Recovery
Discipline:
Below I have adapted the 12 Points of Functionality from Discipline with Dignity as well as removed a few to keep them age appropriate for the high schoolers. By using these methods in my classroom, it will create a good relationship with my kids. This should help establish boundaries to help prevent conflict. (Mendler & Curwin, 1999, p. 13-16) They will understand what I am doing and why, as I will have an "I Promise" poster on the wall.
1. Be clear when giving instructions, let students know what you need.
2. It is good to give instructions several times in different ways in order to provide instruction at levels that match students' abilities.
3. Listen to what students are thinking and feeling. It helps to be aware of the general and individual thoughts and feelings in the room. Maybe this activity/lesson/reading just isn't going to work today.
4. Use humor. This is especially helpful for me in a social sciences classroom. I get it this stuff is boring, I can at least try to make it funny!
5. Vary your style of presentation. This goes back to social sciences being boring, the last thing the students need isa mundane delivery of the material.
6. Offer choices. Everyone has to get the assignment done, but whatever avenue you'd like to take is up to you. Just hit x,y, and z along the way. Everyone learns differently.
7. Refuse to accept excuses. There is nothing that we can't get through. I will offer differentiated assignments, but not doing the assignment is not an option. This goes for class participation as well.
8. Allow students to be responsible for themselves.
9. Accept that you will not be successful in helping every student. This is the hardest part for us as educators, but some kids don't want my help, no matter how strongly I am propelled to give it to them. It is a two way street.
10. Start fresh every day. Just because we had a bad day yesterday doesn't mean we can't make up for it today and have an awesome day. I'm not about holding grudges against teenagers, that doesn't solve any of our problems.
1. Be clear when giving instructions, let students know what you need.
2. It is good to give instructions several times in different ways in order to provide instruction at levels that match students' abilities.
3. Listen to what students are thinking and feeling. It helps to be aware of the general and individual thoughts and feelings in the room. Maybe this activity/lesson/reading just isn't going to work today.
4. Use humor. This is especially helpful for me in a social sciences classroom. I get it this stuff is boring, I can at least try to make it funny!
5. Vary your style of presentation. This goes back to social sciences being boring, the last thing the students need isa mundane delivery of the material.
6. Offer choices. Everyone has to get the assignment done, but whatever avenue you'd like to take is up to you. Just hit x,y, and z along the way. Everyone learns differently.
7. Refuse to accept excuses. There is nothing that we can't get through. I will offer differentiated assignments, but not doing the assignment is not an option. This goes for class participation as well.
8. Allow students to be responsible for themselves.
9. Accept that you will not be successful in helping every student. This is the hardest part for us as educators, but some kids don't want my help, no matter how strongly I am propelled to give it to them. It is a two way street.
10. Start fresh every day. Just because we had a bad day yesterday doesn't mean we can't make up for it today and have an awesome day. I'm not about holding grudges against teenagers, that doesn't solve any of our problems.
Conflict Transformation:
When a situation does arise there are better methods to follow in problem solving. Instead of resolving the problem, we transform the conflict. This is possible by acknowledging the issue, patterns, and history and coming up with solutions that keep in mind relationships and systems. Stopping there would solve the problem, but to transform the conflict you need to identify the episode and the epicenter and work toward creating an avenue for the future in preventing a repetition of that same or similar conflict. Rather than just resolving the current conflict and leaving it at that.
Other Helpful Approaches to Conflict:
EXAMPLES OF COOPERATIVE DISCIPLINE
Cooperative Discipline Strategies for Students Seeking Attention
1. Catch them being good
2. Teach them to ask for attention (e.g. "Notice Me, Please" cards)
3. Give the "eye"
4. Stand close by
5. Send a general signal (established gestures to the whole class)
6. Send a secret signal (the above strategy, modified for an individual student)
7. Give written notice
Cooperative Discipline Strategies for Students Seeking Attention
1. Catch them being good
2. Teach them to ask for attention (e.g. "Notice Me, Please" cards)
3. Give the "eye"
4. Stand close by
5. Send a general signal (established gestures to the whole class)
6. Send a secret signal (the above strategy, modified for an individual student)
7. Give written notice
Citations:
Curwin, Richard & Mendler, Allen. (1999). Discipline with Dignity, Alexandria, VA: Association for Supervision and Curriculum Development.
Lederach, John Paul. (2003). The Little Book of Conflict Transformation: Clear articulation of guiding principles by a pioneer in the field. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Albert, Linda. (1989). A Teacher's Guide to Cooperative Discipline; How to Manage Your Classroom and Promote Self-Esteem.Philadelphia, PA: American Guidance Service.
Lederach, John Paul. (2003). The Little Book of Conflict Transformation: Clear articulation of guiding principles by a pioneer in the field. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Albert, Linda. (1989). A Teacher's Guide to Cooperative Discipline; How to Manage Your Classroom and Promote Self-Esteem.Philadelphia, PA: American Guidance Service.