Alternate Disciplinary Practices by K. Faustin

1. ALTERNATE DISCIPLINARY
PRACTICES

2.  9:00-9:15 Introductions/Overview/Format
 9:15-9:45 Lecture 1
 9:45-10:30 Exercise A
 10:30-10:45 Break
 10:45-11:30 Lecture 2
 11:30-12:00 Exercise B
 12:00-1:00 Lunch
 1:00-1:15 Recap
 1:15-1:45 Lecture 3
 1:45-2:15 Exercise C
 2:15-2:45 Lecture 4
 2:45-3:00 Exam/Evaluation/Q&A

3. Lecture 1 What is discipline?
Lecture 2 Positive Discipline
Lecture 3 Discipline by Design
Lecture 4 Closing Tips

4.  Discipline may be referred to as one’s
ability to control their behaviour. It requires
training which may be psychological or
physical.
Discipline is not necessarily synonymous
with punishment. Punishment, instead,
may be used to instil discipline.

5. Less teacher-child frustration.
More time spent teaching and learning
Development of appropriate interpersonal
and social skills.
Students develop habits which help them
in different spheres.

6. Cultural
Factors
Family and
Ethnic
Identity
Factors
School
Factors
Individual
Factors

7.  Individual
• Family
• Socio-cultural
• Temperament
• Learning Style
• Behavioral Health
 ADHD
Depression
 Anxiety
 Behavior Disorders
 Organizational
• Protocols
• Procedures
• Routines
• Rules
• Rewards
• Consequences
Carlene Romans Smith, Ph.D.

8. Low motivation
Poor social/interpersonal skills
Learning style

9. Cultural Factors
Depression

10. Inattention/Anxiety/Anger
Peer issues
Authority issues
Cultural context

11. Visual
-Interpersonal
-Solitary
Kinesthetic Aural

12. FACTORS EXPRESSER DRIVER RELATER ANALYTICAL
How to Recognize: Excited Decisive & strong viewpoints Warm, helpful, positive Systematic, data driven
Carlene Romans Smith, Ph.D.
Tends to Ask:
Who? (the personal dominant
question)
What? (the results oriented
question.)
Why? (the personal non-goal
question.)
How? (the technical analytical
question.)
What They Dislike:
Boring explanations wasting time
with too many facts.
Someone wasting their time
trying to decide for them.
Rejection, treated impersonally,
uncaring & unfeeling attitudes.
making an error, being
unprepared, spontaneity.
Reacts to Pressure and
Tension By:
"Selling" their ideas or
argumentative.
Taking charge taking more
control.
Becoming silent, withdraws,
introspective.
Seeking more data &
information.
Best way to Deal With:
Get excited with them. Show
emotion.
Let them be in charge. Be supportive; show you care.
Provide lots of data &
information.
Likes To Be Measured By: Applause, feedback, recognition. Results, Goal-oriented. Friends, close relationships.
Activity & busyness that leads to
results.
Must Be Allowed To:
Get ahead quickly. Likes
challenges.
Get into a competitive situation.
Likes to win.
Relax, feel, care, know you care.
make decisions at own pace, not
cornered or pressured.
Will Improve With:
Recognition & some structure
with which to reach the goal.
A position that requires
cooperation with others.
A structure of goals & methods
for achieving each goal.
Interpersonal and
communication skills.
Likes to Save:
Effort they rely heavily on
hunches, intuition, feelings.
Time. They like to be efficient,
get things done now.
Relationships. Friendship means
a lot to them.
Face. They hate to make an
error, be wrong or get caught
without enough info.
For Best Results:
Inspire them to bigger & better
accomplishments.
Allow them freedom to do things
their own way.
Care & provide detail, specific
plans&activities to be
accomplished.
Structure a framework or "track"
to follow.
http://www.drbackman.com/communication-styles.htm

13. Trigger
Exhaustion Reaction
Escalation
Explosion
Reaction
Reaction

14. Current Practices
What are the discipline practices used in
your school?
What works?
What does not work?
What are the challenges in enforcing
discipline?

15. Corporal Punishment
Views?
Suspension
Views?

16.  The United Nations Convention on the Rights
of the Child
 Article 22 of the T & T’s Children Act (1925)
states: “Nothing in this Part shall be
construed to take away or affect the right of
any parent, teacher, or other person having
the lawful control or charge of a child or
young person to administer reasonable
punishment to such child or young person.”

17.  It is prohibited in the Children
(Amendment) Act of 2000, but as at
January 2012 this law has not been
proclaimed.
While the Education Act of 1996 makes no
reference to corporal punishment, the
National School Code of Conduct (2009) of
the Ministry of Education states that
corporal punishment should not be used.

18.  Positive Discipline is a model used to train
persons by emphasizing positive behaviours. It
does not focus on the individual but rather the
positive and negative behaviours.
 It is based on the idea that for persons to
become contributing members of society, they
ought to be taught necessary life and social
skills.
 Discipline, which is a part of this, not only is
taught but teaches.

19.  Positive Discipline is based on 5 criteria:
1) Helps children feel a sense of connection.
(Belonging and significance)
2) Is mutually respectful and encouraging.
(Kind and firm at the same time.)
3) Is effective long-term. (Considers what the
child is thinking, feeling, learning, and
deciding about himself and his world – and
what to do in the future to survive or to
thrive.)

