Win-Win Discipline

Win-Win DisciplineLauren SandlerEDUC 531Dr. WilliamsApril 7, 2010The Fundamental Hypothesis of Win-Win DisciplineQuality classroom discipline, in which students manage themselves in a responsible manner, is achieved when the teacher and students work together cooperatively to find a common ground in handling behavior problems in the classroom environmentWhat is meant by Win-Win Discipline?This method allows students and teacher to work together to find acceptable solutions to behavior issuesDuring this process the concerns of the teacher and students are addressed and resolved in a satisfactory manner for allThe teacher and students benefit or win thus making this method of Win-Win Discipline work for allThe Theorists behind Win-Win DisciplineSpencer KaganClinical psychologist, educational consultant who specializes in the research and development of discipline strategies and life skills training. Co-author of Win-Win DisciplinePatricia KyleSchool counselor, school psychologist and university professor who researches and writes about discipline in the classroom. Co-author of Win-Win DisciplineSally ScottSchool administrator and teacher trainer. Is the lead trainer in the Win-Win Discipline method since its inception. Co-author of Win-Win DisciplineThe Goal of the ProcessWin-win discipline believes that disruptive behavior is a beginning point for helping students become more responsible & self-directingTeachers are advised to provide a positive learning environment, engaging instruction & an interesting curriculumA we approach is needed to be created in which the teacher and students and work together on the same side towards the same end goal The goal of Win-Win Discipline, according to Scott, Kagan and Kyle is that over time students will become empowered to make choices in behavior that are beneficial to them as well as being compatible with the interests of the class Simultaneously, students will develop life skills that will serve them advantageously throughout the rest of their livesDisruptive students are not seen as bad kids, but as individuals who are ineffectively attempting to meet their personal needsWin-Win Discipline PremisesKagan, Scott and Kyle stated the following as the Win-Win Discipline premises:The ultimate goal is to teach autonomous responsibility, not cease disruptionsMost disruptions can be categorized into 4 types:

Positions are neither right or wrong, but are a fact of universal human condition

AggressionBreaking RulesConfrontationsDisengagementDisruptions usually come up from one of seven student positions that are thought of as currently existing motives, emotions or states of mind

Teachers shouldnt accept disruptive behaviors, but always accept and validate student positionsIn meeting the needs of the students that are associated with given positions, students will sometimes engage in disruptive behaviorsIf teachers proactively respond to the four behaviors and seven positions they can prevent most disruptive behaviors that could possibly occur

Attention-seekingAvoidance of failureAngerControl seekingEnergeticBoredomBeing uninformedWin-Win Discipline Key Elements The Three PillarsSame sidestudents, teacher and parents work together on the same side for the enhancement of the educational experience for allCollaborative solutionsTeacher and students collaborate in the identification of problems and proposal of solutionsLearned responsibilityResults from continually emphasizing autonomous proactive life skills and self-management

Preventative measuresTeachers can do these in advance to reduce disruptive behaviors to make it easier for the needs of the students to be met in the classroomABCD DisruptorsFour categories of disruptive behaviors teachers contend withStudent positionsComposites of perceptions, emotions and attitudes that exist in individual students at any given momentClass rulesAgreements worked out in a cooperative manner between the teacher and students. Kagan, Scott and Kyle suggest they be kept simple, limited in number and write them on a poster for all to see. All students must understand the rules by being carefully taught by the teacher and practice them until they become natural to follow

Moment-of-distraction structuresStrategies that teacher apply at the moment of student misbehaviorPicture it Right: If we were at our very best right now, how would we look? (154)Make a Better Choice: I want you to think of a better choice right now. (154)To YouTo Me: (To you, this lesson may be boring; to me, it is important, because. (154)Follow-up structuresThe requirement of time and repeated experiences in responsibility development4 types of follow-upEstablishing new or reestablishing existing preventative proceduresCreating moment-of-disruption proceduresImplementing a follow-up structure (i.e. same side chat or responsible thinking exploration)Offering life skill training (i.e. self control or personal relations) Life skillsAnger management and self motivation How does Win-Win Discipline WorkBefore the beginning of classPreventing Disruptive BehaviorMake the curriculum challenging and interestingHave cooperative activities that allow the students the chance to work together in a meaningful wayHave a interesting, stimulating teacher who adapts the curriculum to the needs and interests of their studentsLearn How to Identify Student PositionsAnticipate Disruptive Behavior TypesCommit to the Application of the Three Pillars of Win-Win Discipline at All TimesEach of the three pillars utilizes certain discipline structures for teachers to use when students make unacceptable choices in behaviorDesigned for use at three different points: moment of disruption; follow-up; and working toward long-term solutions

