Ch+13+notes

. ** Chapter 13 Discipline through Careful Teacher Guidance and Instruction  ** Authoritative Input from ** RONALD MORRISH ** : // Real Discipline // __ Fundamental Hypothesis of __//__ Real Discipline __// Students do not enter school knowing how to behave responsibly, nor do they learn self-discipline from experience alone. To acquire these essential skills, they need supportive guidance from enlightened, caring teachers. Ronald Morrish was a teacher and behavior specialist in Canada before becoming an independent consultant in 1997. Now he devotes his efforts to writing, conference presentations, professional development programs, courses for teachers, and working with parent groups and child care providers around the world. He presents his ideas regarding discipline in three books. // Secrets of // // Discipline // (1997), which also was produced in video format, discusses twelve keys for raising responsible children without deal-making, arguments, and confrontations. // With All Due Respect // (2000) focuses on improving teachers’ personal discipline skills and building effective school discipline as a team. // FlipTips // (2003) is a mini-book of discipline tips and maxims taken from his books and presentations. Morrish’s website: [|www.realdiscipline.com]. Morrish feels teachers have been sidetracked into focusing on behavior management rather than on ‘real discipline.’ He clearly distinguishes between the two, but stresses that both are needed. Consequently, he developed a discipline approach that he believes will restore proper discipline to today’s schools. // Real Discipline // is an organized set of techniques that great teachers and caregivers have used for generations to teach children to be respectful, responsible, and cooperative. It emphasizes careful teacher guidance to ensure that children learn how to conduct themselves appropriately. • Discipline is an ever-growing problem, due to undesirable trends in society as well as today’s popular discipline theories that do not demand proper student behavior, require teachers to   bargain and negotiate with students for cooperation, and don’t teach students how they are expected to behave. • // Management // is about making the learning environment functional, keeping students on task, and minimizing disruptions. // Real Discipline // teaches students how to behave properly. It is   about giving students the structure they need and preparing them for the choices they will be    making. • Students do not know innately how to make responsible choices. Before they can do so, they must develop a degree of compliance and respect for authority. • Discipline is a process, not an event. // Real Discipline // shows teachers how to guide students through three progressive phases—training, teaching, and management. • Students must be trained (Phase 1) to accept adult authority and comply with it automatically. // Basic compliance // initially should be taught as a non-thinking activity, through direct instruction and close supervision: tell them, show them, and let them replicate and practice until it becomes habitual. • Teachers must train students to comply with rules, limits, and authority. // Rules // indicate how students are to behave. // Limits // specify behavior that will not be allowed. // Authority // refers to   power that has been assigned to certain individuals. Teachers have legitimate authority by   custom and laws to control and direct students in school. • // Insistence // is the best strategy for enforcing rules. Teachers must be willing to persist until students do what they are told to do. This replaces time-outs and other consequences. With a   serious tone of voice that says they mean what they say, teachers should insist on student // doovers // — students repeat the behavior in an acceptable way. • Punishment rarely is needed, but it can do two things well if it must be used: It can teach that “No means No,” and it can stop misbehavior when other methods won’t. • Never give students a choice when it comes to limits. At a selected time teachers can explain the reasons behind the limits if there are questions about them, but in no case are students allowed to ignore directions. The teacher’s word is final. • Teacher authority must be re-established in the classroom. This authority comes from teachers’ knowledge of their job and why they are setting limits and what they expect students to learn, and is conveyed by tone of voice, word choice, and how teachers present themselves. Teacher response to questions or challenges to their authority is simply, “It’s my   job.” • Students are taught how to behave (Phase 2)—the skills, attitudes, and knowledge needed for cooperation, proper behavior, and increased responsibility. Rules are set by the teacher and taught through explanation, demonstration, practice, and corrective feedback. When students fail to comply with expectations, they must // re-do // the behavior in an acceptable manner and continue to practice it. • // Choice management // (Phase 3) helps students move toward greater independence by offering them more and more choices as they show capability for handling them. However, because students do not know innately how to make responsible choices, they must be taught—who has the right or duty to make a particular choice, and what are the needs and rights of others when they make choices? Also, generally, if students don’t care about the outcome of a   particular goal, they should not be allowed to make choices about it. • The goal of // Real Discipline // is for teachers is to help students become self-disciplined to the point they can conduct themselves properly even when the teacher is not present. • Teachers are proactive when they anticipate problems, prevent as many as possible, and prepare carefully for attending to problems that might occur. • Students should be taught skills required for school success. • Teacher relationships with students are the most important factor in classroom discipline. • When applied properly, consequences show students how to behave properly. If necessary, consequences stop behavior by clearly indicating that // no means no //. • Rather than relying on motivation, // Real Discipline // teaches students how to persevere and work through activities that are not especially appealing. • Self-esteem does not determine success or failure, but success in school or lack thereof helps determine self-esteem.
