Curwin & Mendler -Dignity


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A powerpoint file developed with my classmate Lisa Zargarpur (now a music teacher) about Curwin and Mendler's philosophy of Education

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Curwin & Mendler -Dignity

  1. 1. Richard Curwin & Allen Mendler Discipline with Dignity Fundamental Hypothesis: Maintaining student dignity and providing genuine hope for and expectation of success By Celina Cook and Lisa Zargarpur Classroom Management UMW CGPS – 2010 We hereby declare upon our word of honor that we have neither given nor received unauthorized help on this work.
  2. 2. • About Curwin: University professor and private consultant, who began his teacher career in a seventhgrade class of boys whose behavior was seriously out of control. • About Mendler: a school psychologist and psychoeducational consultant, works with students and teachers at all levels. • Both attracted national attention with their 1988 book Discipline with Dignity. • Other works: Rediscovering Hope: Our Greatest Teaching Strategy (1992) by Curwin; As Tough as Necessary: Countering Violence, Aggression and Hostility in Our Schools (Curwin and Mendler, 1997; Discipline with Dignity for Challenging Youth (1999) , Connecting with Students (2001) and Making Good Choices: Developing Responsibility, Respect and Self-Discipline in Grades 4-9 (2003). • Website:
  3. 3. The Three-Dimensional Discipline Approach: • Prevention: – What can be done to minimize problems (efficient instructional delivery, bell-to-bell schooling, whole class interaction) • Action: – What is to be done once problems occur. (Give choices, discuss problems, apply consequences) • Resolution: – What can be done for the chronic misbehaver. (Accept what cannot be changed, find a way to conciliate student’s interests to what they need to learn)
  4. 4. View yourself as a tool towards change • Teachers need to see themselves as important components in the change process • We can’t change anybody if they don’t want to change (Glasser) but we can influence change • View things we might find offensive at a personal level as motivation to do what educators are supposed to do: to make it difficult for the students to throw their education away.
  5. 5. The issue of Control • All students misbehave but at times some of them want to “gain a measure of control over a system that has damaged their sense of dignity” (Curwin, 1992).
  6. 6. He needs a plan! • In the movie To Sir, With Love (1967), based on an autobiographical novel , Mr. Thackeray is a mechanical engineer who needs a job and becomes a teacher although he has no clue about how to deal with the misbehavior of his innercity students, who try to oppose “the system”. If the teacher doesn’t know any strategies, it may be tiring just to try to keep the classroom an appropriate learning environment: •
  7. 7. Interview with Allen Mendler • • • • • • • • • Very important: students need to be kept in the classroom as much as possible (if they are sent out they lose precious instruction time) No matter how many strategies you come up with there are always kids that seem to have taken a “strategy immunization shot”, and therefore you need to keep developing new strategies. Importance of constantly updating strategies. Our job as educators is to put roadblocks in the determined efforts that some students seem to have to throw their own education away Attitude are the foundation of strategies: - Attitudes = the feel and flavor of how to do something; Strategy = what to do. You want to have both; Discipline strategies have to be constantly developed through reflection and interaction between teachers – individualized strategies We want students to want to behave (self-control, owning the problem – Gordon; inner discipline - Coloroso) – it’s important to find out why they misbehave(WinWin) – Address the Basic Needs (Glasser) Components for Classroom success: Connection, competence, control; if they lose connection, feel incompetent or feel they don’t have some control over or influence on anything, that sets the stage for them to act out so they can feel recognized Importance of cooperation (connect -Win-Win - to the teacher and others, classroom community, cooperative discipline – Albert) x competition
  8. 8. Four Phase Plan for Schools and Educators 1. Identifying core values = School is a place where… – We solve our problems peacefully – We protect and look out for one another (no one hurts or attacks others) – We learn we are responsible for what we do – We learn “my way is not the only way”.
