EIGHTH EDITION Building Classroom Discipline — C. M. Charles Emeritus, San Diego State University Collaboration by Gail W. Senter California State University San Marcos Joos Boston NewYork San Francisco Mexico City Montreal Toronto London Madrid Munich Paris HongKong Singapore Tokyo CapeTown Sydney:Ora il ete) Cree Brose Richard Curwin and Allen Mendler’s Discipline with Dignity Focus 1 Establishing classroom discipline based on dignity and hope. Reclaiming students destined to fal in school because of thelr misbehavior 1 Finding long-term solutions to problems of misbehavior, including violence, 1 Working productively with cifficul-to-manage students. Logic i= Through dignified discipline, we can save students who would otherwise fail in school. i= Many students misbehave when their sense of personal dignity is threatened, 1 It is essential to restore a sense of hope in students who chronically misbehave. f= Violence and aggression, which teachers fear, can be deal with effectively. Contributions 14 The concept of student dignity as the cornerstone of effective classroom discipline. 1 The fact that most chronically misbehaving students have no sense of hope. = A systematic approach to discipline based on preserving dignity and restoring hope. = Concrete suggestions for dealing with violence, hostility, and aggression. Curwin and Mendler's Suggestions ‘= Recognize that helping students behave acceptably s an integral part of teaching. = Inall circumstances, interact with students in a manner that preserves their dignity 1 Do all you canta reinstil hope of success in students who chronically misbehave. = Never use any discipline technique that interferes with motivation to learn,pip About Richard Curwin and Allen Mendler Richard Curwin, born in 1944, began his teaching career in a sev tenth grade dass of boys whose behavior was seriously out of cor trol. This experience led him to a career specialization in school Uiscipline st as a classroom teacher and later asa university pro fessorand private consultant and writer, He eamed a doctorate in education from the University of Massachusetts in 1972. Allen Mendler born in 1949, earned a doctoratein psychology at Union Institut in 1981. His career has been devoted to serving as school peychologist and psychoeducational consultant. He has worked ex tensively with students and teachers tall levels, Gurwin and Mendler attracted national attention with their 1983 book, Tiking Charge in the Classroom, They revised and repub: Tished chat work in 1988 with th ttle Discipline wit Dignity, which more accurately reflects the central concept of their approach. In 11992 Gurwin published Rediscovering Hope: Our Greatest Teaching Snag, a book devoted to helping teachers improve the behavior of difeat to-control students who are otherwise likely 1 fallin School In 1997 Curwin and Mendler published As Tough as Neces. len sinker \ sary. Countering Violence, Aggression, and Fostly in Our Schools, in suhich they provide suggestions for working with hostile, aggressive Wy wien They Followed in 1999 with Discipline with Dignity for Challenging Youth, de \\ Signed to help teachers wotk productively with students with especially difficult beha ii! eat problems, Curwin and Mendlec regularly conduct training seminars ina wide variety srosations and make available a number of products induding audio and video mater ste hich ave listed on theie website at www disciplineassociates.com. They can be cor | tacted through their website, go and Mendler's Contributions to Discipline Curwin and Mendler have made two major contributions to school discipline: (1) strate gies for improving classroom behavior through maximizing student dignity and hope and {2) strategies for interacting effectively with students who are hostile, aggressive 0°10 coethet ideas have been especially useful to teachers who work with chronically mise | Fhavingstudent. Those students formerly about 5 percent ofthe student popatation but ow s growing aumber—are the ones who disrupt instruction, interfere with Jearningy we} make life miserable for teachers. Described by Curwin and Mendler as “without | ape’ such students deal out misery to teachers and will almost certainly fi in schoo} | atnles they receive special consideration and care, Curwin and Mendler explain what | shuthout hope students need ithegare to have a chance for success in school, and they provide strategies to help teachers reclaim those students) 430. CHAPTER 8 Richard Curwin and Allen Mendler's Discipline with Dignity | oft Curwin and Mendler’s Central Focus | | the cental focus of Carwin and Mendler's work ison helping all students have a etter | ao av sucess nado through procdares tat enablish a sense of nity and | hope They describe techniques that, ina dignified mannes, encourage stucdents 0 behave oo ol and ey pride a numberof explicit spgetions for nteracting ee at cudens motating tem ensuring sucess, and devlopingsesonst Pred We ae yong tenon to song wih tle Vy whose behavior is hostile and aggressive. } Curwin and Mendler’s Principal Teachings « rhemner of de hae nc avon mehr pas en mine doef Pieler ‘These studentsare referred to as behaviorally at risk © sree ay iting sss fencing eo rien iii) stil sty of wach ist ep tose ste eee tho ne | | ‘beneficial and that they can exert control over their own lives. } ‘e Students do all sey canto prevent damage to heir dignity, meaning ther sense of e}fworth i aan ata ree henctes pans such damage student fequenyUansget {as ules and ae justifiably considered wo be behavior problems Hil © ve underlying principles of efetve discipline should aways be hope ind Those principles ae that (1) discipline sa veryimportant part of teaching, (2) short-term 1} solutions are rarely effective, (3) students must always be treated with dignity, (4) disei- | pine smast not interfere with motivation to learn, and (5) responsibiity is more impor I fant than obedience i! © Responsibitiy, not obedience is the goa of discipline Responsibility, which involves makingenlightencd decisions almost always produces Pet terlong-term behavior changes than does obedience to teacher demands. | {© Consequences, ehh ae preplanned results that are nwa whe class rales are broken, are