the "honeymoon" phase, conflict can arise and we must be equipped to handle it in the most professional manner. We must always keep in mind that we are dealing with children. To borrow a sports analogy, the best offense is a good defense. My educational philosophy is progressivism and I believe that learners should be active and learn to solve problems by reflecting upon their experiences.
Knowledge is not taught, content is taught. Once a person absorbs the content, it is then knowledge held by that person so being a teacher is more than just teaching content. Education is a universal right and in order for a society to grow and become stronger everyone who wants an education should be able to get one from capable instructors. “The success for a teacher depends heavily on the active cooperation of the student. The student must be willing to learn what the teacher is teaching. There is the same exact equation between teaching and learning that there is between selling and buying. That is, you can't be a good salesperson unless someone is buying, and you cant be a good teacher unless someone is learning” (Jackson, 1986). Teaching is a process, not a product and as such, it develops and changes over time. All teachers change with their experiences in and out of the classroom. School is a place where you receive an education, but kids will receive a great education if they are able to work with someone who is aware and sensitive to their individual needs. Punishment will not change behavior and we should discipline behavior, not students. After the "honeymoon" phase, conflict can arise and we must be equipped to handle it in the most professional manner. We must always keep in mind that we are dealing with children. To borrow a sports analogy, the best offense is a good defense. My educational philosophy is progressivism and I believe that learners should be active and learn to solve problems by reflecting upon their experiences.
1. Win-Win Discipline
Win-Win Discipline is designed to handle discipline problems at the moment of the disruption with powerful and proven discipline strategies; but more importantly, it targets the root of discipline problems—students' unfulfilled needs.
Students have basic needs. There are three probable ways these basic needs play out in the classroom: 1) students' needs are being met and they are not posing a discipline problem; 2) students' needs are not being met, but they are handling their needs in a mature and responsible way; or 3) students' needs are not being met and they act out and become a discipline problem. For the undisciplined student, unmet needs can manifest themselves in a plethora of discipline problems. You know all too well what I'm talking about: You've got the energetic student bouncing off the walls; the bored student writing notes or doodling away; the failure- or embarrassement-avoiding student refusing to participate; the prototypical class clown fishing for attention; and the anger-venting student verbally or physically abusing others.
When we meet students' needs or give them respectful and responsible strategies for dealing with their unmet needs, disruptive behaviors drop away. Students win. They get their needs met or learn how to deal with their needs. And we win. We get to focus on teaching and provide for our students a safe and productive learning environment, without disruptions. It's a win-win proposition, thus the name, "Win-Win Discipline" (Kagan, 2002).
Win-Win Discipline is designed to handle discipline problems at the moment of the disruption with powerful and proven discipline strategies; but more importantly, it targets the root of discipline problems—students' unfulfilled needs.
Students have basic needs. There are three probable ways these basic needs play out in the classroom: 1) students' needs are being met and they are not posing a discipline problem; 2) students' needs are not being met, but they are handling their needs in a mature and responsible way; or 3) students' needs are not being met and they act out and become a discipline problem. For the undisciplined student, unmet needs can manifest themselves in a plethora of discipline problems. You know all too well what I'm talking about: You've got the energetic student bouncing off the walls; the bored student writing notes or doodling away; the failure- or embarrassement-avoiding student refusing to participate; the prototypical class clown fishing for attention; and the anger-venting student verbally or physically abusing others.
When we meet students' needs or give them respectful and responsible strategies for dealing with their unmet needs, disruptive behaviors drop away. Students win. They get their needs met or learn how to deal with their needs. And we win. We get to focus on teaching and provide for our students a safe and productive learning environment, without disruptions. It's a win-win proposition, thus the name, "Win-Win Discipline" (Kagan, 2002).
2. Cooperative Discipline
“One important tip to remember is that students choose their behavior, and we have power to influence—not control—their choices. The change starts with the teacher; we need to learn how to interact with students so they’ll want to choose appropriate behavior and comply with the rules” - Linda Albert
Cooperative discipline identifies the reasoning behind behavior and seeks interactions to help students reach inner sense of belonging. It provides a step by step plan to respond to specific student behavior and builds a relationship between teacher, parents and student (Albert, 1996).
