An introduction to Secrets of Discipline by Ronald Morrish

Aspen Grove Elementary School October 2010 Parent Convention

History of Discipline
1960s

; Discipline = Obedience 1970s; Children were allowed to express themselves. Treated like little adults Oops, this wasnt working: Skinners rats then into . Behavior Modification = Reinforce desirable + Negative Consequences for Undesirable

 1960 = 1970 " " . : .... = +

Confused yet?
1980s

; Behavior management = Guide Children = DISCOVERY APPROACH TO DISCIPLINE

?Confused yet

1980 = =

What went wrong?

The

problem is that somewhere along the way, we forgot to limit children to the choices that are theirs to make.

TOO MUCH OF A GOOD THING! Children NEED limits!

 . ! !

Key #1

Never give a choice when it comes to limits!

Key #2

If you bargain for compliance now, youll beg for it later!

Key #3

When children are well-trained; Its habit forming.

Key # 4

Rules worth having,

Are worth enforcing.

Key #5

Behavior that needs to be learned,

Needs to be taught!

Key #6

Todays practice is tomorrows performance

Key #7

Independence isnt doing your own thing; Its doing whats right on your own.

Key #8

Keep responsible decisions, in responsible hands.

Key #9

Discipline comes best from the heart, not the hand.

Key #10

Beware of self indulgence disguised as self esteem.

Key #11

Prevention is the best solution.

Key #12 There is no great discipline, without great commitment.

Definition!

Discipline is about developing and creating appropriate behaviors, not just about managing the ones that are already there. (Management?) Discipline is about preparing children for all the choices they will be making AND ENSURING THEY ARE READY TO HANDLE THEM! Discipline is clearly defined expectations of behaviors that a student can switch on as soon as he/she steps into that environment. -behaviours acceptable at home -behaviours acceptable at church -behaviours acceptable at school

Beliefs: How do they fit in?

The outcome of your strategies is determined as much by your beliefs as by the strategies themselves. Punishment vs. guidance. PREVENTION: Discipline isnt what you do when children misbehave; Its what you do so they wont! NEEDS vs. DESERVES: Discipline is about giving kids what they need, not what they deserve. FROM WHOSE EXPERIENCE?: Its the unlucky who learn from experience; The lucky learn from the experience of others.

MOST IMPORTANTLY!!!! THINK POSITIVELY!!!

Your beliefs about discipline are very important. To be truly effective, however, you must also believe in your abilities and the likelihood of success. A positive attitude is crucial. If you believe children will obey your directions, they will. Your confidence will come across in your voice and overall demeanor. This assertiveness will likely elicit a quick, appropriate response from students. On the other hand, if youre uncertain about your ability to take charge and worried that students may defy you, then they will likely fulfill this expectation as well.

The Fundamentals
Training Managing

Teaching

Training Positive Behavior

When students are well-trained, they comply with rules and directions for the same reason you dobecause they always comply. Its a habit.

Routines

Getting ready for school Homework Bedtime Meal time Shopping

How do you create good habits and routines?

Training Positive Behavior

Sweat

the small stuff

Compliance-

Behavior you ignore is behavior you permit.

The most important routine

Just

Do It !

Think

Training is nonconversational

like a driving instructor.

Training requires direct supervision Discipline cannot be done from a distance

Teaching Responsible Behavior

Well-trained Well

children obey rules.

taught students understand why we need rules and why adults are given the authority to enforce them. will also know the skills and attitudes associated with responsible, respectful conduct.

They

How do we teach?

Together Discipline is every minute of every day. Respond to mistakes as teaching opportunities.

Most of the times when we punish children, we actually dont need them punished. We need them to behave correctly.

Example: Your 5 year old pushes your 3 year old. You dont need your 5 year old locked up away from your 3 year old, you need your 5 year old to be kind to your 3 old and not push him.

How Do We Teach Continued

Practice essential to provide TIMELY opportunities when the pressure is OFF. Practice doing homework before it is the night before the important assignment. Practice your bedtime routine when your child is not over tired. Be A Good Role Model We cannot preach about using aninside voice as we are yelling.

How Do We Teach Continued

Examine

Your Beliefs (Again?)

If you talk that way to me again, then you will be sitting in a time out. (behavior management) We dont speak that way in this house. Now start over. (discipline)

MANAGEMENT

COMMUNICATES

WHAT WILL HAPPEN TO YOU IF YOU MAKE APOOR CHOICE. Leaves it as a choice- to make though. then.

If---

DISCIPLINE
COMMUNICATES

THAT THE ONLY WAY YOU WILL BEHAVE IS THE RIGHT WAY.

Establish a clear threshold.

Be clear on which behaviors will be excluded. Be there to make it happen. Be prepared to follow through.

Teach Students to Behave Appropriately

1. 2. 3. 4. 5.

6.
7. 8. 9. 10.

Courtesy How to treat substitutes (guest teachers) Conflict Prevention Self Discipline Concentration Be a part of the solution, not part of the problem Think about others Perseverance Be a good role model Ambassadors

10 Great Skills

Dont assume anything!

Or assume they know NOTHING and be pleasantly surprised!

Enforce Rules and Expectations

It

is your ability to REQUIRE good behavior which will determine your eventual success. RIGHT FROM THE

ESTABLISH AUTHORITY

START

Together: We Make our Students A Success!!