Building self discipline in our students


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Building self discipline in our students

  1. 1. Developing Self-Control in Our Students By Kim Peters Fall 2011
  2. 2. Joachim de Posada “Don’t eat the marshmallow yet.” <ul><li>Click to play video </li></ul>
  3. 3. What is Self-Control? <ul><li>Self control is the ability to control one's emotions, behavior and desires in order to obtain some reward later. </li></ul><ul><li> </li></ul>
  4. 4. Classroom Management <ul><li>The key to managing student behavior has nothing to do with tangible rewards. You don’t have to give food, toys, stickers, and pencils as rewards for children, or spend any money at all, in order to gain their cooperation! In fact, teacher control can and should be replaced whenever possible by student self-control. How is this possible? The key is classroom management that prevents problems before they start. </li></ul><ul><li> </li></ul>
  5. 5. 5 Pro-Active, Positive Behavior Management Strategies for Every Classroom <ul><li>1. Have a routine in place for EVERYTHING and practice procedures, not punishment. </li></ul><ul><ul><li>Not only do students have to learn your expectations, they have to UNLEARN those of their previous teachers, since everyone has different standards and routines. </li></ul></ul><ul><ul><li>It will take weeks to get your students to where you want them to be, and you will have to continually reinforce their behavior all the way through June. </li></ul></ul>
  6. 6. 5 Pro-Active, Positive Behavior Management Strategies for Every Classroom (Cont.) <ul><li>2. Have a very SIMPLE, positive, whole-class reinforcement system and use individual modification plans for kids with behavioral issues. </li></ul><ul><ul><ul><li>The most effective whole-class plans are based on positive reinforcement for appropriate student behavior </li></ul></ul></ul>
  7. 7. 5 Pro-Active, Positive Behavior Management Strategies for Every Classroom (Cont.) <ul><li>3. Have a low-maintenance method for regular communication with parents about behavior. </li></ul><ul><ul><ul><li>Daily Reports </li></ul></ul></ul><ul><ul><ul><li>Weekly Evaluations </li></ul></ul></ul><ul><ul><ul><li>Problem Solving Sheets </li></ul></ul></ul><ul><ul><ul><li>Student’s Own Reflection </li></ul></ul></ul>
  8. 8. 5 Pro-Active, Positive Behavior Management Strategies for Every Classroom (Cont.) <ul><li>4. Make general rules and consequences that are related and logical, and enforce them in ways that are appropriate for individual children. </li></ul><ul><ul><ul><li>There should be a common thread running throughout and all kids should see a clear connection between what they do and the resulting consequences. </li></ul></ul></ul>
  9. 9. 5 Pro-Active, Positive Behavior Management Strategies for Every Classroom (Cont.) <ul><li>5. Show kids the power of their influence on how the classroom is run and make a clear connection between the way THEY behave and the way YOU behave. </li></ul><ul><ul><li>Students do not automatically make the connection between what they do and what you do! It must be taught explicitly. </li></ul></ul>
  10. 10. Self-Control Activity #1 <ul><li>Self-Control Charades </li></ul><ul><li>Write on slips of paper numerous scenarios of situations that may cause children to lose control. </li></ul><ul><li>Separate the class into two teams and play a game of self-control charades. </li></ul><ul><li>Each child has a turn to choose one of these secret situations from a hat and role play the feelings and scenario for students on their team to guess. </li></ul><ul><li>Allow a one-minute time limit per turn. </li></ul><ul><li>After each performance, award bonus points to students who describe what to do to regain self-control in that situation. </li></ul><ul><li>Keep accurate score and award the winning team an extra five minutes at recess. </li></ul><ul><li>~Read more: Self Control Activities for School | </li></ul>
  11. 11. Martin Henley's Teaching Self-Control curriculum <ul><li>The Teaching Self-Control curriculum includes role-plays, simulations, learning center activities, and children's literature that can be used to teach those skills. Included: Twenty self-control skills all children need. </li></ul>
  12. 12. Controlling Impulses <ul><li>Skill 1: Managing Situational Lure -- Learning to identify appropriate behaviors outside the classroom -- Learning to adjust behavior to match the situation </li></ul><ul><li>Skill 2: Demonstrating Patience -- Learning to wait -- Learning to take turns -- Learning to help others </li></ul><ul><li>Skill 3: Verbalizing Feelings -- Learning to build a feeling vocabulary -- Learning to identify one's own feelings -- Learning to identify feelings in others -- Learning to share feelings </li></ul><ul><li>Skill 4: Resisting Tempting Objects -- Learning to discuss how the allure of material objects can influence behavior -- Learning to evaluate the need for material objects -- Learning to use objects appropriately </li></ul>