6 Step Conflict Resolution: (Albert, 1996).
3. Discipline with Dignity
Discipline with Dignity 12 Points of Functionality: (Mendler & Curwin, 1999, p. 13-16)
Using a rubric to get students invested in their work is a way to put your students in charge of their own success. Students will grade their daily commitment to coursework. Each class period, their exit ticket will be self-evaluate themselves on the day's lesson and topics. They will score themselves from 1-4 (nope-got it). At the end of the month, they tally their scores on a graph and explain what the graph says about their approach to learning. Students also create a list of up to 10 learning targets. Each month, they give themselves a grade indicating how well they have met their objectives. Students should be able to see that their effort does have a significant effect on their learning. By holding students accountable for their work and responsible for maintaining a personal level of excellence, I can provide my classes with the necessary tools they need to better themselves. Accountability breeds responsibility, and students who develop the tools to target and improve their academic shortcomings will, in turn, develop the skills they need to go far in life.
“One important tip to remember is that students choose their behavior, and we have power to influence—not control—their choices. The change starts with the teacher; we need to learn how to interact with students so they’ll want to choose appropriate behavior and comply with the rules” - Linda Albert
Cooperative discipline identifies the reasoning behind behavior and seeks interactions to help students reach inner sense of belonging. It provides a step by step plan to respond to specific student behavior and builds a relationship between teacher, parents and student (Albert, 1996).
6 Step Conflict Resolution: (Albert, 1996).
- Define the problem.
- Declare the need.
- Describe feelings.
- Discuss pro and cons to possible solutions.
- Decide on the best solution for all.
- Follow up meeting to determine the effectiveness of the plan.
3. Discipline with Dignity
Discipline with Dignity 12 Points of Functionality: (Mendler & Curwin, 1999, p. 13-16)
- Let students know what you need.
- Provide instruction at levels that match students' abilities.
- Listen to what students are thinking and feeling.
- Use humor.
- Vary your style of presentation.
- Offer choices.
- Refuse to accept excuses.
- Legitimize behavior you cannot stop.
- Use hugs and pats when communicating with students.
- Be responsible for yourself and allow students to be responsible for themselves.
- Accept that you will not be successful in helping every student.
- Start fresh every day.
Using a rubric to get students invested in their work is a way to put your students in charge of their own success. Students will grade their daily commitment to coursework. Each class period, their exit ticket will be self-evaluate themselves on the day's lesson and topics. They will score themselves from 1-4 (nope-got it). At the end of the month, they tally their scores on a graph and explain what the graph says about their approach to learning. Students also create a list of up to 10 learning targets. Each month, they give themselves a grade indicating how well they have met their objectives. Students should be able to see that their effort does have a significant effect on their learning. By holding students accountable for their work and responsible for maintaining a personal level of excellence, I can provide my classes with the necessary tools they need to better themselves. Accountability breeds responsibility, and students who develop the tools to target and improve their academic shortcomings will, in turn, develop the skills they need to go far in life.
5. Self-Control Rules
6. T.L.C
Teaching classroom expectations
Looking for performance on expectations (monitoring)
Consequenting behavior (both positive and negative)
7. Refocus
The most powerful solution to problem behavior is turning a disruptive moment into a learning moment.
- Calm is contagious
- Personal Space (1.5-3 feet)
- Avoid Power Struggles
6. T.L.C
Teaching classroom expectations
Looking for performance on expectations (monitoring)
Consequenting behavior (both positive and negative)
7. Refocus
The most powerful solution to problem behavior is turning a disruptive moment into a learning moment.
- Eliminate repeated warnings and/or multiple requests
- Contingently withdraw attention when a problem behavior occurs
- Retain behavioral momentum
- Refuse to reach the unbearable limit
- Developing self-control takes a lot of practice
References:
Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
Curwin, Richard & Mendler, Allen. (1999). Discipline with Dignity, Alexandria, VA: Association for Supervision and Curriculum Development.
Kagan, S. (2002, Winter). What is Win-Win Discipline? Kagan. Retrieved from http://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK15.php
Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
Curwin, Richard & Mendler, Allen. (1999). Discipline with Dignity, Alexandria, VA: Association for Supervision and Curriculum Development.
Kagan, S. (2002, Winter). What is Win-Win Discipline? Kagan. Retrieved from http://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK15.php