ABCD Disruptive Behavior TypesAggressionTaking hostile actions against othersPhysical aggression: biting, kicking, pulling, pinching, hitting and slappingVerbal aggression: swearing, verbal put-downs, name-calling, ridiculingPassive aggression: stubbornly refusing to adhere to reasonable requestsBreaking RulesMay break rules for a variety of reasonsBored, desirous of attention, wanting to control, angry, energy-filled, trying to avoid failure, not having the ability to follow a rule, or not understanding what is expected of themExamples include: making strange noises, gum chewing, passing notes, not turning in work, talking without permission or being out of their chairsConfrontationsPower struggles among students or between the teacher and student in order to get ones way or strongly argue their pointExamples include: complaining, refusal to comply, giving reasons why something should be done differently or are not good, and arguingStudents may pout or make disparaging remarks about the teacher or task when they do not get their own wayDisengagementReasons for disengagementMight have something more interesting they are thinking ofFeel like they cannot perform the taskFind the task too boring or difficultPassive disengagementNot listening, not finishing work, acting helpless, working off task, or saying I cant (157)Active disengagementExcessive help requests, put-downs, and comments like Ive got better things to do or It would be better if. (157)

Student Positions: Intervention StrategiesThe art of Win-Win Discipline is to identify the position the misbehavior comes fromThe teacher must communicate acceptance of the position, but must also refuse to accept the disruptive behavior it engendersRemember that student positions are not considered negative, but reflect the needs or conditions of the student when they act outEffective teachers attempt to gain the perspective of the students in order to understand and deal with what could be prompting their behavior and realize that each disruption is a chance to help students learn how to behave more responsiblyAttention-Seeking StudentsMay interrupt, work slower, goof off, show off, or ask for extra helpHow to deal with attention-seeking studentsMoment of disruption: Include hand signals, appreciation, affirmation, physical proximity, I-messages, or personal attention

Follow-up: Meeting with the student and talking about their need for attention with them and how it could be met in a positive mannerLong-term solutions: focusing on the interests of the student, building self-validation and self-concept skillsAvoiding FailureNo one likes to fail or feel like they are inept and will rationalize their inadequacies in order to avoid feeling embarrassment.How to deal with avoiding failure disruptionsMoment of disruption: Teachers can encourage their students to try Reorganize and present the information in smaller pieces Assign partnersFollow-up and Long-term strategies: Ask students how responsible people deal with fear of failureTeachers may also include peer supportShow how mistakes could lead to excellent learningTeam Pair Solo in which students practice activities as a team first, then in pairs and then alone

Being AngryHow to deal with anger disruptionsIn Win-Win Discipline there are many strategies teachers can utilize in dealing with angry disruptionsProvide a cool down and thinking time, tabling the matter, asking the students to determine what responsible ways of handling anger there areLong-term interventions: conflict resolution conferences, practice self-control skills, or class meetings Control Seeking StudentsHow to deal with control seeking disruptionsMoment of disruption: Scott, Kyle and Kagan suggest that teachers acknowledge the powerUse Language of Choice: a method in which the teacher provides the students with a choiceProvide options for when and how works is to be completedFollow-up:Schedule a class meeting or later conference to talk about the situationGather student input concerning what causes students to struggle against their teacher and find a way as to how that struggle can be avoided Long term strategies:Involving students in the decision-making processWork with them in establishing class agreements concerning challenging the teacher

Overly Energetic StudentsHow to deal with overly energetic student disruptionsMoment of disruption:Provide breaks during the lessonsAllow time for progressive relaxationChannel energy in a productive mannerRemove distracting elementsFollow-up:Teach calming strategiesProvide activities for students to work off their energy in a positive wayLong-term solutions:Manage energy levels during classroom instructionConnect the interests of students to the lesson Bored StudentsHow to deal with disruptions coming from bored studentsMoment of disruption:Teachers can restructure the task needed for learningInvolve students more activelyInfuse time energizers

Follow-up:Talk privately with the students and give them helping roles like a recorder, coach or gatekeeperLong-term solutions:Teachers can give their students a rich, relevant, and developmentally appropriate curriculum in which the students will be actively involved in the learning process and one that emphasizes cooperative learning and attention to multiple intelligencesUninformed StudentsHow to deal with disruptions coming from uninformed studentsMoment of disruption:Gently ask the students if they know what they should doIf they do not then the teacher can reteach them at the timeIf they need just some support then have the student work with a partnerFollow-up:More careful attention when giving directions, modeling, and practicing the responsible behavior Long-term solutions:EncouragementFocus on the strengths of the student

More on Responding in Moment of DisruptionIn summary, at the moment of disruption, the teacher shouldEnd the disruption quickly & refocus students back to the task at handAcknowledge the student position, if necessaryCommunicate that the disruptive behavior is not acceptableWork with the student to find a solution that is mutually satisfactory to all

However, for students who exhibit persistently disruptive behavior, the teacher may have to utilize more prescriptive measures, such as consequences like an apology, loss of activity or restitutionA personal improvement plan is created to build the offending students consequences into1. Warning: The student receives a warning from the teacher2. Reflection time: The student is given the opportunity to think about their disruptive behavior and how to improve it3. Personal Improvement Plan: The disruptive student creates a personal improvement plan to develop responsible ways of meeting their needs4. Phone call to Parent or Guardian5. Visit to the Principals Office

