Ch+11+notes

Authoritative Input from ** DIANE GOSSEN ** : // Discipline through Self-Restitution // ** MICHELE BORBA ** : // Moral Intelligence // ** DIANE GOSSEN ** : // Discipline through Self-Restitution // __ Fundamental Hypothesis of __//__ Discipline through Self-Restitution __// Self-restitution, which involves regular reflection on personal behavior, helps students learn to   profit from mistakes and become better able to conduct themselves in harmony with their needs and inner sense of morality. Diane Chelsom Gossen has taught school and held faculty positions, and has worked on   Restitution Theory with hundreds of school systems in Canada, the United States, and many other countries. Among her books are // Restitution: Restructuring School Discipline // (1992), // Creating // // the Conditions: Leadership for Quality School // (with Judy Anderson, 1995), and // It’s All About // // We: Rethinking Discipline Using Restitution // (2004). Gossen’s website: www.realrestitution.com. Gossen’s approach focuses on helping students learn how to make things right within themselves, as well as with whomever or whatever they have offended or damaged with their behavior. In the process, students deal with their own behavior shortcomings while genuinely committing themselves to better behavior in the future. She credits some of the fundamental concepts in her program to child-rearing practices she has observed in Canadian aboriginal families—practices rooted in internal self discipline. • Three things in schools are unchanged: Discipline continues to be the number one concern of   teachers, violence among youth is increasing, and research shows that students need a school environment that satisfies their needs and is free from fear and coercion. • // Self-restitution // is a healing process that creates conditions whereby an individual can reflect on and repair mistakes affecting self and others, and returns them strengthened to the group. • The // restitution triangle // visualizes how the restitution process works. The first step (base of   the triangle) is to stabilize the offending student by removing fear or anger so learning can take place. The second step (left side) is to help the student understand that people always do   things for a reason—to meet their needs—and usually they are doing the best they know how, under the circumstances. The third step (right side) is to encourage the student to reflect on   the behavior and judge it against the image of the person s/he would like to be. • The restitution process provides a means for dealing with root causes of problems. It also brings a sense of relief, not shame, produces a feeling of hope, and helps students create solutions to problems. • The restitution process stabilizes the self-identity of offenders, validates the behavior as   related to a genuine need, and helps students identify a way to meet the need in keeping with their inner sense of morality. • When teachers follow the // least coercive road //, they use a number of steps and tools to provide a rich environment in which students learn because they want to learn. • // Social contracts // are formalized agreements concerning desirable and undesirable behaviors that evolve after students reflect on ways of conducting themselves that support the values they identified. • Teachers and students together create a list of roles and jobs that clarify their view of how they should function in the class. They then extend their thinking. Teachers should think in   terms of “My personal job as manager” and “Teacher I want to be.” Students should think in    terms of “My personal job as student” and “Student I want to be.” • // Rules // impose external control. // Restitution // involves beliefs that are used to develop // internal // // control //. Teachers can’t change internal decisions of not to learn or not to be a moral cooperative person. Teachers only can say what they will do if students take this route. // Bottom line // refers to the point beyond which a student is not allowed to transgress without consequences. • Focusing on needs reduces combativeness, thus // collapsing the conflict // that might otherwise exist, and helps find solutions that work for all involved. • Teachers are the greatest help when they function as // managers of restitution // and do   something // with // not // to // the student.
