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Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
Mabe 605 report
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Mabe 605 report

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  • 1. CLASSROOMDISCIPLINE
  • 2. WHAT IS CONSTRUCTIVE OR POSITIVEDISCIPLINE? It describes a way to reduce undesirable behavior, and increase desirable behavior, by rewarding the positive rather than punishing the negative. “Behavior that is rewarded is behavior that will be repeated”.
  • 3. PEDAGOGICAL PRINCIPLES OF CONSTRUCTIVE DISCIPLINE The constructive discipline approach is holistic - recognizes that all aspects of children’slearning and development are interrelated.The constructive discipline approach is strengths-based - recognizes that every child has strengths,competencies and talents.
  • 4. PEDAGOGICAL PRINCIPLES OF CONSTRUCTIVE DISCIPLINE The constructive discipline approach is positive - When children’s strengths are recognized,their motivation increases and they viewthemselves as increasingly competent. The constructive discipline approach is inclusive -respectful of children’s individualdifferences and equal rights.
  • 5. PEDAGOGICAL PRINCIPLES OF CONSTRUCTIVE DISCIPLINE The constructive discipline approach is proactiveTeachers are much more effective when theyplan to help children succeed over the long termthan when they react to short-term difficulties.The constructive discipline approach is participatory -involves student participation in decision-making and respect for students’ viewpoints.
  • 6. PRINCIPLES AND TECHNIQUES OFEFFECTIVE AND CONSTRUCTIVE DISCIPLINE
  • 7. PRINCIPLES AND TECHNIQUES OFEFFECTIVE AND CONSTRUCTIVE DISCIPLINE1. When/Then – Abuse It/Lose It Principle - teaches the students to be responsible,obedient and accountable.2. Incompatible Alternative Principle - Give the pupil something to do that hecan’t do while misbehaving.3. Choice Principle - Give the child two choices, both of whichare positive and acceptable to you.
  • 8. PRINCIPLES AND TECHNIQUES OFEFFECTIVE AND CONSTRUCTIVE DISCIPLINE4. Make a Big Deal Principle - Make a big deal over responsible,considerate, appropriate behavior.5. Modelling Principle - Model the behaviors you want. Show thepupils, by example, how to behave.6. Privacy Principle - Never embarrass a pupil in front of hisclassmates.
  • 9. PRINCIPLES AND TECHNIQUES OFEFFECTIVE AND CONSTRUCTIVE DISCIPLINE7. Positive Closure Principle- At the end of the day, remind your pupils thatthey are special and loved.8. Talk with them, Not to Them Principle - Focus on two-way communication ratherthan preaching to children. Listen as well as talk.9. Pay Attention Principle - Keep your eyes and mind on what ishappening. Don’t wait until the child is out ofcontrol to step in.
  • 10. PRINCIPLES AND TECHNIQUES OFEFFECTIVE AND CONSTRUCTIVE DISCIPLINE10. Use Actions Instead of Words - Don’t say anything. When the pupil continuesto get out of classroom and comes to the canteen,take him back to the classroom – as many times as ittakes.11. Whisper Principle - Instead of yelling, screaming or talking in aloud voice, surprise the child by lowering your voiceto a whisper.12. Get on Child’s Eye Level Principle - When talking with the child, get down onhis/her eye level and look him in the eye while talkingsoftly to him.
  • 11. PRINCIPLES AND TECHNIQUES OFEFFECTIVE AND CONSTRUCTIVE DISCIPLINE13. Focusing - Be sure you have the attention of everyone inyour classroom before you start your lesson.14. Direct Instruction - Begin each class by telling the studentsexactly what will be happening.15. Modelling - “Values are caught, not taught.” Teacherswho are courteous, prompt, enthusiastic, incontrol, patient and organized provide examples fortheir students through their own behaviour.
  • 12. PRINCIPLES AND TECHNIQUES OFEFFECTIVE AND CONSTRUCTIVE DISCIPLINE16. Non-verbal cues - It can be facial expressions, body postureand hand signals.17. Assertive I-Messages - These are statements that the teacheruses when confronting a student who ismisbehaving.
  • 13. QUESTIONING OLDASSUMPTIONS
  • 14. QUESTIONING OLD ASSUMPTIONS OLD ASSUMPTION POSITIVE DISCIPLINE VIEWPhysical When we exert power over students,punishment is we create power struggles. Over time,necessary to many students will resist our control bymaintain control in acting out, lying, skipping school orthe classroom. dropping out. Teachers should focus on facilitating learning, not trying to control it. Learning should be active and enjoyable for students within a warm and structured learning environment created by the teacher.
  • 15. QUESTIONING OLD ASSUMPTIONS OLD ASSUMPTION POSITIVE DISCIPLINE VIEW Authority and respect are oftenWithout physical confused with fear. Authority comespunishment, I will from knowledge and wisdom; fearlose my authority comes from coercion. Respect isand the students’ earned and freely given; fear is anrespect. involuntary response to pain and humiliation. Respect builds relationships and strengthens bonds; fear erodes them.
