An Introduction to Win-Win Discipline - PowerPoint Presentation

Slide1

An Introduction to Win-Win Discipline

Jeremy Centeno

2014-2015Slide2

Signals

Quiet Signal

Slow Down

ConfusedSlide3

Management Mat

Raise One Hand

Raise Two Hands

Clap

Break It DownSlide4

Agenda

Management Signals

Agenda

WIIFY/GoalsClass Builder/Team BuilderDisciplineABCD of Disruptive Behaviors

The Seven Position3 PillarsStructure: Right Now ValidationStructure: Language of ChoiceStructure: Target, Stop, Do Structure: Same Side ChatWin-Win PhilosophyReflectionSlide5

WIIFY

“

Win-Win Discipline is an effective approach to classroom discipline. It is designed to

handle problems

at the moment of the disruption with powerful and proven discipline strategies.”

Dr. Spencer Kagan, 2002Slide6

Goals – Workbook Page 1

Understand the difference between disruptive behaviors and

positions

.Learn the 4 disruptive behaviors and 7 positionsExperience the power of Win-WinPreventative Procedures

Moment – of – DisruptionProgressive Follow -UpsAppreciate the importance of the 3 Pillars of Win-Win DisciplineSlide7

Class Builder:Find Someone Who

Each Participant will receive a work page

When the signal word is given participants will Stand Up, Hand Up, and Pair Up with another participant

Greet

Use the social skill of politeness to determine who will go first“Ask Partner, “Which one of these situations has happened to you”? Only pick oneWhen answered other person initials it and reverses rolesWhen done give a “Farewell” and find a new partnerSlide8

Round Robin

Think Time: What is the purpose of a Class Building activity? (Think of one sentence answers to create a list in your head.)

Starting with person number 1 share one idea you came up with.

Continue the Round Robin until time is calledSlide9

Team Interview

Person “1” will start by reading one of the interview cards that is face down on the Management Mat.

Person “2” will answer the question.

Person “3” will make a connectionPerson “4” will validate or praise Person “2”Person “1” will pass cards to Person “2” and the round will start again with Person “2” reading the questionSlide10

Timed Round Robin

Think Time: What is the difference between a “Class Builder” and “Team Builder”? Why is each important to the teacher and student?

When signal is given, Person “4” will start by sharing for 15 seconds their answer

When the team hears, “Switch” Person number “1” will share for 15 seconds and so onSlide11

Disappearing Discipline ProblemsProactiveSlide12

Disappearing Discipline ProblemsProactiveSlide13

Disappearing Discipline ProblemsProactiveSlide14

Disappearing Discipline ProblemsReactiveSlide15

Rally RobinShoulder Partner

Think Time: Based on the information shown answer the following questions:

Why do classrooms with Cooperative Learning have less discipline problems?

Why do the student who were more behaved at one time start to act up?

How does prevention solve discipline issues in the classroom?How does the final model cause for a complete model of discipline in the classroom?Slide16

Brain Break

Think of a Movement

Person “1” Think of sea animal and the way it moves

Person “2” Think of a sport and the way that athlete moves

Person “3” Think of a carnival ride and one movement you experience on itPerson “4” Think of a mode of transportation and how it movesOn a scrap piece of paper write down. Follow me and move like a _______________Example: Follow me and move like a hammer pounding a nail.Each person will be in charge of leading their team in a movementSlide17

The Four Types of Disruptive Behavior: ABCD

3 probable ways students basic needs are played out in the classroom:

Students’ needs are being met and they are not posing a discipline problem

Students’ needs are not being met, but they are handling their needs in a mature and responsible way

Students’ needs are not being met and they act out and become a discipline problemSlide18

Keeping Track the ABCD of Disruptions

Fold a Paper into 4 boxes

Label your Boxes ABCDSlide19

A is for Aggression

A student tries to hurt someone else

Behaviors are: Making fun, name calling, kicking, hitting, tripping, threatening, teasing, profanity

Questions to ConsiderIs the student a threat to self or others?

Have I controlled my reaction?Does the student have strategies to control aggression?Slide20

Box 1: Write and Draw

A:

Aggression

Student Student One Way Two WaySlide21

C is for Confrontation

A student attempts to undermine a teacher’s control

Disruptive Behaviors:

ArguingMockingQuestions to Consider:

Have I controlled my reactions?Have I given the student choices?Slide22

Box 3: Write and Draw

C: Confrontation

Student Teacher

One WaySlide23

D is for Disengagement

A student withdraws from the learning process.