nec | sec pte typeset Maes ernie ‘In most confrontations between | teacher and student, both ty to “win” the argument. TheAnalysis of Curwin and Mendler’s Discipline with Dignity 134 ©The chavo of fico manage eadent can be improved through providing Ini sir aaeeea peranal lvanc ha permit activ iunvement an ead competencies Sudes consider important. crane who are very dificult to manage usualy have litle or no motivation to 2 Sede aly taught seboo, and they have fie compassion or concem for others Analysis of Curwin and Mendler’s Discipline with Dignity Why Students Misbehave Ail students misbehave at times, They falk without permission, call each other Sean A Soden ugh when they shouldn't Some do this outof boredom, some bess NEY an ceveain musbehaviors (euch as talking) irresistible, and some simply for expedience’s sg these Kinds of misbehavior are relatively benign. They fritate teachers but do not | ace students in danger of alin, In contrast other students break res Ovmiere AE | aoe ch ay -guning a measure of control ove stem that has damaged she’ see Sealgnity” (Carwin, 1992, p. 49). They exer heir control by ref0sing comply with, | crepe quests, arguing and talking back to the teacher, tapping pencils and foPT acter uhdawing rom class activities and increasing overt acts ofhoslity and sg iy oersrhese students have found they can't be good at leaming but can bs Wary good at Wh being bad and, by doing so, can meet ther needs for attention and Powe Although such i| eee are rlauvedy ew in number, they are not isolated. They are frequently 3 riskeof \ student ool and they find others lke themselves with whom to bond, which mot \\ vvates further misbeliavior. vill Dignity Dignity refers to respect for life ani for onesie omg been at the center oven \ een alers approach to discpine tn thet book Discipline wit Dignity (2004) They | aie pent that stents with chronic behavior problems se themselves 5 Jose 0° > | roi dingo gan aceptance in normal ways. tn order maintain asense of TE oo eee ene el themselves itis better o stop uyingthan to continue falling and that yi inbetgr to be recognized as a troublemaker than be seen as stupid. ree oonance of personal dignity can harly be overstated, Students ry 10 Protect their dignity aval costs, even wih their ives when pushed ard enough, Teaches © | thee error to keep dignity intact an bolster it when posible, Carwin (1997) tif Advies: est, weleome high skstudents2s human beings They cometo school as holt Freople nt smply as brs waiting to be tained. Our assumptions about their social aoe cad te lade the understanding tat their negative behaviors are based on432 CHAPTER 8 Richard Curwin and Allen Mendlers Discipline with Dignity protection and escape. They do the bet they can with dhe ils 197 have under the ad. ae they face. When they are malicious they belies Fly of ‘wrongly, “fae hey ave justified in defending themselves fom attacks on their ign. (p27) itjavery ficult for most teachers to semain understanding and helpful when students Is ery ously. steady diet of deflant hostility makes many teaches become cynical maa give up tying to help student. Teachers who have to fae ‘such behavior on a daily ane cr eave teaching because they don't fee is rewards are commensaie with the ‘urmoil they must endure, Students Who Are Behaviorally at Risk Tcavionatly at vis va abl given osdents whose bebaoy prevents Nel GOT TS ae etpcon in serious dange of alingin school ke most abel 736 iscften mis- a Ptced and misapplied, and although helpfl for commonicaton, provides no arden for dealing with the problem. Cunsin and Mende Wo make plain that Bogan ine tem to refer solely 0 behaviog not othe mata of we stp “tei what they use eer the conditions dhey ar in not who they af, shat ps ean st risk” (Cunwin, 1992, pai). \ iy 1932 anand Mendes refr to are those whom teachers consi! TS outofroniroh_suidents often refered toa az med off angny Nestle irresponsible, sae eees ox withdrawn, They ae commonly sar have “attnde PORET * They \| sari inlgeor to leam, disregard teacher requests and directions ‘and provoke trouble | aaa oom, Becase they behave in these ways they areunikely 10 Be sae cessful in wahoo}, Curwin (1992) describes them as follows se They are failing. ean sc recesed and do not espond to, mos ofthe punishments and/or conse quences offered by the schoo! ss Thes have low selfconcepts in relation to schoo! | they bave lite arno hope of finding successin schoo} il 1 theyassociate with and are reinforced by similar students. the number of behaviorally atriskstudents is increasing steadily. Many seeno role for aarti the mainstream. Increasing), they experience depression ‘and many con- traapate suicide, which accounts foralmost one quarter of a aco\es deaths (Curwin, 1592), Stidents without hope do not care how they bebave jn the dlasstoom. It does not wor them ifthey fail, bother the teacher or disrupt the lass *schavioraly at sk students are dificaltto contol for several reason They usually, hough not always, havea istory of academic failure. Unable x9 mate dignity through ant they protect themselves by withdrawing oF acting asf HY don't care They roared that it feels beter to misbehave than 1 follow rates at provide no payoff. 1 Carwin (1992) illustrates this point.Analysis of Curwin and Mendler’s Discipline with Dignity 133 Ask yourself, if you gota 56 on an important test, what would make you feel better about failing? Telling your friends, “I studied hard and was just too stupid to pass." Or, “It was a stupid test anyway, and besides [hate that dumb clas and that boring teacher.” (p. 49) ‘When students’ dignity has been repeatedly damaged in school, it makes them feel good to lash back at others. As they continue to misbehave, they find themselves systematically removed from opportunities to act responsibly. When they break rules, they are made 10 sit by themselves in isolation. When they fight, they are told to apologize and shake hhands, In such cases they are taken out ofthe very situations in which they might learn to behave responsibly. Curwin (1992) makes the point as follows: No one would tella batter who was struggling atthe plate that he could not partiipatein batting practice until he improved. No