 * Main Ideas **

__ APPRAISAL OF THE MODEL __
Morrish’s ideas replace today’s discipline theories with techniques that have been used for generations to teach children to be respectful, responsible, and cooperative. // Real Discipline // teaches children right from wrong. It teaches them to respect legitimate authority. It also returns the requirement for personal responsibility to the individual rights and freedoms our society values. Teachers are asked to guide students through a three-phase program of training, teaching, and management. They help students accept and comply with adult authority by making basic compliance a non-thinking activity; telling, showing, replicating, and practicing rules until they become habit; insisting on acceptable behavior, work, and do-overs until students function in an   acceptable manner; and always following through with standards and limits where “No means No.” The phases Morrish provides for planning the discipline program are concrete. Morrish’s views have their challenges. Teachers, with their legitimate authority to control and direct students in school, are asked to train students to comply with rules, limits, and authority. Teachers are asked to give students no choice when it comes to limits until they are able to   comply and respect authority, and they have the skills to make responsible choices. Additionally, if students do not care about the outcome of a particular goal, they should not be allowed to make choices about it. Teachers also are asked to build strong relationships with students; forego motivation, rewards, and indiscriminate praise; and use do-overs rather than other consequences or punishment. Many teachers are reluctant to make these changes in their thinking and actions. ** Fundamental Hypothesis of ****// Real Discipline //** Students do not enter school knowing how to behave responsibly, nor do they learn self-discipline from experience alone. To acquire these essential skills, they need supportive guidance from enlightened, caring teachers. ������ Stressed that discipline is a process, not an event. ������ Described an organized set of techniques that have been used for generations to teach children to be respectful, responsible, and cooperative. ������ Gave teachers three progressive phases to guide students (training, teaching, and   management), and 11 steps to organize their discipline system. ������ Identified ‘Ten Great Skills’ for students to learn for success in school. • Teaches children right from wrong and to respect legitimate authority, and returns the requirement for personal responsibility to the individual rights and freedoms that our society values. • With teachers as guides, students move through three progressive phases: training, teaching, and management. • Students learn to accept and comply with adult authority. • Students never make choices about limits or goals for which they do not care about the outcome. • Underachievement is not a student choice. Only quality and acceptable work and behavior are accepted. • Insistence and do-overs help turn misbehavior and mediocre work into acceptable habits and work. • The phases for planning the discipline program are concrete. • Online support includes a tip of the week and a Tips Archives. • Many teachers are reluctant to make these changes in their thinking and actions, or   invest the time to reinforce student compliance for acceptable behavior and work. • Asks teachers, with their legitimate authority to control and direct students in   school, to train students to comply with rules, limits, and authority. • Asks teachers to give students no choice when it comes to limits until they are able to comply and respect authority, and they have the skills to make responsible choices. • Students are not part of the decisionmaking process regarding standards and limits or goals. • Also, students are never allowed to make choices about goals for which they do not care about the outcome. • Asks teachers to build strong relationships with students; forego motivation, rewards, and indiscriminate praise; and use do-overs rather than other consequences or   punishment. • Also asks teachers to treat caregivers as partners. ** Discipline ** is a serious problem. Today’s popular theories do not demand proper student behavior, require teachers to bargain and negotiate with students for cooperation, and don’t teach students how they are expected to behave. The overall result is that students too often choose to   underachieve in school, engage in high-risk behaviors, contribute little or nothing to the school environment, and use violence and intimidation when dealing with others. //__ Discipline __//__ is a process, not an event. __  • It teaches children right from wrong and to respect legitimate authority. • It returns the requirement for personal responsibility to the individual rights and freedoms our society values. • It teaches children how to behave properly. • It is about giving students the structure they need and preparing them for the choices they will be making. • The goal of // Real Discipline // is for teachers to help students become self-disciplined to the point they can conduct themselves properly even when the teacher is not present. // Management // is about making the learning environment functional, keeping students on task, and minimizing disruptions. Discipline and management are distinctive considerations, but focus on both is needed for proper behavior in today’s schools. **//__ Real Discipline __//****__ ’s three-phase approach __** • // Phase 1 Training for Compliance // —organized to train students to accept and comply automatically with adult authority. // Basic compliance // initially should be taught as a // nonthinking // // activity //, through direct instruction and close supervision: tell them, show them, and let them replicate the act and practice it until it becomes habitual. • // Phase 2 Teaching students how to behave // —focuses on teaching students the skills, attitudes, and knowledge needed for cooperation, proper behavior, and increased responsibility. Rules are set by the teacher and taught through explanation, demonstration, practice, and corrective feedback. When students fail to comply with expectations, teachers insist that they // re-do // the behavior in an acceptable manner and continue to practice it. • // Phase 3 Managing student choice // —helps