  9. 9. 2. Creating Rules and Consequences • Rules need to be created according the school’s stated values – Values: stated broad intentions – Rules: exactly what one should and should not do Examples of rule: For Protect value: No put downs allowed. For Peaceful solution for problems: Keep your hands and feet to yourselves
  10. 10. Consequences • 1) Logical: make right what they did wrong (restitution) – clean up messes, repair damaged material, speak nicely to those they hurt (Glasser). • 2)Conventional: time-out, removal from room (just if they don’t accept your consequence, and tell them they can return when they are ready to learn) • 3) Generic: warnings, choosing (student chooses the consequence) and planning
  11. 11. How to apply consequences • • • • • • • Always implement a consequence when a rule is broken Most appropriate consequence (according to offense, situation, student involved, best means of helping) State the rule and consequence to the student, PRIVATELY Do not embarrass the student (no humiliation) Don’t get involved in a power struggle. Be calm and speak quietly. Walk away and postpone the problem for a while if needed (talk later) Sometimes it’s best to let the student choose the consequence. Insubordination rule: the student will be removed from class if he doesn’t accept the consequence .
  12. 12. Let’s stop… …and Think.
  13. 13. 3. Model the Values • Teacher and administrators must continually model the behaviors in keeping with the school values – Express emotions nonviolently – Use positive strategies to resolve conflict – Teach students how they are expected to express their anger and how they can solve conflicts.
  14. 14. No interventions that Violate Core Values should be used No intimidation, no using students as example – Students may cower… or not. – Students may start to treat others the same way. – It’s self-defeating to reprimand one student as an example for others (humiliation has a permanent effect).
  15. 15. Stand and Deliver • v=ohRbahonkCU&feature=related • This is a 1988 movie about a true story where Jaime Escalante (Edward James Olmos) is a new teacher in LA, determined to change the system and challenge the students to a higher level of achievement in a school where discipline became more important than academics due to the high level of violence and misbehavior.
  16. 16. Students behaviorally at risk of failure • Why do they behave like this: – Low self-concept about school: they stop trying because they think they won’t make it anyway – They associate with students that think the same way – It’s what they do that put them at risk, not who they are – They gave up acquiring dignity through achievement – Damage to dignity = lashing out at others
  17. 17. HOPE • Students behaviorally at risk lost hope that education will serve them. • Teacher can help with meaningful teaching (Quality Curriculum) • Build competence in areas they consider important • Redesign the curriculum, providing for various learning styles and sensory modalities • Allow for creativity and artistic expression • Use grading systems that provide encouraging feedback for the student to keep trying. • Make the lessons as much fun as possible. • Emphasize responsibility, not obedience.
  18. 18. Bullying and Hate crimes • Bullying can be physical, verbal, emotional, sexual. Cyber bullying is more of the verbal and emotional types but can be sexual too or lead to physical violence. • Hate crimes involve intimidation, harassment, bigoted slurs or epithets, force or threat of force and vandalism. • Fear of bullies can lead to absenteeism, truancy or dropping out. • Carrying weapons, fighting back or suicide might be the solutions found by the victims. • Bystanders do not report for fear of being called a tattler. • Bullying is not a conflict. It’s a victimization.
  19. 19. Are schools prepared and able to prevent this kind of bullying? • A twelve-year-old redheaded boy was assaulted after this by a group of middle school classmates in Calabasas, California. As many as fourteen students participated in the attack at A.E. Wright Middle School. In fact, schools around the world have experienced similar attacks in the past few years. In each case, a judge, sheriff or school official declared that the attack was promoted by a Facebook group urging members to kick people with red hair and support "Kick a Ginger Day." • In 2005, South Park aired an episode called “Ginger Kids”, where the character Cartman decides to create the holiday “Kick a Ginger Day”. The sole purpose is to beat up other children with red hair.
  20. 20. How can Bystanders Help? • Friends can stop bullying!