  • 16. QUESTIONING OLD ASSUMPTIONS OLD ASSUMPTION POSITIVE DISCIPLINE VIEWMy students’ Children build their ownsilence in the understanding of the world and all ofclassroom is a sign the people and objects in it. Theirof their respect for curiosity is innate. They are bornme. When they wanting to learn and understandspeak or ask everything. Their questions andquestions in class, curiosity should be encouraged andthey are nurtured so that they continue to wantchallenging my to learn throughout their lives.authority. Students’ silence is not a sign of respect. Usually it indicates fear, anxiety, disinterest, boredom or lack of understanding.
  • 17. QUESTIONING OLD ASSUMPTIONS OLD ASSUMPTION POSITIVE DISCIPLINE VIEWPhysical Throughout those decades, manypunishment has students hated school and droppedworked for out. Many with great potential lostdecades, so why their motivation to learn. Many haveshould we stop it painful memories and suffer from lownow? self-confidence and depression. Some carry resentment and hostility throughout their lives.
  • 18. QUESTIONING OLD ASSUMPTIONS OLD ASSUMPTION POSITIVE DISCIPLINE VIEWIt is the teacher’s Children are active learners. Theyjob to give learn and understand best when theyinformation and are actively involved in the learningthe student’s job to process. When they are required to sitremember it. They quietly and listen, their active mindshave to sit still and wander. Children need to use theirbe quiet so that learning constructively, not just tothey can learn. remember facts. Teachers need to provide many opportunities for students to experiment, discover and construct their knowledge. This is how they learn and remember best.
  • 19. QUESTIONING OLD ASSUMPTIONS OLD ASSUMPTION POSITIVE DISCIPLINE VIEWChildren are Children are complete human beings.incomplete beings. They might understand thingsTeachers help to differently than adults do, but they arebuild them into just as intelligent and have all thecomplete people. same feelings as adults. Children are worthy of respect and they have inherent rights, including the right to participation.
  • 20.  REFLECTION    
  • 21. THINK ABOUT ITTomorrow, your students are going to have anational examination. You have been workingwith them for two months to master the material.This is your last day to help them prepare. Someof the students are not concentrating today. Theyare whispering to each other, laughing anddisrupting the class. You have told them to settledown, but they continue to make noise anddistract the other students. Think about what isgoing on inside of you.
  • 22.  How are you feeling? What do you want to make happen at this moment? What will you do to make these things happen right away?
  • 23. AS YOU THINK ABOUT YOUR FEELINGS IN THESITUATION, DID YOU INCLUDE: stress? frustration? anger? exasperation? rising blood pressure? physical tension? powerlessness? desperation?
  • 24. AS YOU THINK ABOUT WHAT YOU WANTED YOURSTUDENTS TO DO IN THE SITUATION, DID YOUINCLUDE: being quiet? paying attention? showing respect? listening to you? doing what you say?
  • 25. AS YOU THINK ABOUT HOW YOU WOULD TRY TOMAKE THE STUDENTS DO WHAT YOU WANT THEMTO DO, DID YOU INCLUDE: yelling? threatening? sending students out of the classroom? hitting? storming out of the room? telling the students they are stupid, useless, lazy or bound to fail?
  • 26. This situation is one of short-term stress.These situations have three main features:1. You want your students to change theirbehaviour now.2. You are in an emotional state of frustration,anger and powerlessness.3. You try to force the students to change theirbehaviour through regaining power and control.Situations of short-term stress are common inclassrooms around the world. And teachers’reactions to them are often harsh and punitive.
  • 27. THINK ABOUT ITThey are all grown up. They are 20 years old now.Tomorrow, your school is hosting a reunion. Manyof your former students plan to attend.
  • 28. Think about what is going on inside of you at thismoment.What will you feel when you see them at thatage?What kind of people do you hope they will be?What do you hope they will have accomplishedby then?What kinds of relationships do you hope they willhave?How do you hope they will feel about you?
  • 29. AS YOU THINK ABOUT HOW YOU WILL FEEL,DID YOU INCLUDE: happiness? excitement? pride in the positive role you played in their lives?
  • 30. AS YOU THINK ABOUT THE KINDS OF PEOPLE YOUHOPE THEY WILL BE, DID YOU INCLUDE: confident? good at communicating? having a love of learning? courteous? able to think independently? good at resolving personal conflicts? kind and empathic? honest? resilient to stress and adversity?
  • 31. AS YOU THINK ABOUT WHAT YOU HOPE THEY WILLHAVE ACCOMPLISHED, DID YOU INCLUDE: getting an advanced education? contributing positively to their community? mastering challenges in their lives? achieving their dreams?
  • 32. AS YOU THINK ABOUT THE KINDS OFRELATIONSHIPS YOU HOPE THEY WILL HAVE, DIDYOU INCLUDE: happy? trusting? mutually respectful? non-violent?
  • 33. AS YOU THINK ABOUT THE FEELINGS YOU HOPETHEY WILL HAVE ABOUT YOU, DID YOU INCLUDE: affection? thinking of you as a positive force in their lives? remembering you as kind and supportive? attribution their success to your wise guidance?
  • 34. These are long-term goals. Long-term goals arethose lasting impacts that we hope to have onour students.
  • 35. HOW WELL DO YOUR SHORT-TERM REACTIONSLEAD YOU TOWARD YOUR LONG-TERM GOALS?Short-term Reactions Long-term Goals criticizing  building self-esteem Slapping  teaching non-violence  building resilience name-calling  creating a positive Threatening attitude toward learning  inspiring happy memories of school and of you embarrassing

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