 * Chapter 11 Discipline through Self-Restitution and Moral Intelligence **
 * Main Ideas **

__ APPRAISAL OF THE MODEL __
Gossen’s // Discipline through Self-restitution // has several strengths. Restitution has power to repair an immediate wrong and lead to improved behavior in the future. It stabilizes the offending person with the reassurance that it is all right to make a mistake. It meets the needs of all who are involved. It strengthens the offenders with new skills. The process of restitution is an invitation that gives students time to reflect. Further, teachers can tell it works when students become able to describe their behavior, evaluate it, make choices related to it, and come up with plans that benefit themselves as well as the offended. Gossen guides teachers and students through the restitution process with concrete steps and tools. Gossen’s views also have challenges. She asks teachers and students to think beyond their original “jobs,” which tend to promote compliance. Rather, she wants teachers to think in terms of “My personal job as manager” and “Teacher I want to be,” and students to think in terms of   “My personal job as student” and “Student I want to be.” Teachers may be reluctant to make these changes in their thinking and actions. ** Fundamental Hypothesis of ****// Discipline through Self-Restitution //** Self-restitution, which involves regular reflection on personal behavior, helps students learn to   profit from mistakes and become better able to conduct themselves in harmony with their needs and inner sense of morality. ������ Developed the process of self-restitution, identified the main characteristics of the restitution healing process, and visualized the process in the restitution triangle. ������ Offered steps and tools to guide teachers and students through the process. • A system of discipline that has teachers helping students toward harmony with their needs and inner sense of morality. • Presents a visual representation of how the restitution process works. • Restitution has power to repair an immediate wrong and lead to improved behavior in the future. • Offers steps and tools to guide teachers and students through the restitution process. • Asks teachers to think in terms of “My personal job as manager” and “Teacher I   want to be.” • Asks students to think in terms of “My personal job as student” and “Student I   want to be.” • Teachers may be reluctant to make these changes in their thinking and actions. ** Characteristics of the restitution healing process **. • Restitution is // pay-forward //, which provides a means for becoming a better person. It is not payback, which repairs a harm. • It is restorative and healing because it meets the needs of all who are involved. • It provides a means for dealing with root causes of problems. • It focuses on solutions and restores and strengthens relationships. • It operates through invitation, not coercion. • It teaches persons to look inside themselves, identify the need behind problematic behavior, and visualize the kind of person they want to be. • It creates solutions to problems and restores the offender to the group. **// The restitution triangle //** visualizes how the restitution process works. • First, stabilize the offending student by removing fear or anger so learning can take place (the   base of the triangle). • Second, help students understand that people always do things for a reason—to meet their needs—and usually they are doing the best they know how, under the circumstances (the left   side of the triangle). • Third, encourage the student to reflect on the behavior and judge it against the image of the person s/he would like to be (the right side of the triangle). ** Least coercive road ** —when teachers use a number of steps and tools to provide a rich environment in which students learn because they // want // to learn. • // Step One: Open the Territory—Maximizing Freedom. // Teachers identify and address only what they believe is truly important in class behavior, thus reducing the number of   interventions into student behavior. Tool: // What Does It Really Matter? // [Gossen suggests strong limits only on behavior that pertains to safety, proper function in class, or other matters about which we have especially strong convictions.] Tool: // Yes, If. . . . // Saying “yes” as often as possible, rather than “no,” when responding to   student requests. • // Step Two: Establishing the Social Contract—Building a Sense of Belonging. // Teacher and students work collaboratively to describe how they want to be together in the class. Tool // : What We Believe //. Activities that produce a list of desirable qualities that students agree on. Tool: // Social Contract. // Formalized agreements concerning desirable and undesirable behaviors that evolve after students reflect on ways of conducting themselves that support the values they identified. • // Step Three Establishing Limits—Clarifying Personal Power. // By identifying understandings, guidelines, and limits, students have a portion of the load, thus bringing about a shift in   balance of responsibility for classroom demeanor. Tool: // Roles—My Job, Your Job //. After together creating a list of roles and jobs that clarify their view of how they should function in the class (what // is // and // is not // expected of each), teacher and students extend their thinking. Teachers should think in terms of “My personal job as manager” and “Teacher I want to be.” Students should think in terms of “My personal job as student” and “Student I want to be.” Tool: // Rules and the Bottom Line //. Rules are used to impose external control. Restitution involves beliefs that are used to develop internal control. // Bottom line // refers to the point beyond which a student is not allowed to transgress without consequences. • // Step Four Restitution—Making Things Right and Healing Oneself //. Restitution makes amends to the victim and helps offenders to heal themselves. Tool: // Understand and Teach Restitution //. Restitution seeks to identify the basic need behind the problems. Thus, teachers must help students understand that everyone has needs for love, power, freedom, fun, and survival, and behavior is associated with one or more of these needs. Teacher helps offenders look inside themselves and identify the basic need behind the problem. Focus on needs reduces combativeness. It also // collapses the conflict // that might otherwise exist, and helps find solutions that work for all involved. Tool: // Function as a Manager of Restitution //. As managers of restitution, teachers help misbehaving students most by asking to work