Disruptive Behaviors:

DoodlingClowning AroundQuestions to Consider:Have I used a variety of teaching strategies?

Have I used effective management techniques?Slide24

Box 4: Write

D: Disengagement

Student Off Task

Tuning Out HyperactiveSlide25

Important Rule

Use three

before

BWhat that means is when categorizing disruptive behavior use ACD before you categorize in BWhy?

Aggression, Confrontation, and Disengagement are specific and give us more information. Breaking the rules is extensive and gives us the least amount of informationExample: When a student hits another student it is breaking the rules but it is aggression. Aggression classifies which structures are best used in the situation.Slide26

B is for Breaking the Rules

A student intentionally or unintentionally breaks a rule.

Disruptive Behaviors:

Cheating, Whistling, Running in class, Tipping chairs, Misusing Equipment or suppliesQuestions to consider:

Does the student recall the rule?Does the student buy into the rule?Can the student apply the rule?Slide27

Box 2: Write

B: Breaking the Rules

Timelines Materials Dress Code BehaviorSlide28

Jot Thoughts

Take 4 pieces of scrap paper

Think Time: Think of the disruptive behaviors of students in your classroom

When the signal is given anyone may start and say one disruptive behavior that students exhibit in their classroom and write it down and throw it in the middle (Once it an idea is said no one can repeat it).

Keep going until all the scraps of piece of paper are in the middle.If time is not called continue to generate ideasSlide29

Categorizing Disruptive Behaviors

Each member needs one 3x5 card

Person 1: Write Aggression

Person 2: Write Breaking the RulesPerson 3: Write ConfrontationPerson 4: Write Disengagement

Categorize the disruption with these rules in mindUse Three before BAggression towards teacher is = ConfrontationWhen done discuss where most of the behaviors fell and why they did? (Be ready to share out one thought)Slide30

Instant Star DebriefSlide31

The Seven Positions Take Off and Touch Down

Have you ever….

Felt Bored?

Had Excess Energy?Tried to avoid failure?Needed Attention?Felt Angry?

Needed to be in Control?Felt you didn’t know enough of something you had to do?Slide32

What is a position?

Position are the place a student is “at”

As Win-Win teachers, we always accept a student’s position.

Positions are part of the universal human condition.We are all sometimes in each of the seven positions.The question is: Do we have responsible ways to meet the needs of each position?Slide33

Attention Seeking

Seeks attention from the teacher

Indicators: Clowning around, asking questions, wild hair, inappropriate dress, and draws attention

Preventative Measures: Greet them, smile, appreciate them, affirm them, acknowledge feelings, and use their nameResponding: Ignore it, proximity, lavish attention, appropriate touch, and instant starSlide34

Avoiding Failure

Attempts to avoid public embarrassment

Indicators: refuses to work, Does not participate, Off-task, Makes excuses

Preventative Measures: Private Feedback, Don’t put on the spot, Encourage, Signals, Use gambitsResponding: Rally Coach, Monitor and Adjust, Appreciation, Promote Optimism, Tutor, Team-Pair-SoloSlide35

Angry

Feels anger or acts aggressively

Indicators: Physically abusive, threatens others, yells at others, calls others names, destroys property

Preventative Measures: Monitor anger, apply rules fairly and equally, cool down area, and discuss angerResponding: Draw it out, write it out, guided imagery, and humorSlide36

Control Seeking

Seek to control others or situations

Indicators: Bossy, refuses to do what others say, always want to lead not follow

Preventative Measures: Choices, responsibility, team roles, class rolesResponding: Same side, maintain respect, calm consequences, sidestep the power playSlide37

Energetic

Possesses excess energy

Indicators: walks around, restless, plays with objects, unfocused

Preventative Measures: Brain breaks, stretches, hands on, calming music, movementResponding: Relaxed breathing, breaks, sponge, mental retreatsSlide38

Bored

Uninterested in the topic or learning

Indicators: Daydreaming, doodling, off-task, listless

Preventative Measures: Novelty, personal interest, name dropping, stories, projectsResponding: Challenge student, instructional shifts, drama, Stroll – Pair - ShareSlide39

Uniformed

Does not know or understand proper conduct

Indicators: Breaks rules inadvertently, doesn’t know how to act, doesn’t understand rules

Preventative Measures: Tutors, buddy, adult mentor, requesting help, verbal and nonverbal cuesResponding: Positive models, rule reminder, proximity, restate, check understandingSlide40

Round Robin Charade

Round 1 “You may use the kinesthetic movement shown to act out your card

Round 2 “You may not use any words or sounds to act out the kinesthetic move to your card picked” You must come up with a new movement that expresses the position on the card shown.