one would tell a poor reader that he could not ook at any books until his reading improved. In the same way, no student ean learn how to play in a playground by being removed from the playground, or how to learn time: management skills by being told when to schedule everything, Learning responsibility re {quires participation. (p.50) Students who are behaviorally at risk know and accept that they are considered to be dis- , Always treat students with dignity. Dignity isa basic need that is essential for healthy life its importance cannot be overrated, To treat students with dignity is to respect them as individuals, to be concerned about their needs and understanding of their viewpoints. Ef fective discipline does not attack student dignity but instead offers hope. Curwin and ‘Mendlet advise teachers to ask themselves this question when reacting to student misbe~ havior; “Flow would this strategy affect my dignity ifa wacher did it to me?” '3. Good discipline must not interfere with student motivation, Any discipline technique is self defeating i it reduees motivation to learn. Students who become involved in lessons ‘Cause few discipline problems. Poorly behaved students usually lack motivation to learn. ‘what is being offered them. They need encouragement and a reason to learn, Curwin sug, [gests that teachers, when about to deal with misbehavios, ask themseives this question: “What will this technique do to motivation?” 4A, Responsibility is more important than obedience, Curwin differentiates between obet ‘enceand responsibilty as follows: Obedience means “do as you are told." Responsibility neans “make the best decision possible.” Obedience is desirable in matters of health and safety but when applied to most misbehavior it isa short-term solution against which stu dents tebel, Responsibility grows, albeit slowly, as students have the opportunity to sort tout facts atnd make decisions, Teachers should regularly provide such opportunities.Analysis of Curwin and Menéler’s Discipline wth Dignity 135 Consequences Consequences referto what teachers havestudenis do when they break class niles. Gurwin, Conseteler differentiate among four types of consequences: OB ‘conventional, genetic, and instructional, Logial consequences are those i) ‘which students must make Fgh what hey have done wrong, The consequence is logically related to the behavior. IF a aa ea mess, dhey must lean itup. they wilfully damage material they must replace it if they speak hurefully to others they must practice speaking in ways that are not ‘hureful. ‘Conventional consequences are those that are commonly used in Prach® such as time-out removal from the room, and suspension from school. They 6 rately logically carved to the behavior. Curwin and Mendler suggest modifying conventional conse- {quences soas to increase student commitment Fr time out Wt) See that instead of Fening the suucent fora specified length of time, teachers should sy ‘something such as a en time-out You may euum tthe group when you ae reac} 19 learn.” ear ccconsequences ae reminders warnings, choosing and planning that are in- oked when misbehavior is noted, Often simple reminders are enough f0 SP, misbehav- renee meed to get this ork completed.” Warmings are wey firm reminders “This is the ier onal time Thave asked you to get to work. [fave to askyou agfiny 2% will need time- eae sang allows sudents (0 select fom dhe or four options a Plan for MHP See pchavice Manning, which Caxven (1992) cll “the most effective cotseae ST that assed forall ule violations” (p-78), requires that students plan thes t solution, See eng behavior problem. Planning conveys thatthe teaches has faith in the stu- Jone competence. That faith often engenders a degree of commit nt The plan should mrame specifi steps the student wil follow and should be writen. ated, and signed. careeional consequences (each stents how to behave proper ‘Simply know- ingwhatone ought to do does not ensure correct behavior Some behaviors, such a8 ras ing ones hand of speaking courteously, are learned! more easily when taught and practiced ‘Gurwin (1992, pp. 79-80) makes a number ofsuggestions concern how teachers should use consequences, such asthe following: 1a Always implementa consequence when a rules broken aye he mroxt appropriate consequence fom the ist of ltematives, Ae TS stunt the offense, situation, student involved, and the best means ‘of helping that suudent. wy Sue the raleandd consequence tothe offending student, Nothing more! need be said, 1b be private- Only the students) involved should hear. fm Do not embarrass the student. » Dosnot think ofthe situation as win-lose. This is nota contest. Do mot Bet involved in a power struggle a cawol your anger Be calm and speak quietly but accepr no excuses from the student ‘a Sometimes itis best to let the student clioose the consequenct The professional (teicher) always looks for ways to help the client (susdent)136 CHAPTER 6 Richard Curwin and Allen Mendler’s Discipline with Dignity ‘An insubordination rule should be established that removes the student from the lassroom when the student refuses 10 accept an assigned consequence, Preventing Escalation ‘When teachers respond to student misbehavior, students often dig in their heels and a contest of wills ensues, with neither side willing to back down, Curwin and Mendler te tind teachers that their duty is not to win such contests but to do what they can to help the student. This sequires keeping the channels open for rational discussion of problem behavior That cannat be done ifthe teacher humiliates, angers, embarrasses, or demeans the student. This point is critical for high-risk students, who ate predisposed to respond: ng negatively. Curwin (1992) suggests that teachers do the following toward preventing escalation of incipient conflicts: fn Use active listening, Acknowledge and/or paraphrase what students say without agreeing, disagreeing, or expressing value judgments 1» Arrange to speak with the student later. Allow a time for cooling off. Itis much easier to have positive discussions after anger has dissipated. © Keep all communication as private as possible. Students do not want to lose face in front of their peers and so are unlikely