with them to invent solutions to problems. They do something // with // the student, rather than // to // the student, thus allowing the student to   take responsibility for the behavior and correct it. **__ MICHELE BORBA __**//__ : Discipline through Moral Intelligence __// __ Fundamental Hypothesis of __//__ Discipline through Moral Intelligence __// Moral intelligence, comprised of seven essential virtues that can be taught and developed, controls students’ ability to deal effectively with ethical and moral challenges they encounter in   school and elsewhere. Michele Borba, Ed.D., a former teacher and recipient of the National Educator Award, is an   educational consultant who presents keynotes and workshops on moral education and other topics throughout North America, Europe, Asia, and the South Pacific. She appears regularly on TV   and NPR talk shows, and her interviews and articles have appeared in several magazines. She has published two award-winning books: // Parents Do Make a Difference // (1999) and // Building Moral // // Intelligence // (2001). Her latest book is // Nobody Likes Me, Everybody Hates Me: The Top 25 // // Friendship Problems and How to Solve Them // (2005). Information on her publications and seminars can be accessed through her websites: www.moralintelligence.com and [|www.micheleborba.com] Moral intelligence is the foundation of what we call ‘good character,’ and it grows in students as   improvements are made in their personal character traits. Borba depicts moral intelligence as   consisting of universal virtues of “goodness,” seven of which enable students to act properly and resist pressures that can damage character. • // Moral intelligence //, the foundation of what we call ‘good character,’ involves three things: the ability to distinguish right from wrong, the establishment and maintenance of strong ethical convictions, and the willingness to act on those convictions in an honorable way. • Seven of the universal // virtues // of “goodness” enable students to act properly and resist pressures that can damage character: empathy, conscience, self-control, respect, kindness, tolerance, and fairness. Virtues are made up of behavior and moral habits that can be taught. It usually takes about 21 days of practice before a new behavior is acquired. • Building moral intelligence can lead to good character, behavior, and citizenship; ability to   think and act appropriately; protection against “toxic” societal influences; crucial life skills; resistance to temptation; prevention of violence and cruelty; and shaping moral destinies. • Schools where students observe adults who consistently display moral character traits offer the best venue for developing sound character in the young. Moral intelligence grows as   improvements are made in students’ character traits. • Teachers should not assume that students understand the actions and words of character traits. When teaching a trait, it is essential to convey to students exactly what the trait means and why it is important and relevant to their lives. // Showing // the behavior is more effective than just talking about it. • Discipline in classes that emphasize character building involves direct interaction between teacher and students who follow // a four-step process // of respond, review, reflect, and make right.
 * Gossen’s Contributions to Classroom Discipline **
 * Strengths of Gossen’s Work Challenges of Gossen’s Work **
 * Main Ideas **

__ APPRAISAL OF THE MODEL __
Borba’s // Discipline through Moral Intelligence // has several strengths. // Moral intelligence // is the foundation of what we call ‘good character.’ Schools where students observe adults who consistently display moral character traits offer the best venue for developing sound character in   the young. Moral intelligence grows as improvements are made in students’ character traits. Students become more self-directing, and their classroom behavior improves. Borba’s views also have challenges. For many students, teachers are the primary models of   consistent moral intelligence. However, teachers are competing against social factors and realities that work against the development of the virtues of good character. It takes time to   teach a character trait to students through // showing // with authentic examples in literature and film, modeling, role-plays, and other concrete activities. ** Fundamental Hypothesis of ****// Discipline through Moral Intelligence //** Moral intelligence, comprised of seven essential virtues that can be taught and developed, controls students’ ability to deal effectively with ethical and moral challenges they encounter in   school and elsewhere. ������ Described the seven virtues and provided concrete examples of what people say and do that reflect the virtue. ������ Offered numerous strategies to help students deal with challenges to moral development. ������ Detailed a concrete five-step approach for teaching moral values, and a four-step process for discipline. • A system of discipline that is based on good character—moral intelligence. • Schools and educators who model consistent moral behavior, offer hope for developing sound character in the young. • Moral intelligence grows as improvements are made in students’ character traits • Students become more self-directing, and their classroom behavior improves. • Provides a concrete five-step approach for teaching moral values, and a four-step process for discipline. • Online support includes newsletters and featured articles. • For many students, teachers are the primary models of consistent moral intelligence, but they are competing against social factors and realities that work against the development of the virtues of good character. • It takes time to teach a character trait to students through // showing // with authentic examples in literature and film, modeling, role-plays, and other concrete activities. • Teachers may be reluctant to add topics and time for character development to their already full curriculum demands. • The ability to distinguish right from wrong. • The establishment and maintenance of strong ethical convictions. • The willingness to act on those convictions in an honorable way. **// Seven of the universal virtues of goodness //** enable students to act properly and resist pressures that can damage character. Virtues are made up of behavior and moral habits that can be taught. It usually takes about 21 days of practice before a new behavior is acquired. **// Empathy //** —the capacity to relate to the feelings of others. Societal challenges: absent or emotionally unavailable parents, overabundance of media images of