Discipline with Dignity
The Developers:
- Dr. Allen Mendler - educator and school psychologist
- Dr. Richard Curwin - former 7th grade teacher, college professor, educator of emotionally disturbed children, author, speaker
- Brian Mendler - son of Allan Mendler, elementary and SPED teacher, adjunct professor of behavior management
Best used with:
Developers emphasize the merit of Discipline with Dignity in all grades. However, it seems to be more effective in middle and high school. It functions school-wide and stand-alone. The program should not be taken to extremes and is most effective with additional classroom management methods.
Premise of the Program:
Students must be taught responsibility rather than obedience in order to optimize learning, make healthy choices, and develop positive social interactions inside and outside the classroom. Most behavioral problems stem from a deficit in one or more of these basic needs: connection, competence, and control.
Traditional (Obedience) vs. Discipline with Dignity (Responsibility)
- Dr. Allen Mendler - educator and school psychologist
- Dr. Richard Curwin - former 7th grade teacher, college professor, educator of emotionally disturbed children, author, speaker
- Brian Mendler - son of Allan Mendler, elementary and SPED teacher, adjunct professor of behavior management
Best used with:
Developers emphasize the merit of Discipline with Dignity in all grades. However, it seems to be more effective in middle and high school. It functions school-wide and stand-alone. The program should not be taken to extremes and is most effective with additional classroom management methods.
Premise of the Program:
Students must be taught responsibility rather than obedience in order to optimize learning, make healthy choices, and develop positive social interactions inside and outside the classroom. Most behavioral problems stem from a deficit in one or more of these basic needs: connection, competence, and control.
Traditional (Obedience) vs. Discipline with Dignity (Responsibility)
Obedience1. Consequences publicly administered
2. Predetermined consequences 3. Teacher decides consequences 4. Teaches them obedience 5. Teacher rules 6. Student's feelings sometimes disregarded 7. Tell them what to do 8. No tolerance 9. Distributes punishment: something someone does to you 10. Taught what is right and wrong |
Responsibility1. Consequences privately administered
2. mostly situational consequences 3. Students' input accepted 4. Teaches them to make good choices 5. Teaches values 6. Acknowledge and agree with their feelings, defer to a later time 7. Ask them what to do 8. Legitimize behavior you cannot stop 9. Distributes consequences: direct result of choice 10. Taught to understand why rules and guidelines exist |
How to:
Three pronged approach to classroom management:
1. Prevention: This is what the teacher does to actively prevent discipline problems. Inform students ahead of time of possible consequences for certain problems. For example: Know your students, know and expres yourself clearly, establish mutually agreed upon social contract, make your classroom a motivating place, etc.
2. Action: This is what teachers can do when, despite prevention, discipline problems occur. The focus is on stopping misbehavior quickly. in a dignified way, while keeping the misbehaving students in class so teaching can resume. Teachers avoid escalation and don't debate. Sometimes even ignoring a problem or outburst is applicable.
3. Resolution: This is for the students who, despite actions already taken, repetitively misbehave and cause significant disruptions that cannot be ignored. For example: develop individual discipline plan with agreed consequences, implement plan, revise plan if needed, use creative/unconventional approaches when necessary.
Strengths:
- Uses humor
- Offers choices
- Students know what the teachers needs
- The teacher asks what students need
Weaknesses:
- Lacks consistency
- Lacks boundaries
Three pronged approach to classroom management:
1. Prevention: This is what the teacher does to actively prevent discipline problems. Inform students ahead of time of possible consequences for certain problems. For example: Know your students, know and expres yourself clearly, establish mutually agreed upon social contract, make your classroom a motivating place, etc.
2. Action: This is what teachers can do when, despite prevention, discipline problems occur. The focus is on stopping misbehavior quickly. in a dignified way, while keeping the misbehaving students in class so teaching can resume. Teachers avoid escalation and don't debate. Sometimes even ignoring a problem or outburst is applicable.
3. Resolution: This is for the students who, despite actions already taken, repetitively misbehave and cause significant disruptions that cannot be ignored. For example: develop individual discipline plan with agreed consequences, implement plan, revise plan if needed, use creative/unconventional approaches when necessary.
Strengths:
- Uses humor
- Offers choices
- Students know what the teachers needs
- The teacher asks what students need
Weaknesses:
- Lacks consistency
- Lacks boundaries