When signal word is given begin round 1 with Person number “2”Slide41

What’s the Position Consensus E-3

Starting with Person number “1”, Read the behavior and then out loud tell your team what position you think it is and why you think that. If the team agrees write the position in the position column.

Person Number “2” will repeat the same procedure the same process and so on

Answer the question at the bottom as a team discussionSlide42

Position Role Plays

Each team will receive a card to role play for the group

Select which team member will be the teacher and which will be the students.

Practice your skitWhen time is called you will present your skit to the group to see if they can determine which position you have had to handle.Slide43

7 Basic Needs Matching E-7

Take two minutes on your own to complete the worksheet

When time is called compare your worksheet with your team to check your answersSlide44

The Three Pillars or Win-Win Discipline

WorkBook

Page 3

1. Can I

relate to where the student is coming from?Advantages: Students feel accepted and cared for

Students less likely to disrupt Student like class; achieve more

Same SideSlide45

The Three Pillars or Win-Win Discipline

Workbook Page 4

2.

Did we create

the solution together?Advantages:Students don’t reject their own solutionStudents understand,

identify with solutionStudents feel on the same side

Collaborative SolutionsSlide46

The Three Pillars or Win-Win Discipline

Workbook page 5

Is

it more likely that

the student will act responsibly in the future?Advantages:Litmus test for effective discipline programAvoid future disruptionsStudents

acquire life skills

Learned ResponsibilitySlide47

My Disruptive Student Workbook Page 2

Think Time: Think of a student who was difficult or who is difficult to manage in your classroom.

On your own fill in the form to analyze your student

When time is called “Timed Round Robin”Each member will have 30 seconds to describe their difficult student to the groupStarting with person number “3”Slide48

Validation of the Positions Workbook page 6

All Write Round Robin

Starting with person “1” Look at row 1 column 1 for the position you will be dealing with

State out loud your validation of the

For Example, “I understand you are angry and sometimes I get that way as well when things don’t go my way. A better way to deal with your anger is to go to the cool down spot until we can talk about it.”Everyone write it downPerson number “2” will continue until all your column two spaces are filled upSlide49

Why Validate? Workbook page 7

Demonstrate

Caring

Model Communication Skills

Elicit Change4 ways to Validate:Validation GambitsValidation NotesNon-Verbal CommunicationStructures:Right Now Validation

Acknowledge Student PowerSlide50

Structure: Right Now Validation

Workbook page 8

Validate the Student’s Position

Experience EmpathyUse Validation

GambitsCheck for understanding of positionCommunicate the disruptive behavior“It is not/never acceptable to…”Explain whyRequest Responsible BehaviorThe responsible thing to do is….

Explain whyOffer Support“One way I can help you is…”Slide51

Structure: Right Now Validation H:58

Think Time: Think of a position and an example of a student who misbehaves that is exhibiting that position. Example: Attention Seeker: Calling out in Class

Mix Pair Share

Partner A: Person who got in the least amount of trouble at schoolPerson A: Read Person B your examplePerson B: Do the following Steps:

Validate the PositionCommunicate Disruptive behaviorRequest Responsible BehaviorOffer SupportSlide52

Reflection Shoulder Partner

Which of the 3 pillars does “Right Now Validation” fulfill? Explain Your Reasoning.