Long-Term Goals for Student PositionsKagan, Scott and Kyle suggest the following long-term goals to be associated with the various student positions

STUDENT POSITIONLONG-TERM NEEDS & GOAL FOR STUDENTAttention seekingNeeds self-validationAvoiding failure, embarrassmentNeeds self-confidenceBeing angryNeeds self-controlControl seekingNeeds self-determinationBeing energeticNeeds self-directionBeing boredNeeds to self-motivateBeing uninformedNeeds to self-informFollow-Up Structures to Reach Long-Term GoalsSame-Side ChatThrough teacher-student discussion they will learn more about one another and realize they are working on the same side towards better conditions for everyoneResponsible ThinkingActivities used to direct students toward reflection on 3 considerations(1) Their needs and the needs of others(2) How they treat other people(3) How they conduct themselvesSuch a responsible thinking activity for following up on disruptive behaviors could include the following for students to answer(1) What if everyone acted that way?(2) How would I like to be treated?(3) What would be a win-win situation?

Reestablish ExpectationsDiscuss and reteach, (if necessary), expectations concerning procedures, routines and rules in the classroomStrengthens acceptance, knowledge, application, understanding and adherence to classroom expectations Identify Replacement BehaviorTeachers guide their students to accept, generate and practice responsible behaviors they can use to replace disruptive classroom behaviorsEstablish ContractsContract agreements between individual students and the teacher will clarify and formalize agreements made between both partiesContracts could increase the likelihood that the student will remember, identify with and honor the written agreement

Establish ConsequencesUsed as a last resort when all other follow-up methods have failedThey are conditions agreed upon by the teacher and students to invoke when students misbehaveConsequences must be aligned with the Three Pillars of Win-Win DisciplineSame-side orientationEstablished through student-teacher collaborationInstructive and aimed at helping students learn how to conduct themselves with greater personal responsibilityMay call for responsible thinking, an apology or restitutionAn genuine apology has 3 parts(1) Statement of remorse or regret(2) Statement of appropriate future behavior(3) Request for acceptance of the apology Restitution by the studentTaking care of emotional or physical damage done

Promoting Life SkillsThe progressive development of life skills are a major goal of Win-Win DisciplineExamples include: empathy, good judgment, self-control, anger management, perseverance and impulse controlTeachers need to work on these skills throughout the curriculum and when responding to students at moment of disruption, follow-up and long-term solutionsScott, Kyle and Kagan believe that by fostering life skills, teachers can avoid ineffective methods that end a disruption, but leave students more than likely to disrupt in the futureParent & Community Alliances & Schoolwide ProgramsWin-Win Discipline provides various suggestions for parent-teacher communication and interactionDuring the first week of school teachers should make contact with the parents of their studentsLetters sent homeClass websitesClass newslettersEmailPhone callsParents nights and open houses create person-to-person communication opportunities

Conferences between the teacher and parentsShow parents that they are valued as allies and could encourage parents to serve as tutors or mentors to their childSchoolwide programs encourage entire school involvementAssembliesIncentive programsBroader community involvementField tripsGuest speakersApprenticeshipsAdopting and working with senior citizens or in day care

Initiating Win-Win DisciplineKagan, Scott and Kyle suggest how Win-Win Discipline can be introduced by teachers to their studentsStart by setting the tone for a win-win climate in the classroomTell students that the class is to be built on the Three Pillars of Win-Win DisciplineSame sideCollaborative solutionsLearned responsibilityCreate class agreements by constructing a chartUse the headings Disruptive Behavior and Responsible Behavior and the subheadings Say and DoAs a class, discuss what disruptive things people would say and do to garner attention and then discuss what responsible things people say and do for attentionAsk students how they feel about the listsMake sure students know that their opinions and cooperation are valued and that they will always be involved in the decision-making processDuring the first few weeks of class be sure to use activities that will strengthen the concept of the Three PillarsReassures students that discipline will not be done to them, but happens with them

With collaboration with the students teachers might decide on preferred classroom procedures; talk about discipline structures and the reasons behind them; create follow-ups and consequences; and garner student input on a few curriculum decisionsCan be accomplished during a series of class meetingsTeachers can show their students how they would help them in turning disruptive behaviors into good learning solutionsReflection, follow-up and long-term solutions come into playAlso remember to start establishing alliances with parents during these first few weeks SummaryDiscipline is not something you do to students. Its something you help students acquireUse the Three Pillars of Win-Win DisciplineWin-Win Discipline identifies the ABCDs of Disruptive Behavior that spring from one or more of the 7 student positionsMeet the needs of the students through acceptable behavior by maintaining their dignity while encouraging them to identify acceptable behavior under the circumstancesThe ultimate goal for Win-Win Discipline is for students to learn how to manage themselves, meet their needs via responsible choices and the development of life skills that will help them in the futureTeachers must seek parent and community alliances and develop schoolwide programs for combating disruptive behavior