to comply with public demands. Nor do teachers like to appear weak in front of the class. When communication is kept pr vate, the chances for productive discussion are much better because egos are not so stongly on the line. tm Ifa student refuses to accept a consequence, invoke the insubordination rule, Don't ‘use this provision until tis clear the student will not accept the consequence. Motivating Difficult-to-Manage Students Rules, consequences, and enforcement are necessary in all classrooms, but the key to bet- terstudent behavior lies elsewhere—in motivation. Most students make an effort to Lear land behave properly in school, whether because they find school interesting, like to please the teaches, or simply want to avoid failure. Such is not the case for stuclents behav- orally at risk. It would be foolish to suggest that a magical set of techniques exists for helping such students, But teachers do know what motivates students in general. Students {who are behaviorally at risk have the same general needs and interests as other students, put they have encountered so much failuce that they have tured to resistance and misbe- havior to bolster their egos. Curwin (1992, pp. 130-144) makes the following suggestions for increasing motivation among students who are behaviorally at risk: = Select for your lessons as many topics as you can that have personal importance and relevance tothe students 8 Set up authentic learning goals—goals that lead to genuine competence that students can display and be proud of. 1s Help students interact with the topics in ways that are congrt and values ne with their interests‘Analysis of Curwin and Mendler’s Discipline with Dignity 137 2 Involve students actively in lessons. Allow them to use theirsenses, move about, and talk, Make the lessons as much fun as possible. Lessons needn't he easy ifthey are im. | portant and enjoyable. f# Give students numerous opportunities to take risks and make decisions without fear | offailure, \| 1m Show your own genuine energy and interest in the topics being studied. Show that | you enjoy working with students. Try 1o connect personally with them as individuals. Will st Each day, do at least one activity that you love. Show pride in your knowledge and Wil ability to convey it to your students, Don't be reluctant to ham itup. | Make your class activities events that students look forward to, Make them wonder | #3 what might happen next iI ie ighthapps Dealing with Aggression, Hostility, and Violence i CCurwin and Mendler have concluded that students are becoming increasingly aggressive, Wi : hostile, and violent, and they are doing so at an earlier age. Teenagers are two ad a half times more likely to experience violence than people overage 20. Curwin and Mendlet 4 say the increase in violence has occured in parc because society has been rewarding and is punishing students in school, tome, and community rather than teaching them values— ; Jac chat i is wrong co intimidate others, hurt them physically or destoy thie prop- 3 tty. A lange proportion of stulenis who use violence lack a sense of compassion or | remorse and, thus, do not respond to normal discipline techniques. This makes it espe- cially dificult for teachers to work with them productively. ‘Curwin and Mendler have addressed this problem in their 1997 book As Tough as | Necessary: Countering Violence, Aggression, and Hostitty in Qur Schools. They point out that by "as tough as necessary" they do not mean the zero-tolerance tactic now used in many schools, Instead, they mean using ‘a variety of ways to help aggressive, hostile, and violent children learn alternatives to hurting others” (p. ix). They contend that “behavior change among hardened, antisocial, and angry students cannot occur simply by offering more love, caring, andl opportunities for decision making” (p. 16). They say that if schools are to deal with violence, they must adopt schoolwide approaches that (1) teach students how, | ‘when threatened or frustrated, to make nonviolent choices that serve them more effec tively than do violent choices, (2) model for students nonhostile methods of expressing, | anger, frustration, an impatience, and (3) emphasize the teaching of values that relate to | altruism, and remorse \ cooperation, safety A Four-Phase Plan for Schools and Educators | CGurwin and Mendler suggest a four-phase plan for schools and educators to help students move toward value-guided behavior, The four phases are (1) identifying the core values that the school wishes to emphasize, (2) creating rules and consequences based on the core values identified, (3) modeling the values during interactions with students and staff, | snl (4) eliminating interventions that violate the core values. The following are some sug: gestions they offer within each of the four phases.138 CHAPTER 8 Richard Curwin and Allen Mendler’s Discipline with Dignity Identify the Core Values of the Schoo! Gavin and Mendler suggest that each school have faculty staff, students, and parents iar exether to speify a set of core values that shows how they want individuals Ne eee eepnduct themselves and relate 1 each oer. A set of core values might include statements such as the following (1997, p. 24) 1» Schoo! isa place where we solve our problems peacefully. » Schools aplace where we protect and look: ou for one another rather than attack oF hurt one another. ie School is a place where we learn we are responsible for what we do. School isa place where we learn that my way isnot the only way. Create Rules and Consequences Based on the Core Values Rules are needed to gover classroom behavior and those rules should be based on the aes rc cated values, Whereas the values state broad intentions, rues say exactly whet aan id and should not do. This can be seen in the following examples (1997, P31} Value Rule x Schoo! is.a place where we protect No put-dovns allowed. ‘and look out for one another rather than hurt or attack one another. = School isa place where we solve ‘© Keep your hands and feet cour problems peacefully. to yourselves. ‘Model Values with Students and Staff Members It is essential that teachers and administrators continually model behaviors that corre: Spond with