Ch+9+notes

Authoritative Input from ** SPENCER KAGAN **, ** PATRICIA KYLE ** , and ** SALLY SCOTT ** : // Win-Win Discipline // __ Fundamental Hypothesis of __//__ Win-Win Discipline __// Quality classroom discipline, where students manage themselves responsibly, is best achieved when teacher and students work together cooperatively from the same side to find a common ground in dealing with problems they encounter. Spencer Kagan is a clinical psychologist, educational consultant, and former psychology professor. Patricia Kyle is a school psychologist and counselor, and now teaches at university. They independently have researched, taught, and written about classroom discipline for many years, and their ideas came together as // Win-Win Discipline //. Sally Scott, a teacher trainer and school administrator, has been the lead trainer since the program’s inception. Their book, // Win- // // Win Discipline //, and their national and international training programs, affirm that effective discipline is entwined with effective teaching, and help teachers and students to work together and share responsibility for pro-social behavior. Kagan’s website, www.KaganOnline.com; Kyle’s email, pkyle@rmci.net; and Scott’s email, scott@washoe.k12.nv.us. The major emphasis of // Win-Win Discipline // rests on three philosophical pillars—that teachers and students are on the same side, working toward the same end, with shared responsibility for creating discipline solutions that will help students act more responsibly in the future. Additionally, disruptive students occupy one or more of seven student positions, and teachers best help students by dealing with the disruption, validating the position, maintaining the students’ dignity, and helping students toward responsible behavior. Further, teachers help by using structures appropriate for the moment of disruption, follow up, and for long term solutions. • The ultimate goal of discipline is to teach autonomous responsibility, not to end disruptions. • Any disruptive behavior that interrupts the learning process can be used as a learning opportunity. It is the starting point for helping students become more responsible and selfdirecting. • When working with disruptive students, // Win-Win // teachers use solutions based on the // Three // // Pillars of Win-Win // : Same Side, Collaborative Solutions, and Learned Responsibility. Teacher and student are on the same side, working toward the same end. They share responsibility for creating a discipline solution that will help the student act more responsibly in the future. • Almost all disruptions can be categorized into four types, // ABCD // : aggression, breaking rules, confrontation, and disengagement. • Disruptive students occupy one or more of seven // student positions //, which can be thought of   as current states of mind: attention-seeking, avoiding failure, angry, control-seeking, energetic, bored, and uninformed. • Positions are neither right nor wrong, but simply a fact of the universal human condition. • We never accept disruptive behaviors, but we always accept and validate positions. • Teachers must work together with students and caregivers to show they are on the // same side //. This involves openly expressing genuine caring for students, validating the position they are coming from, and providing support in establishing responsible behaviors. • // Collaborative solutions // between teacher and students are emphasized. Students who participate in the learning process and help create their own discipline solutions are more likely to make responsible choices. • // Learned responsibility // continually emphasizes self management and autonomous proactive life skills. • The ultimate goal of // Win-Win Discipline // is for students to become able to manage themselves and meet their needs through responsible choices. When these new skills are learned properly, students can use them in all aspects of life. • Class rules, called // agreements //, along with responsible alternatives, are worked out cooperatively by teacher and students and posted for display in the room. • // Win-Win Discipline // provides teachers with different discipline // structures // for them to match to students’ needs, depending on the student position at the moment of disruption. The structures state specific steps teachers apply at the time students behave disruptively. • After the moment of disruption has passed, teachers employ follow-up structures and longterm solutions that also match students’ needs. This further encourages responsible behavior and sustained results. • // The Big Three // : An interesting and challenging curriculum, cooperative activities, and a   stimulating teacher are key elements for preventing disruptive behavior //. //  • Developing // life skills // that help people live more successfully is one of the major goals of   // Win-Win Discipline //. Life skills such as anger management, self-motivation, good judgment, impulse control, perseverance, and empathy are extremely important in the classroom and all aspects of life. • Teachers should recognize the importance of parent and community alliances and schoolwide programs for dealing with disruptive behavior. When parents, teacher, and students collaborate in creating a solution—when they see themselves on the same side—students are more likely to make responsible choices. School-wide programs ensure win-win for all.