  13. 13. Following School Routines <ul><li>Skill 5: Following Rules -- Learning to understand why rules are necessary -- Learning to identify with rules -- Learning to monitor one's own behavior </li></ul><ul><li>Skill 6: Organizing School Materials -- Learning to follow instructions -- Learning to plan a task -- Learning to organize materials to complete a task -- Learning to complete homework </li></ul><ul><li>Skill 7: Accepting Evaluative Comments -- Learning to learn from mistakes -- Learning to distinguish criticism from teasing, sarcasm, and mean statements </li></ul><ul><li>Skill 8: Making Classroom Transitions -- Learning to follow steps in a routine -- Learning to move appropriately around the classroom </li></ul>
  14. 14. Managing Group Situations <ul><li>Skill 9: Maintaining Composure -- Learning to ignore classroom distractions -- Learning to independently select a classroom activity -- Learning to behave appropriately when the teacher is out of the room </li></ul><ul><li>Skill 10: Appraising Peer Pressure -- Learning to evaluate a situation in terms of personal beliefs about good and bad choices -- Learning to act in accordance with personal beliefs -- Learning to identify peer situations where students should say &quot;no“ </li></ul><ul><li>Skill 11: Participating in Group Activities -- Learning to help others -- Learning to cooperate -- Learning to contribute to group discussions </li></ul><ul><li>Skill 12: Understanding How Behavior Affects Others -- Learning to identify behaviors that affect others -- Learning to demonstrate helping behaviors -- Learning to behave responsibly </li></ul>
  15. 15. Managing Stress <ul><li>Skill 13: Adapting to New Situations -- Learning to identify ways by which people adapt to their surroundings -- Learning to cope with change -- Learning to direct one's own behavior </li></ul><ul><li>Skill 14: Coping With Competition -- Learning to identify positive attributes of competition -- Learning to participate in competitive games </li></ul><ul><li>Skill 15: Tolerating Frustration -- Learning to identify feelings of frustration -- Learning to develop methods of coping with frustration </li></ul><ul><li>Skill 16: Selecting Tension-Reducing Activities -- Learning to identify physical signs of stress -- Learning to identify situations that cause stress -- Learning to identify tension-reducing activities </li></ul>
  16. 16. Solving Social Problems <ul><li>Skill 17: Focusing on Present Situation -- Learning to evaluate disturbing feelings -- Learning to concentrate on a task </li></ul><ul><li>Skill 18: Learning From Past Experience -- Learning to describe a chronology of events -- Learning to learn from the experience of others -- Learning to learn from one's own experience </li></ul><ul><li>Skill 19: Anticipating Consequences -- Learning to explain cause and effect -- Learning to understand the meaning of consequences -- Learning to accept consequences for behavior </li></ul><ul><li>Skill 20: Resolving Conflicts -- Learning to recognize situations -- Learning to develop alternatives to conflict -- Learning to use words to resolve conflicts </li></ul>
  17. 17. Self Control Activity #2 <ul><li>Stop Signs </li></ul><ul><li>When students lose their self-control, instruct them to stop what they are doing and walk away from the situation to reflect. </li></ul><ul><li>Reinforce the self-discipline technique via a craft activity. </li></ul><ul><li>Instruct students to make a hand-held stop sign. Using red construction paper, cut out an octagonal shape and outline with white paint. In the center of the eight-sided shape, students may paint the word &quot;stop&quot; and a stick figure appearing to be moving away. </li></ul><ul><li>The students may use the art as a reminder or to hold when they are losing control. </li></ul>
  18. 18. Resources <ul><li>Dawe, T. (2011, February 22). Self control activities for school . Retrieved from </li></ul><ul><li>Henley, M. (1997). Teaching self control: A curriculum for responsible behavior . Bloomington, IN: Solution Tree. </li></ul><ul><li>Hopkins, G. (2005). Teaching self-control: A curriculum for responsible behavior. Education World , Retrieved from </li></ul><ul><li>Posada , J. (Writer) (n.d.). Don’t eat the marshmallow yet [Web]. Retrieved from </li></ul><ul><li>Walsh, D. (2007). No, why kids--of all ages--need to hear it and ways parents can say it . New York, NY: Free Press. </li></ul><ul><li>Wikipedia . (n.d.). Retrieved from </li></ul>