the school wakes. Teachers must express heir emosions nonvioleniy use Dos. ive strategies to resolve conflict with students, and walk away when they receive put dovine from students, Curwin and Mendler (1997, p. 32) suggest the following as Felpful to teachers. Individually ori staff meetings write on paper how you wank dens to express theiranger toward you and how you want them to resolve classrobm cO% tiene ice you and other students. Then teach your students these techniques and use them yourself in practice. Eliminate Interventions That Violate Core Values Teachers everywhere tend t0 rely on ther past experiences when responding fo dent aaubehavior Their responses often take the form of threats, intimidation, and using sus saan as examples for others, Responses ofthese types fil to model behavior consistent oeth achool values and tend to produce further conflict, Threats, for example: destroy ve eat cemfort in the classroom. If caried out vengefully they produce a backlash of re aoe made but nat carried out, student behavior worsens, which calls for stil moveAnalysis of Curwin and Mendler’s Discipline with Dignity 139 dire threats that cannot be catried out. Students in tuen conclucle that it is all right to threaten others since the teacher does s0. That cycle is broken by showing students the dangers of threats and teaching them alternative behaviors. ‘The same applies to intimidation and using students as examples. Those were mai stay tactics ofa majority of teachers yeats ago and are still evident in many classrooms. ‘When teachers intimidate students students may cover (or may not), but the students in turn become more likely to treat others in the same was. [Lis also selflefeating to repri mand one student as an example for others, The resultant humiliation felt by the disci- plined student produces a permanent effect. The primary goal of interventions is to help students learn more responsible behavior, We cannot accomplish this through hurtful tac tics but instead must model positive, nonviolent bebavior, use it when intervening in stu- dent behavior, and help students to use iin their interactions with others. Specific Suggestions for Dealing with Conflict ‘Teachers who agree with approaches to deter violence still ask the legitimate question, “What specifically do Ido when ...?* To answer that question, Cunwin and Mendler pro- vide many concrete suggestions, such as (1997, p. 66) 1a Use privacy, eye contact, and proximity when possible, Speak privately and quietly ‘with the studemts, This preserves their dignity and takes away the likelihood of their fighting back 1 Indicate to the student politely but clearly what you want you’ (eg, “Bll, please go to Mr. Keene's room. There's a seat there for you, Come back, when you are ready to learn. I hope that doesn’t take very long. Thank you. Bill”) 1a Tell the student that you see a power struggle brewing that will do no one any good. Defer discussion to a later time, (eg, “Juan, you are angry and go am I. Rather thant hhave a dispute now, let's calm down and tal later. 'm sure we can help each other out afier we cool off. Thanks a lot") Techniques for Dealing with Violence in the Classroom Curwinsand Mendler suggest several stategies for teachers and students to use when they ‘encounter violence. These strategies are designed firs to help everyone calm down, decide how to proceed, and take positive steps. Teachers should teact the procedures to students and model them in practice. The following a echniques suggested, (1997, pp. 94-118} Use the sivstep solution: (1) Stop and calm down, Waita moment, take a deep breath, and relax. (2)’Think—quickly explore options and foresee what will happen ifyou use them. (3) Decide what you want co have happen. (4) Decide on a second solution in case the frst doesn't work, (5) Camy out the solution you deem best. (6) Evaluate the results—have you accomplished what you hoped? Will you use the tactic again in similar circumstances? ‘afew of the many140 CHAPTER 8 Fichad Curin and Allen Mendle'sDsitne with Digny | Selving my podem: First, name the problem, indicating specifically what somebody bias said or done, Second, say what you would like o have happen. Thied, say what you | will do to make things happen as you would like. Fourth, make a backup plan to use in ‘ase the first doesn't work, Fifth, carry out the plan. ‘Learning to have patience: As we grow up we learn that our needs can'talways be met when we'd like and that often we have to wait. If we don’t learn ta have patience, we will feel frustrated and angay because we are not getting what we want when we want it. Learn. ing to be patient requires practice on actions such as walking away from a fight, wafting in line with a smile, and remaining calm when somebody cuts in line Wearing an invisible shield: Pretend you are wearing an invisible shield that deflects all bad thoughts and unkind words. It makes you immuneso them. You cannot be hurt as Jong as you are wearing it | Using words that work: Instead of being provoked into retaliation, you can practice saying things that will stop almost allatacks, such as (1) being polite, using words such as ‘please’ and “thankyou,” (2) asking ifyou have done something that has upset the other | person, and (3) apologizing if you have offended the person. Planning for confrontations: Name five situations you recall in which people got into-a | dispute, Nextto each, rite down stategies you think would bring the situation calmly to# lose. Practice what you would say and do should you find yourself in one of the situations | Suggestions to Help Teachers Retrain Themselves ics helpful for teachers to prepare themselves in advance for situations they might en counter. Curwin and Mendler suggest doing the following (1997, p. 71) & Write down things students do or say that you find initating, & Determine why students da these things. What basic needs are they tying to meet? What motivates them? = What do you presently do when students say or do iertating things? 