Discipline
      As a Means of Instruction
             Chapter 7
A Framework for Understanding Poverty
Why Do We Teach Self-
     Discipline?

      The purpose of
  Discipline is to promote
  successful behaviors at
        ...
Separate sets of
       behaviors:



School vs. Home

Hidden Social Rules

Choices are not always available at home
Structure and Choice

          Structure   Choice



Students from poverty need to have two
two sets of behaviors from wh...
Behaviors Related to
     Poverty:

disrespect for teacher/authority

talking constantly

disorganization

inappropriate a...
Analyzing the Behavior
Behavior self-assessment               Name
                                              ______
  ...
Language of Negotiation

 Three voices:
  Child voice
  Parent Voice
  Adult voice
Child Voice


Defensive, victimized, emotional, whining,
losing attitude, strongly negative, non-
verbal
Parent Voice



 Authoritative, directive, judgmental,
 evaluative, win-lose mentality, punitive,
 sometimes threatening
Adult Voice
Non-judgmental, free of negative non-verbal,
factual, often in question format, attitude of
win-win
Other ways to teach
          discipline:

     Metaphor Stories

     Suggestions




Payne, R. K. (2005). A framework fo...
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Poverty, chpt. 7

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  • Poverty, chpt. 7

    1. 1. Discipline As a Means of Instruction Chapter 7 A Framework for Understanding Poverty
    2. 2. Why Do We Teach Self- Discipline? The purpose of Discipline is to promote successful behaviors at school.
    3. 3. Separate sets of behaviors: School vs. Home Hidden Social Rules Choices are not always available at home
    4. 4. Structure and Choice Structure Choice Students from poverty need to have two two sets of behaviors from which to choose. Structure and choice need to be part of the discipline approach.
    5. 5. Behaviors Related to Poverty: disrespect for teacher/authority talking constantly disorganization inappropriate and/or vulgar comments behaviors vary depending on the situation
    6. 6. Analyzing the Behavior Behavior self-assessment Name ______ ______ ______ 1. Wh ______ at did ______ Helps the teacher 2. Wh ______ en yo ud you d o?____ __ ______ id that, w __________ __ 3. Lis ______ ha __ t four ______ other ______ t did you w __ ______ a ______ things ______ nt Helps the student ______ ______ _ ______ __________ _ you c __ ould h ave ____ ______ __________ __________ don ______ _ __ __ ______ __________ __________ ____ 4. Wh _ _ at wil __________ __________ _____ #3 is difficult for students ______ ______ l you _ do ne __________ _______ xt tim _ ______ ______ e?____ _______ ______ ______ ______ ___ _____
    7. 7. Language of Negotiation Three voices: Child voice Parent Voice Adult voice
    8. 8. Child Voice Defensive, victimized, emotional, whining, losing attitude, strongly negative, non- verbal
    9. 9. Parent Voice Authoritative, directive, judgmental, evaluative, win-lose mentality, punitive, sometimes threatening
    10. 10. Adult Voice Non-judgmental, free of negative non-verbal, factual, often in question format, attitude of win-win
    11. 11. Other ways to teach discipline: Metaphor Stories Suggestions Payne, R. K. (2005). A framework for understanding poverty. Highlands, Tex: aha! Process.
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