  21. 21. • • • • • • • • • Classroom meetings - discussion, role-playing, talk about bullying. Develop an action plan so students know what to do in this case (no passive “bystanders!”) – includes cyber-bullying crimes (keep evidence, talk to a friend, to the culprit, print it, talk to the counselor or to other adults (teacher, parents) who can help. Involve parents or guardians of victims. Parents and victims can share their experiences, asking kids to not just watch. Follow up on the investigation and solution of the crimes and violations. Form support groups or equivalent to help victims Supervise students ( grounds, classrooms, hallways, cafeteria etc.) Intervene at once in all bullying incidents. Post clear behavior standards and enforce them regularly. Confidential reporting and recording system Don’t try to mediate bullying situations. Bullying is not a conflict, it’s mere victimization, and it’s just unacceptable. What can Teacher s do about Bullying and Hate Crimes (Coloroso, US DOE manual)
  22. 22. Changes in Yourself • All students are worthy of your best effort. • Discipline = Instruction for better behavior • Teach students to identify and deal with their own behavior (self-control) • Develop discipline tactics for all cases • Limit the causes for misbehavior (Plan and Prevent) • Stay personally involved with the student without taking personally their offenses • Do not retaliate (misbehavior is not personal in 70 percent of the cases) • Emphasis on motivation x discipline/ responsibility x obedience • When you take something away from the students, make sure you GIVE THEM SOMETHING BACK
  23. 23. 12 points that provide functionality to the Discipline with Dignity: 1) Let students know what you need. 2) Provide instruction at levels that match students’ abilities. 3) Listen to what students are thinking and feeling. 4) Use humor. 5) Vary your style of presentation. 6) Offer choices. 7) Refuse to accept excuses. 8) Legitimize behavior you cannot stop. If kids can’t sit quite, give them 5 minutes to move around, change seating arrangements, create a fun activity involving movement (Louis Moment…) 9) Use hugs and pats when communicating with students. 10) Be responsible for yourself and allow students to be responsible for themselves 11) Accept that you will not be successful in helping every student. 12) Start fresh every day.
  24. 24. “Sir” Thackeray finds a fun way to engage his students • • Sir Thackeray realizes his students need to be treated like the adults they are becoming, and he recognizes their needs to know more about the adult world they are about to enter and about how to act more like adults and not “brats”.
  25. 25. A Perfect Grade (last scene of Stand and Deliver) • • These are the real results of treating students with dignity: great academic performance and a successful life
  26. 26. Our Song: “Children are our future…” ch?v=OAcWtedLscQ CHILDREN ARE THE FUTURE_0001.wmv I believe the children are our future Teach them well and let them lead the way Show them all the beauty they possess inside Give them a sense of pride to make it easier Let the children's laughter remind us how we used to be Everybody searching for a hero People need someone to look up to I never found anyone to fulfill my needs A lonely place to be So I learned to depend on me • [Chorus:] I decided long ago, never to walk in anyone's shadows If I fail, if I succeed At least I live as I believe No matter what they take from me They can't take away my dignity Because the greatest love of all Is happening to me I found the greatest love of all Inside of me The greatest love of all Is easy to achieve Learning to love yourself It is the greatest love of all
  27. 27. Pros: – Student-centered. Displays concern with student’s rights and dignity. – Focuses on preventative measures for student misbehavior. – Emphasizes better instruction techniques and sincere compassion for preventing discipline problems. – Encourages teachers to focus only on the real problem behaviors and on the behaviorally-at-risk student. – Emphasizes caring and empathy, rather than control and dispassion. Cons: –Too much emphasis on the student’s responsibility. Sometimes students need strong leadership on the part of the teacher to succeed. – A lot of recommendations and rules for the teacher to deal with. It requires more teacher planning and forethought than Assertive Discipline, which wants to “keep it simple with just five rules.” – Sometimes it is not just up to the teacher to “remove the causes of misbehavior”, which might be in problems at home, deep psychological issues, involvement with groups outside the school etc. The student might or not be able to use the suggestions and help given by the peers and the teacher to find his way out of his problems, depending on the other elements involved. Social worker or Counselors might need to get involved.
  28. 28. References and Suggested Resources • • • • • • Books and Websites Charles, C. M. (2008) Building Classroom Discipline.9th. Ed. Pearson, New York. Curwin and Mendler’s website, Penn, Audrey (2008). Chester Raccoon and the Big Bad Bully. Tanglewood, Terre Haute, IN Discipline Associates LLC website: Fitzer, Kim. Clips and Movies •To Sir with Love, 1967. Director: James Clavell. •Stand and Deliver, 1988. Director: Ramón Menéndez. •School of Rock, 2003, Director: Richard Linklater. •Friends can help!