1 Are your current tactics effective in solving the problem? = What tesponse strategies can you think of that address the reasons forthe irritating behavior while at the same time model behavior consistent with school values? f= Practice the strategies beforchand and then put them into practice at the next opportunity Suggestions for Working with Challenging Students Most teachers have to work at times with students who are unusually defiant, hostile, stubborn, offensive, or unmotivated, To help those teachers be more successful, Mendley and Curin (1999) developed an approach outlined in their book Dignity with Discipline jor Challenging Yul. & cornerstone ofthe approach is helping teachers make changes in ‘themselves that enable them better to meet the needs oftheir students, In this work Cur ‘win and Mendler make many practical suggestions for dealing with three major problem areas—lack of student motivation, atention problems, and gang-telated behavior[Analysis of Curwin and Mendler's Discipline with Dignity 144 ‘You have seen that Discipline with Dignity urges eachers to teat all students with dig. nity while emphasizing student responsibility. For working with challenging stuclents, ‘Curwin and Mendler add or reemphasize these suggestions: 1. Take steps wv overcome your natural resistance to working with challenging youth, Adopt the stance that we teachers are responsible for eaching all students. Although we may not be successfll with all of them, we must treat all as being worthy of our best effort. Take ad. vantage of the fact that difficult students offer us opportunities to educate for better be- hhaviorin all aspects of life. Think of discipline as instruction for such behavior change. AS 4 point of departure, identify the reasons for student misbehavior, do what you can to cor- rect the causes in your class, and teach students about the causes and how to deal with them, Curwin and Mendler say students misbehave because they want to be noticed and feel connected, want to hide feelings of inadequacy, are impulsive, desire fun and stimu- lation, see little connection between school and life, do not empathize well with others, and need to express anger. 2 Develop a repertoire of efective discipline strategies and be patient and persistent. Think of discipline strategies a falling into three categories—crisis (cg, fighting) short term (stop. ping misbehavior while preserving the dignity of teacher and student), and long term (working to meet the needs of students overtime.) Effective crisis strategies call for specific plans of action you will take when crises arise. Short-term strategies inchude messages, PEP (privacy eye contact, proximity), PEP notes or cards with words or phrases of appre dation or correction, privacy 3-step (privately set a limit, offer a choice, or give a conse- iquence), and LAAD tactics (listening, acknowledging, agreeing, deferring action), ‘Ongoing and longer-term strategies include remedying the causes of misbehavior and re- framing the context in which we consider challenging students, using affirmative rather than negative labels, such as “sticks up for himself rather than “defiant,” or “has yet to find the value in lessons" rather than “lazy.” Other long-term discipline strategies include creating a caring classroom, teaching, student self contol, teaching student concer for others, setting clearly defined limits on behavior, emphasizing responsibility more than obedience, teaching conflict-esolution skills that students can apply, and helping students network with others, such as class room peers, older students, staff members, volunteers, and mentors. ILis important that ‘we always look for common ground with troublesome students and maintain the convic: tion that al students can change: One of the great challenges isto stay personally involved with each student without taking obnoxious, irritating, disruptive, and hurtful behavior personally. We are reminded that 70 percent of school misbehavior has its roots at home rather than at school. Its our obligation to break the cycle of hostility and aggression by not retaliating in kind 4. Always strive for responsible student behavior rater than mere obedience. Do this by es tablishing sensible limits on behavior and allowing students choices within these limits such as writing or drawing asa say of expressing anger. Help students learn from the con. sequences of their behavior and, in the process, develop a commitment to change. In all cases, place more emphasis on motivation than on discipline,142 CHAPTER 8 Richard Curwin and Allen Mendler’s Discipline with Dignity 4. Use tactics that tend to overcome student resistance, Such tactics include personal inter est, personal interaction, kindness, helpfulness, encouragement, acknowledgment of ef fort, and use of challenge rather than threat, Check éach strategy you consider against the following: Does it promote dignity or humiliation? Does it teach responsibility or obedience? Does it motivate students to learn? Does it foster commitment? Strengths of Curwin ge 28d Mendler’s Discipline with Dignity Most teachers have found ways to deal with minor behavior infractions such as talking, speaking out, chewing gum, and failing to complete homework, But all teachers dread dealing with students whose behavior is so unacceptable they not only disrupt learning bbut also threaten others. Such behaviors make teachers feel trapped and overwhelmed. Cunwin and Mendler have provided realistic help for working with such students and for reducing behavior that is hostile, aggressive, and violent. Initiating Curwin # and Mendler's Discipline with Dignity Suppose you teach a class that contains several chronically misbehaving students, and you feel the Curwin and Mendller model can help you deal with them more effectively. How do you gettin place and make it operational? Before using the approaches Curwin and Mendler propose, you must subscribe to four principles that support their model. The first ofthese principles, and the mast im- ortant, is that student dignity must be preserved. Students will do all in their power to Protect their dignity. They don't want to appear stupid, feel incapable, or be denigrated, especially in front of their peers. When faced with a threat, students, especially the chron- ically misbehaved, use antisocial behavior to counter it. You must be willing to guard against threatening students’ dignity, even when they threaten yours, Asecond principle is that dealing with misbehavior isan important part of teaching. Youare in the classroom to help your students. Those whose behavior puts them at risk of {allure especially need your help, though their behavior may suggest that they want noth- ing to do with you. The best thing you can do for them is to find ways to encourage proso- ial behavior, A third principle is that Lasting results are achieved only over time, There are no uick-fix solutions to chronic misbehavior, but by finding ways to motivate students and help them learn, you will enable many to make genuine improvementKey Terms and Concepts Presented in This Chapter. 