suffering, discouraging boys from expressing feelings, child abuse. • Develop an empathic, caring relationship with students, listen with empathy, develop emotional vocabularies, and provide experiences that promote empathic reaction. • Create a caring, prosocial moral learning environment. • Promote sensitivity to feelings and perceptions of others with stories and situations. • Provide meaningful and concrete hands-on activities that develop empathy of other viewpoints or situations. • Use discipline techniques that emphasize empathy for student feelings. **// Conscience //** —ability to comprehend the right or wrong of one’s actions. Societal challenges: rise in youth violence, peer cruelty, stealing by the young, cheating, sexual promiscuity, substance abuse. • Set clear class expectations and standards based on your core moral beliefs. • Create a context for moral growth that features teacher modeling. • Teach, cultivate, and reinforce virtues that strengthen conscience. • Help students understand how moral conscience develops, and show how reparation can turn moral wrongs into moral rights. • Present meaningful moral dilemmas in context to increase moral reasoning (historical,   scientific, literary issues, current events, peer interactions). Societal challenges: stressed, over-worked parents, early child abuse and trauma, glorified out-ofcontrol behavior in entertainment, over reliance on substances in place of self-constraint. • Prioritize and model self-control. • Encourage students to become their own internal motivators to do the right thing. • Use anger management, self-control, and // Think: Stop: Act Right // to control urges and think before acting in stressful situations. • Provide ongoing opportunities for students to practice self-control strategies. Societal challenges: decline in civility, rise of vulgarity, fall of the Golden Rule, disrespect for authority, low respect for children. • Discuss, model, and teach differences between respect and disrespect. • Work to increase student respect for authority and squelch rudeness. • Emphasize and expect good manners and courtesy. • Involve peers in creating a respectful learning environment and reinforcing each other’s respectful behaviors. Societal challenges: lack of good modeling by adults, lack of encouragement for children to   behave kindly, influence of unkind peers, general desensitization to kindness. • Teach the meaning and value of kindness. • Establish zero tolerance for mean and cruel behavior. • Encourage kindness at school and point out its positive effects. • Provide meaningful, concrete activities, such as // Random Acts of Kindness // or Service Learning. Societal challenges: lack of moral monitoring of the young, accessibility of internet hate sites, racially-charged video entertainment, hate music, stereotypes portrayed in film. • Model and teach about tolerance. • Draw attention to and discourage intolerant comments and practices. • Instill an appreciation for diversity. Societal challenges: breakdown of role models, over-emphasis on competition with emphasis on   winning. • Discuss and demonstrate fairness. • Avoid making comparisons among students • Help students show respect for competitors. • Limit the emphasis on winning. • Good character • Ability to think and act properly • Protection against “toxic” influences of society • Crucial life skills, such as conflict resolution, empathy, knowing right from wrong, anger control, tolerance, cooperating, self control, sharing • Good citizenship • Resistance to temptation • Prevention of violence and cruelty • Good behavior • Shaping moral destinies, the beliefs and habits that become the ethical foundation of behavior that students will use forever • // Step 1. Accentuate a character trait or virtue // —bring it strongly to students’ attention over time. Student campaign committees can create banners, logos, and posters of the trait’s meaning and merit. • // Step 2. Tell the meaning and value of the trait // —convey to students exactly what the trait means and why it is important and relevant to their lives, through experience, stories, and examples when students display targeted traits. • // Step 3 //. // Teach what the trait looks and sounds like // — // show // the behavior through modeling, role-play, and examples in literature, film, history, and science. • // Step 4 //. // Provide opportunities to practice the moral habits of the trait // —because it usually takes 21 days of practice before a new behavior is acquired. Have students analyze video clips, keep reflection logs, complete practice homework. • // Step 5 //. // Provide effective and timely feedback // —to reinforce students as they improve. Also provide immediate behavior correction so students can redo any incorrect behavior immediately. ** Prosocial behaviors and moral intelligence ** includes basic good manners such as essential polite words, meeting and greeting others, and “anytime and anywhere” (Doesn’t swear. Doesn’t belch   audibly. Doesn’t gossip. Covers mouth when coughing). Other good manners include those associated with conversation, sports, hospitality, table, visiting, telephone, and manners toward older people. Borba (2001) provides a list of “Eighty-Five Important Manners Kids Should Learn.” Successful discipline depends strongly on creating a moral learning community in the classroom—an environment where students feel safe and cared about, and where the teacher connects with students, shows care for them, and models the core character traits. The teacher targets specific behaviors that are damaging to respectful classrooms and student character, and has students replace them with acceptable behavior (approximately a 21-day replacement   process). • // Respond // —Calmly listen, find out what happened. • // Review // —Explore why behavior was wrong, and briefly review rules or behavior expectations. • // Reflect // —Quickly go over effects of the behavior and any impact it may have on the victim. The student could write or draw the situation from the other viewpoint. • // Make right // —Help students atone for wrongs they have done, and encourage reparation that is   more than an apology and promise not to do it again.
 * Borba’s Contributions to Classroom Discipline **
 * Strengths of Borba’s Work Challenges of Borba’s Work **
 * Moral intelligence (MI) involves three things: **
 * // Self-control  //**
 * // Respect  //**
 * // Kindness  //**
 * // Tolerance  //**
 * // Fairness  //**
 * Reasons for Moral Intelligence **
 * A five steps in teaching character traits **
 * Moral Intelligence and classroom discipline **
 * A four-step process to discipline: **