Discipline With Dignity

DISCIPLINE WITH DIGNITY

Richard Curwin and Allen Mendler

Biographical Information

Richard L. Curwin received a degree from the University of Massachusetts in English and later added a Doctorate of Education from the same institution. Before his work with Mendler he was also a seventh-grade teacher.

Allen Mendler, with a background as a consultant in both the psychological and educational fields, places an emphasis on developing effective frameworks and strategies for educators.

Their principles exhibit some of the ideas and philosophies of Ginott and Dreikurs.

Along with having published several books, they were awarded the Chief Crazy Horse Award in 1995, an award given for "courage in reaching discouraged youth".

Key Concepts - "Ð'...it is fruitless to expect that any technique will work with all people who present the same symptom."

Ð'§ Theories based upon the ideas that most discipline programs incorrectly place their emphasis upon strategies and techniques.

Ð'§ Emphasize that not all students are the same.

Ð'§ Effective discipline programs focus on individual students and their specific problem behaviors.

Ð'§ The first of our theorists to address the issues of violence and other major misbehaviors.

Four Basic Philosophical Foundations Ð'-

1. Student centered and emphasizes the student's dignity, self-esteem, and overall being.

2. Emphasizes a democratic atmosphere.

3. Teachers should avoid authoritarian stances.

4. Demonstrates a responsibility model, not an obedience model.

Application of "Discipline with Dignity"

Seven principles of teacher behavior

Ð'§ Work toward long-term behavior changes rather than short-term quick fixes.

Ð'§ Stop using ineffective behavior management techniques.

Ð'§ Realize that being fair doesn't mean that you must treat each student the same.

Ð'§ Make rules that make sense.

Ð'§ Model what you expect.

Ð'§ Believe that responsibility is more important than obedience.

Ð'§ Always treat students with dignity.

Three Dimensional Discipline Ð'- "Hope for the democratic classroom".

I. Prevention Dimension Ð'- What can be done to prevent problems.

Ð'* Be aware of students along with yourself.

Ð'* Reduce stress in the classroom.

Ð'* Be genuine in your praise and assessment.

Ð'* Establish and implement "social contracts".

II. Action Dimension Ð'- What to do when problems occur.

Ð'* Choose and Implement best alternative consequence.

Ð'* Collect data.

Ð'* Avoid power struggles.

III. Resolution Dimension Ð'- Resetting contracts negotiation with student.

Ð'* Find needs to prevent future recurrence.

Ð'* Develop and implement a mutually agreeable plan.

Ð'* Monitor and revise plan as needed.

Ð'* Use creative approaches.

As mentioned above the concepts of "social contracts", "rules and consequences', and the avoidance of "power struggles" are major identifiers to Curwin and Mendler's discipline management ideals. Because of their central role in this theory, we would like to elaborate a bit more on these topics.

Ð'§ Social Contracts Ð'- "One of the most effective ways for teachers to take charge of their classroom and still give students a voice in class decisions."

Ð'§ Rules and Consequences Ð'- Effective rules and consequences are necessary in establishing social contracts. By establishing these guidelines at the beginning of a class relationship, the expectations of both students and teachers are well established.

Ð'§ Power Struggles Ð'- According to Mendler in Discipline with Dignity, power struggles can be defused by actively listening to and acknowledging the student's feelings, agreeing that there may be some truth in the student's reasons for