Discipline with Dignity Richard Curwin and Allen Mendler Classroom Management EDUC
Their major contributions • Strategies for – Maximizing dignity and hope within students – Interacting with hostile, aggressive, or violent students
Students misbehave because… • Boredom • Irresistible • They can • If their dignity is in danger – To exert control – Do this well since failing academically – Meets the need for attention and power
Characteristics of behaviorally at risk students • Failing academically • Received most punishments and consequences repeatedly • Do not respond to punishments and consequences any more • Low self-esteem • No hope of success • Attracted to other behaviorally at risk students
What works 25 % of the time… • Spend time teaching good behavior and responsibility • treat students with dignity and respect • Discipline with motivation in mind • Stress responsibility not obedience
Logical consequences… • Generic – Reminders – Warnings – Choosing • Options for student – Planning • Student writes with specific steps for changing the behavior • Gives student the responsibility • Instructional – Teach expectations and rules through suggested a
Richard L. Curwin
Dr. Richard Curwin is an award winning instructor, author and educational consltant. His philosophy on discipline, behavior, and classroom management is one of the most widely used in the world. He is co-author on the national best selling book Discipline with Dignity, which offers educators a plethora of strategies on behavior and classroom management.
Dr. Curwin has also authored or co-authored many other publications, including:
Discipline with Dignity for Challenging Youth
Rediscovering Hope: Our Greatest Teaching Strategy.
Making Good Choices
His seminars and training sessions offer educators ready-to-use strategies with objectives, materials, language, and examples-all designed to encourage students to accept responsibility for their own behavior. Dr. Cuwin believes that mistakes can become opportunities for learning, and provide teachers a chance to teach respect and self-discipline.
Dr. Curwin's articles have appeared in Educational Leadership, Reclaiming Children and Youth, Instructor, Parenting, and Learning. All highly acclaimed educational resources. He is a leader in the fields of discipline, behavior, and classroom managem
A responsibility model offering a three-dimensional approach
Table of Contents:
The structure of the model
Basic tenets of the model
Overt teacher behavior associated with the model
Key vocabulary terms associated with the model
Educational insights/ instructional implications associated with the model
Perceived strengths of the model
Perceived weaknesses of the model
References associated with the model
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Overview of the theoretical basis
The Discipline with Dignity model is based upon the belief that the most effective and respected teachers express their beliefs, demands, and expectations within the context of clear values and goals that benefit learning. They hold students accountable by expressing approval and disapproval, and they seek consequences that teach each student a connection between what they have done and what happens as a result of those actions. (Curwin, R. and Mendler, A., ).
The Discipline with Dignity model promotes student regulation with guidance, and moderate teacher control/power. It therefore calls for moderate disciplinary inter
Discipline with Dignity
Theoretically and practically, this book helps teachers develop a repertoire of practical consequences to use when students forget or do not know how to perform the behaviors agreed upon in their social contracts. A range of strategies are suggested for creating additional consequences and encouraging treating students in fair, dignified, and individualized ways. The book respects students' individuality and notes the distinction between consequence and punishment. Thus the process and strategies presented are intended to enhance student self-esteem, to invest social problem-solving and self-regulation as serious components of curriculum and instruction, and to cast teachers as professional educators--mediators of learning--rather than policemen. Titles of the book's 12 chapters are "Discipline,""Dignity and Responsibility in the Classroom,""Three-Dimensional Discipline,""The Social Contract,""Consequences,""Taking Action,""Stress and Discipline,""Creative Discipline for Out-of-Control Students,""Discipline and the Process of Teaching,""Special Problems,""Twenty Questions," and "Conclusion." Appended are a behavior management inventory, a school dis
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