143, A fourth principles that responsibility is more important than obedience. The abil- | ity weigh facts and male good decisions is far more valuable in student lives than obe- | dence to demands. You raust be willing to put students into situations in which they can make decisions about matters that concern them, be willing to allow them to fail, and | then help them try again, Progressively they will learn to behave in ways that are est for themselves and others | | Cutwin and Mendler (1999, pp. 13-16) identify 12 points that provide functionality, to Discipline with Dignity Let students know what you need. Provide instruction at levels that match students abilities, Listen to what students are thinking and feeling Use humor. ‘Vary your style of presentation. Offer choices. Refuse to accept excuses. 8. Legitimize behavior you cannot stop. 9 Use hugs and pats when communicating with students, 10. Be responsible for yourself and allow students to be responsible for themselves. IL Accept that you will not effectively help every student 12, Startffesh every day. ‘You will have given much thought to the kind of classroom you want and how you | ‘want your students to behave. When you first meet the students, spend as much time as | necessary discussing goals for the class, activities that might be helpful, and class behavior i that will improve enjoyment and accomplishment for everyone. In those discussions, | teacher and students should agree to dass rules and consequences. Iti important that stu~ dents contribute to those decisions and agree to abide by them. The rules and conse- quences should be written aut, dated, and signed by teacher and students. The document should be posted in the room and copies sent co parents and adininistrators, From the outset you must seek to structure lessons to help students be active and suc- cessful, It is far better that students engage in activities they find interesting than be ragged perfunctorily through the standard curriculum. Your own energy; enjoyment of learning, and pride in teaching wil affect students positively, while your willingness to help without confrontation will slowly win them over, 4 KEY TERMS AND CONCEPTS PRESENTED IN THIS CHAPTER The following terms are central to the Curwin and Mendler model of discipline, Check yourself | concerning their meanings: dimensions and principles of dise-_ instructional consequences logical consequences, pline-prevention, action, resolu- conventional consequences violence solutions generic consequences social contract tion, no shore144 CHAPTER 8 sense of hope dignity responsibility insubordination rule behaviorally at risk challenging youth Richard Curvin and Allen Mendler’s Discipline with Dignity preventing escalation + SELECTED SEVEN—SUMMARY SUGGESTIONS FROM CURWIN AND MENDLER Richard Curwin and Allen Mendler suggest that you emphasize the following, as well as their many ether sug 4. Safeguard and support student dignity in all class matters. Students make every effort to preserve dig nity, even if doing so requires misbehavior 2. Do what you can 19 foster students sense of hope that they will benefit from education. Students who have lost hope usually don’tcaré how they behave. 3) Approach discipline as a very Important part of teaching, ftcan teach students how to conduct them- selves in ways ating suecess in fe 4 Do not sely on short-term solutions 10 behavior problems. They are rarely effective Focus on student responsibility, not obedience, as the primary goal of discipline & Use personal attention and good teaching to exper fence success with students who are considered to be lvonic roublemakers, 7 tn accordance with suggestions provided, prepare yourself to respond effectively to students who are hostile, disobedient, and inconsiderate 4 CONCEPT CASES BECASE + Kristina Will Not Work Kristina, in Mr Jake's class, is quite docile. She never dis rupts lass and does litle socializing with other students. But despite Air Jake's best effors, Kristina tarely com pletes an assignment, She doesn't seem to cae. She is simply there, putting forth vitwally no effort. How w Curwin and Mendler deat with Kristina? They would suggest the following sequence of interven: tions: Consider that Kristina’s behavior might be due to severe felings of incapability She may be protecting her- selt by not trying. Relate Kristina as an individual Chat with her informally about her life and interests. Find topics that interest Kristina and build some lass lessons around them, Assign Kristina individual work that helps her become more competent in her areas of special interest, Have a private conversation with Kristina, Ask for her thoughts about hove you could rake schoo! more interesting for her, Show her you are interested an willing to help. As Kristina legins to work nd participate, continue private chats that help her see herself as successful CASE 2. Sara Cannot Stop Talking Sara isa pleasant girl who participates in class activities and does most, though not all, of her assigned work. She ‘cannot seem to refrain from taking to classmates, how fever, Her teaches, Mr. Gonzales, has to speak to her re peatedly during lessons, to the point that he often ‘becomes exasperated and loses his temper. What sugges- tions would Curvin and Mendler give Mr. Gonzales to help with Sara’s misbehavior? CASE 3. Joshua Clowns and Intimidates Larger and louder than his classmates, Joshua always wants to be the center of attention, which he accom- plishes through a combination of clowning and insim- ation. He