 * Chapter 9 Discipline through Same-Side Win-Win Strategies **
 * Main Ideas **

__ APPRAISAL OF THE MODEL __
Kagan, Kyle, and Scott present a system of discipline that has teachers and students working together for responsible choices. They show teachers how to validate the student’s position. They also give teachers step-by-step structures to use at the moment of disruption, for follow-up, and for long-term responsibility. // Win-Win Discipline // has teachers rethink their understandings of   why individual students as well as whole classes make irresponsible choices and behave disruptively. Cooperative learning, teambuilding, and classbuilding all support teacher and students in sustaining responsible choices. The views of Kagan, Kyle, and Scott have their challenges. They ask teachers to abandon traditional discipline and genuinely convey that they are working on the same side as the students toward learned responsibility. Furthermore, they ask teachers to accept and validate student positions for behaviors (not the disruptive behaviors). Many teachers are reluctant to make these changes in their thinking and actions. **__ Fundamental Hypothesis of __****//__ Win-Win Discipline __//** Quality classroom discipline, where students manage themselves responsibly, is best achieved when teacher and students work together cooperatively from the same side to find a common ground in dealing with problems they encounter. ������ Categorized all disruptions into four types, // ABCD //. ������ Identified and validated student // positions // to help teachers better select discipline structures. ������ Drew a framework that uses a “ // we” // approach to produce long-term learned responsibility. ������ Planned a process to deal with the moment of disruption, follow-up, and long-term solutions that will serve students in other life matters and last for a lifetime. ������ Differentiated step-by-step discipline // structures // for various disruptions and student positions. • A system of discipline that has teachers and students working together for responsible choices. • Validation of student position. • Step-by-step structures to use at the moment of disruption, for follow-up, and for long-term responsibility. • Has students use skills that they also can apply to all aspects of life. • Uses cooperative learning, classbuilding, and teambuilding to support responsible choices. • Online support includes a monthly magazine and discussion board. • Teachers may find it cumbersome, with too much detail to remember, and have difficulty identifying student positions. • Asks teachers to abandon traditional discipline and rethink why individual students make irresponsible choices and behave disruptively. • Asks teachers to convey genuinely that they are working on the same side as the students toward learned responsibility. • Asks teachers to understand, accept, and validate student positions for behaviors (not the disruptions themselves). Many teachers are reluctant to make these changes in their thinking and actions. • Asks teachers to work collaboratively with students to solve discipline concerns. ** The Three Pillars ** —Teacher and student are on the same side, working toward the same end. They share responsibility for creating a solution that will help the student act more responsibly in   the future. • // Same Side: // “Can I (the teacher) relate to where the student is coming from?” • // Collaborative Solutions: // “Did we create the solution together?” • // Learned Responsibility: // “Is it more likely the student will act responsibly in the future?” • // Aggression // —Physically, verbally, or passively taking hostile actions toward others. Aggression creates an unsafe atmosphere in the classroom. • // Breaking rules // —Students may break rules for a variety of reasons: they may be uninformed; want attention; be bored, angry, or overly energetic; want to control; or want to avoid failure. • // Confrontation // —power struggles among students or between students and teacher to get one’s way or strongly argue one’s point. These students usually are adept at provoking reactions from the teacher. • // Disengagement // —Students may be incapable of performing the task, or they may consider the task boring or unworthy of their effort or attention. ** Seven Student Positions— ** where the student is coming from. Natural to everyone, positions are not considered negative. They simply reflect the student’s needs at the time he or she acts out. • // Attention-seeking // —individuals want to know that others care about them. • // Avoiding failure // —we all have been in situations where we rationalize our inadequacies in   order to avoid embarrassment or pain. • // Angry // —everyone experiences displeasure and at times expresses it angrily. • // Control-seeking // —students engage in power struggles with the teacher, and when challenged, argue or justify their actions. • // Energetic // —students with excessive energy disrupt because they can’t sit still or concentrate. • // Bored // —students who act bored send messages to teachers that they do not enjoy and do not want to participate in the curriculum, instruction, and activities in the class. • // Uninformed // —sometimes students respond or react disruptively because they simply don’t know what to do or how to behave responsibly. • // Picture it Right // asks students to picture how they would like the class to be and verbalize what they need to make it that way. • // Personal improvement plan // with consequences for persistent disruptive behavior. ** Discipline Structures for Follow-up and Long Term **, progressing from less to more directive, to help students reach long-term goals: • // Same-Side Chat. // Through discussion, teacher and students get to know each other better and come to see themselves as working on the same side toward better conditions for all. • // Responsible Thinking. // Activities are used to direct students to reflect about three considerations: • Their own and other’s needs: What if everyone acted that way? (How would our   class be if everyone acted that way?) • How they treat others: How would I like to be treated? (Do I treat others the way I   would like to be treated?) • How they conduct themselves: What would be a Win-Win solution? (What would   meet everyone’s needs?) • // Re-establishing Expectations. // Discuss and if necessary re-teach expectations concerning rules, procedures, and routines. This strengthens knowledge, understanding, acceptance, application, and adherence to expectations. • // Replacement Behavior. // Teachers guide students to generate, accept, and practice responsible behavior that they can use in place of disruptive behavior. • // Establish Contracts. // Written agreements in which teacher and student clarify and formalize agreements they have reached. • // Establish Consequences. // Consequences are reserved as a last resort, and used only when all other follow-up efforts fail. ** The Big Three ** —the primary elements that help teachers prevent behavior problems and receive the benefits of win-win discipline. • // Curriculum // —students enjoy curriculum that is interesting and sufficiently challenging. • // Instruction // —students like to participate in learning activities that allow cooperative learning and encourage them to apply, solve problems, and discover new things. • // Teacher // —students appreciate an interesting and stimulating teacher who adapts the curriculum to their interests and needs. ** Life Skills ** —skills that help people live more successfully. Life skills such as anger management, self-motivation, good judgment, impulse control, perseverance, and empathy are extremely important in the classroom and all aspects of life. ** Parent and home alliances ** —partnerships with parents and community assist greatly in helping students make responsible choices.
 * Kagan, Kyle, and Scott’s Contributions to Classroom Discipline **
 * Strengths of Kagan, Kyle, and Scott’s Work Challenges, Kagan, Kyle, and Scott’s Work **
 * Four Types of Disruptive Behavior (ABCD). **
 * Discipline Structures for the Moment **