20. 4) Teaches important social and life skills.
(Respect, concern for others, problem
solving, and cooperation as well as the
skills to contribute to the home, school or
larger community.)
5) Invites children to discover how capable
they are. (Encourages the constructive
use of personal power and autonomy.)

21.  Using Gerunds (-ing)
 Phrase correction in positive terms. Instead of
telling them what NOT to do, tell and show them
how it should have been done.
E.g. Instead of “Jonathan! Stop running,” one can
use “Walk Jonathan.”
Instead of “Stop the shouting,” one can use
“_____________”
Instead of “Don’t do that!” one can use
“__________”

22.  Positive Recognition
 Positive consequences encourage and increase
desirable behaviours.
 Acknowledging positive behaviours can be
effective in curbing or limiting negative ones.
 In the classroom, teachers may use “Star of the
Week,” ‘star necklace’ or simply positive words.
 Praising children builds self-esteem and self-confidence.
 Confidence that is built will be used when faced
in other situations.

23. Classroom Structure (seating, rules,
routine, etc)
Limit Setting
The use of body language.
 Eye contact
 Physical Proximity
 Body Carriage
 Facial Expression

24.  Responsibility Training (use of incentives)- Preferred Activity
Time (PAT)
The use of group incentives to instil responsibility for self and
others; it is used to establish unity and cooperation among
students. The group must behave in order to receive PAT,
which is a meaningful, learning, fun activity of their choice.
Misbehaviour can result in reduced PAT while improvement
can lead to increased PAT.
 Omission Training
Students who continually misbehave are given the opportunity to
correct their behaviour for the benefit of the group and
themselves. They may receive addition PAT for the group if
they improve.

25.  Back-up System
The use of consequences when omission training
has been unsuccessful
This ranges from small to medium to large
consequences; from private then to publicly in
class and then publicly on a wider scale
(suspension, principal’s office).

26. Preventative Measures
1) Fun classroom jobs/responsibilities
2) Standing between students
3) Gently placing a hand on student’s
shoulder
4) Individual or Group work
5) Making rules clear from the
beginning(Mr./Ms. Octupus)
6) Morning Meditation

27. Using Positive Discipline, develop 5
discipline procedures for your classroom.

28.  Discipline by design is based on creating a
controlled classroom environment by being
proactive. It allows the teacher to determine
what is acceptable or not in the learning
environment. This may go beyond the classroom
and extend to the playground and on the way to
and from school.
 It involves the ‘Honour System.’

29.  Honour Level 1: includes students who rarely
find themselves in trouble. To qualify for this
group, students should not have gotten into
trouble within the last 14 days. These
students will be rewarded either through
planned and agreed upon prizes and/or
spontaneous prizes.

30.  Honour Level 2: includes students who have
committed 1 or 2 infractions within the last 14
calendar days. They are also awarded some of the
extra privileges or rewards.
 Honour Level 3: includes students who would have
committed 3 or more infractions within the last 14
calendar days. These students do not receive
privileges of those belonging to Honour Levels 1 and
2. Instead, some of their privileges may be taken
away. They may be excluded from activities but
some negotiation may be allowed.

31.  Honour Level 4: includes students who consistently
display inappropriate behaviour. They are excluded
from activities others may enjoy and may also be
sanctioned (e.g. detention, lines, note of apology).
There is no room for negotiation.
 What is significant about this model is that children get
the chance to move between levels and are not
permanently labelled.
 While a student’s behavioural level is usually
calculated on a computer, teachers can feel free to
make daily notes.

32.  The school’s discipline matrix consists of its
arrangements and protocols to manage infractions.
 The school’s stakeholders should help determine the
consequences to common discipline challenges.
For example,
Obscene language (first offence) = warning
Obscene language (second offence= lunchtime
detention
Obscene language(third offence) = Parent-Teacher
Conference

33. List challenges/common infractions
(fighting, stealing, substance use/abuse,
obscene language, tardiness).
 Share solutions using the day’s content.
Develop a discipline matrix for your school

34.  Dictatorship.
While there is one leader, a teacher should be
open to listening to various sides with a non-confrontational
attitude and without judgment.
 Seeking everyone’s approval.
Not everyone is going to like you. You are not
going to like everyone but there ought to be
mutual respect.
 Shouting matches.

35. Lack of explanations.
Inconsistency/ preferential treatment.
Labelling.
Negativity (sarcasm, insults, humiliation).
Comparisons

36.  Be consistent!!
 Inconsistency gives children double meanings.
Consistency lets the child know where they
stand in their behaviour and that you are serious.
 Stay calm!
 Teachers are allowed time outs as well.
 Don’t be afraid to go back and say you’re sorry if
you were out of order.

37.  Set clear and reasonable expectations
 Communicate to your child what behaviour is
expected. (hygiene/personal appearance,
behaviour, religion, academics, personal).
 Discipline would not work otherwise.
 Discipline techniques should be appropriate
and teach a lesson or relay a principle.

38. Exam
Feedback
Networking

39.  http://www.positivediscipline.org
 http://www.honorlevel.com/