Collaborative Learned

Same Side Solutions ResponsibilitySlide53

Structure: Language of ChoiceWorkbook page 9

Validate student or position

Solidifies

empathetic

understanding of studentPositive results follow when a student feels you are on the same sideState responsible behavior (add rationale)Firm Tone Positive Phrasing Eye Contact

Private NO I need/You needState the consequences (The Choices)Certainty stateNot Punitive, instructiveNot to heavy, Not to Light just

right

It’s your choice

Entirely up to

you

– your choiceEncouragementExpect responsible

behaviorThank in advanceIf non-verbal, non-compliantIt is evident by your actions and or behavior that you have chosen

to … Is that

correct

?Slide54

Practice Language of ChoiceWorkbook page 10

On your form look down at the bottom under Team Practice

Person 1 will take the first bullet and so on

Fill in your form based on your scenarioWhen the signal is given each team will act out their scenario with the person number 1 starting as the teacher

In Scenario 1 Person 2 and 3 will be Laurie and CarolIn Scenario 2 Person 4 will be CarlosIn Scenario 3 Person 1 will be JuanIn Scenario 4 Person 2 will be HannaSlide55

Reflection Shoulder Partner

Which of the 3 pillars does “Language of Choice” fulfill? Explain Your Reasoning.

Collaborative Learned

Same Side Solutions ResponsibilitySlide56

Structure: Target, Stop, DoWorkbook page 11

Privately target student’s name

Private

, if possible

Get in at the level of the studentFirm ToneEye contactStop disruptive behaviorBriefly describe behaviorState responsible behavior (add rationale)

Optional: Explain why – maybeOptional: think prior to complianceGet in – Get out watch!Thank YouIf

compliant

, return, appreciateSlide57

Target, Stop, Do Practice H:65

Work with your face partner

Fill in bottom of worksheet first

If you need to fill in your dialogue before you start please doMake sure you circle the Type of Disruption and Student PositionRound 1 Person B will be the teacher and Person A will be the student for both scenariosWhen done switch rolesSlide58

Reflection Shoulder Partner

Which of the 3 pillars does “Target, Stop, and Do” fulfill? Explain Your Reasoning.

Collaborative Learned

Same Side Solutions ResponsibilitySlide59

Follow Up’sThree Critical Questions

Same Side

: Does the student feel I understand where he/she is coming from – am I on his/her side?

Accept Solution

: Does the student accept the discipline solution, identify with it – feel it is a reasonable response to the disruption?Learning Responsibility: Is the student learning to act responsibly – over time is the student becoming less disruptive?Slide60

Same-Side ChatWorkbook page 12

Schedule a Meeting

Choice of

times

Private (visible place)Focus: outside of schoolMeetReaffirming it is not about schoolStay in student comfort zone

Give Choice Be empathetic Don’t Interpret ParaphraseFollow lead of student Ask for details Ask Genuine Questions

Positive closure

Express

Appreciation

Share something you learned

Open the door for future chatsSlide61

Structure: Pair and Stroll

Stand Up, Hand Up, Pair Up

Partner A will be the teacher with the most biological children

Partner A will be the interviewerPartner B will be the intervieweeWhen the signal is given begin to walk and talk with your partner. Partner A will ask questions about Partner B’s life and interests to get to know them. THANK YOU for not talking about school

When stop is called partner A will share one thing they learned about Partner BWhen signal is given reverse roles Slide62

Reflection Shoulder Partner

Which of the 3 pillars does “Same-Side Chat” fulfill? Explain Your Reasoning.

Collaborative Learned

Same Side Solutions ResponsibilitySlide63

Parable

Two

women are standing on a bank of a swift river. In the strong

current, flailing about, desperately struggling to stay afloat, a man is carried downstream toward them. The women both jump in, pulling the man to safety.

While the brave rescuers are tending the victim, a second man, also desperate and screaming for help, is carried by the current toward them. Again the women jump into the river to the rescue. As they are pulling out the second victim they spot a third man flailing about as he is carried downstream toward them

. One woman quickly jumps into save the latest victim. As she does, she turns to see the other woman resolutely walking upstream. “Why aren’t you helping?” she cries. “I am,” states the other. “I am going to see who is pushing them in!” (Kagan 2001).Slide64

Win-Win Philosophy

We are all in each

position

sometimesPositions are associated with needsDisruptions are irresponsible attempts to

meet needsOur Job: teach responsible ways to meet needsWe win: fewer disruptions, we get to do what we do best – teachStudents win: learned responsibility serve them for a lifetimeSlide65

Reflection

What is one thing I plan to try when I get back to my classroom?

What is one way my thinking has changed about discipline because of the professional development?

What do you feel was the most important part of today’s professional development?

What is one thing I would like to learn more about?