makes wise remarks, alls back (smilingly} tothe teaches, utters a vatiety of sound-ffect noises such as automobile crashes and gunshots, and makes limitless Sarcastic comments and putdowns of his classmates. Other students will ntstand up to bim, apparently fear ing his verbal and physical aggression. His teacher, Miss Pearl, has come to her wits end. What do you find in CGurwin and Mendler’s work that might help Miss Pear! eal with Joshuat You Arethe Teacher 145, CASE 4 Tom Is Hostile and Defiant Tom ha’ appeared to bein his usual foul mood eversince arriving in class. On his way to sharpen his pencil, he ‘bumps into Frank, who complains. Tom tells him loudly to shut up, Miss Haines, the teacher, says, “Tom, go back to your seat” Tom wheels around and says heated, “TU go when I'm dammed good and ready!” How would Cur- tuin and Menaler have Miss Baines deal with Tom? * QUESTIONS AND ACTIVITIES | 1. In your journal, enter eas from Discipline with Dig- nity that apply tothe five principles of building a per sonal system of discipline 2. In small groups, conduct practice situations in which dassmates act a8 students who make hurtful com- ‘ments to you. the teacher. Begin with the examples given here and explore new ones you have seen or think might occur, Take turns being the teacher and responding to the comments in some of the ways Curwin and Mendler suggest Example 1 ‘Teacher: Jonathan, I'd like 10 see that work finished ‘before the period ends today Jonathan: (Soutly] Fine, Why don’t you take it and finish it yourself ifthats what you want? ‘Teacher: Example 2 Teacher: Desitée, that’s the second time you've bro- ‘ken our ule about profanity. like co speak with, youafter class. Desirée: No thanks. 've seen enough of your scrawny tail forone day Teacher: Example 3 ‘Teacher: Masshall, 'd like for you 10 get back 10 work, please. Marsha: [Sass nothing but nonchalantly makes a derogatory face atthe teacher. Other student see itand snicker] Toacher: Compose additional occurrences. Practice deescalat ing the confrontations without becoming defensive, Fighting back, or withdrawing your request. 3, One of the suggestions given for motivating eluctant students as *Make your dass activities events that students look forward to, Make them wonder what might happen nex." Fora selected grade level, bain storm ways of complying with this suggestion. 4. Many suggestions were made for anticipating and dealing vith violent, aggressive, or hostile behavior What would you do to prepare yourself for situations involving such behavior? YOU ARE THE TEACHER Continuation High School Photography Lab You teach photography lab, an elective class, in a contin. uation high school atended by students who have been lunsuccessl for behavioral reasons in regular thigh school settings. Many ofthe students wantto attend this particular school, asi is located in what they consider fheie turf Some oF the students are chemically depen- aE dent andor come from dysfunctional homes. The pho- tography lab dass enrolls 15 students all of whom are on individual study contracts. ‘Typical Occurrences Aastudents begin work. you busy yourself with a number ofalfferent tasks such as setting out needed materials, bids146 CHAPTER & Richard Curwin and Allen Mendler’s Discipline with Dignity siving advice on procedures, handing out quizzes for students who have completed contracts, examining pho- tographs, and so forth, You see Tony siting and staring into space, You ask him ifhe needs help. He shrugs and looks aay. You ask him ifhe has brought his materials to work on, Heshakes his head. You tell Tony he ean start ‘on anew part of his contract. He doesn't answer You ask what's the mater. When Tony doesn't respond, Mike ‘muuers, “He's blasted, man,” At hat moment, you hear heated svords coming from the darkroom. You enter and find two students squaring off, trying to stare each other ddovn. You ask what the problem is but get no reply. You tell the boys to leave the darkroom and go back o their seats. Neither makes the first move, As tension grows, an other student intervenes and says, “Come on, you can settle it ater. Be cool” You call the office and infofm the counselor ofthe incident The boys involved hearyou do so and gaze at you insolemly. The class setles back to work, and for the remainder ofthe period you circulate among them, providing assistance. stifling horseplay, urging that they move ahead in their contracts, and re ‘minding everyone that they only have a limited amount ‘of time in which to get cheir work done. From time 10 time you glance at Tony, who does no work during the period, You asle Tony again if something is bothering him. He shakes his head. You then ask him ifhe wants to transfer out of the class, since itis elective. Tony say, *No, man, like it here." “That fine." you say, "but this isnot dream time. You do your work, or else we will find you another dass. You understand?” “Sure, T under stand. You turn away, but rem the comner of your eye {youu are sure you see Tony’s midale finger aimed in your direction. Conceptualizing a Strategy Ifyou followed the suggestions of Richarel Curwin and Allen Mendes, what would you conclude or do with re~ gard tothe following? 1. Preventing the problem from occuring in the fst. place 2. Purtinga dearend to the misbehavior now. 3. lavolving other orall seudents in addressing the sit 4, Maintaining student dignity and good personal re lations, 5. Using follow-up procedures that would prevent the recurrence ofthe misbehavior. 6. Using the situation to help the students develop a sense of greater responsibility and self-contol. REFERENCES, ‘Cunwin, R. 1992, Radiscnerng hope: Our greatest waching stmategy Bloomington, IN: National Educational Ser Crwin, Rand Mendler, A. 1988, Discipline with dignin: Alexandria, VA: Association for Supervision and Cur riculum Development. Revised editions 1992, 1999, 2001. Lipper Saddle River, Ni: Merl CCurwin, Ry and Mendler, A, 1997. As tough as necessary Countering. violence, aggression, and Rosiliy in owe siools, Alexandria, VA: Association for Supetvsion, and Cursiculum Development Mendler, A. and Curvin, R199. Discipline with dignity for challenging youth. Bloomingion, IN: National Educa tional Service,