students move toward greater independence by   offering more choices, as they show capability for handling them. Before they can do so, students must develop a degree of compliance and respect for authority. A basic requirement of choice-making is that students take into account the needs and rights of others. Also, if   students don’t care about the outcome of a particular goal, they should not be allowed to    make choices about it. Students do not know innately how to make responsible choices. ** Rules and compliance. **// Rules // indicate how students are to behave. • Teachers must make the rules and not ask students if they agree with them. Explain the rules to students and take into account their opinions, but don’t pretend they are helping set the rules. Additionally, rules should be ones teachers can enforce consistently. Small infractions tend to build up into large infractions. • Students are supposed to learn rules, not determine them. • // Insistence // is the best strategy for enforcing rules. Teachers must be willing to persist until students do what they are told to do. • // Punishment // rarely is needed, but it can do two things well if it must be used: It can teach “No means No,” and it can stop misbehavior when other methods won’t. • // Insistence // replaces time-outs and other consequences. With a serious tone of voice that says they mean what they say, teachers should insist on student // do-overs // —students repeat the behavior in an acceptable manner. ** Limits and compliance **. // Limits // specify behavior that will not be allowed. They are set and enforced by teachers, and not negotiated with students. • Never give students a choice when it comes to limits. At a selected time teachers can explain the reasons behind the limits if there are questions about them, but in no case are students allowed to ignore directions. The teacher’s word is final. ** Authority and compliance. **// Authority // refers to power that has been assigned to certain individuals. Teachers have legitimate authority by custom and law to control and direct students in school. • Authority comes from teachers’ knowing their job, knowing why they are setting limits, and knowing what they expect their students to learn. • Authority is conveyed by tone of voice, word choice, and the way one presents oneself. • Teachers should communicate clearly what they expect of students and accept nothing less. • No negotiation is involved. Teacher response to questions or challenges to their authority is   simply, “It’s my job.” ** Choice management. **// Choice management // helps students move toward greater independence by   offering them more and more choices as they show capability for handling them. Choice management requires specification of who has the right or duty to make a particular choice, and students must think about the needs and rights of others when they make choices. Also, generally, if students don’t care about the outcome of a particular goal, they should not be   allowed to make choices about it. Students do not know innately how to make responsible choices. The goal of // Real Discipline // is for teachers to help students become self-disciplined to the point they can conduct themselves properly even when the teacher is not present. 1. // Decide in advance how you want students to behave //. 2. // Design the supporting structure //, mostly to do with procedures that will support your goals. 3. // Establish a threshold for behavior at school // by creating a clear separation between school and the outside world. Then enforce the courtesy, rules, and work habits required in your class. 4. // Run a two-week training camp //. During the first two weeks, establish clear limits, expectations, routines, appropriate behavior, and compliance. 5. // Teach students to behave appropriately //. Students should be taught any skills required for school (and life) success. 6. // Set the stage for quality instruction //. Make classes interesting and worthwhile; ask questions to force students to expand their thinking; increase hands-on activities; use group learning activities; include activities based on sports, music, drama, and crafts; and ask students to   make presentations to the class and younger students. 7. // Provide active, assertive supervision //. Remind students of rules, expectations, and limits ahead of time; correct small misbehaviors; reinforce good social skills; and “be present”— move with purpose about the room, make eye contact, and talk to students if talking doesn’t interrupt their work. 8. // Enforce rules and expectations //. It is the teacher’s ability to // require // good behavior that determines student success. To establish // natural authority // and take charge of students, connect with students on a personal basis, listen, and be understanding and supportive. Establish rapport, but combine it with // insistence //. Begin with small infractions associated with courteous language or clean up. 9. // Focus on prevention //. It is what you do in advance so students won’t misbehave. 10. // Set high standards //. Underachievement is not a student choice, and it is the teacher’s responsibility to see that it doesn’t occur. 11. // Treat caregivers as partners //. Talk // with // caregivers and keep them informed about serious incidents and repetitive misbehaving involving their child, not minor incidents. 1. Courtesy. 2. How to treat substitute teachers. 3. Conflict prevention—help students recognize events that lead up to incidents, and then problem-solve alternate ways to avoid the conflict. 4. Self-discipline—help students understand that they should conduct themselves properly even when the teacher is not present. 5. Concentration—help students ignore distractions. 6. Being part of the solution rather than part of the problem. 7. Thinking about others. 8. Perseverance. 9. Being a good role model for younger students. 10. Being a good ambassador for the class and school. • Consistently focus on the positive, rather than criticize. • Wipe the slate clean after students make mistakes. The important thing is what the student does now. • Don’t back away from discipline. Discipline is a teacher role, and students interpret the time and effort you spend on discipline as signs of concern for them. • Lead the way as an adult model of behaviors and attitudes. • Never use humiliation in correcting behavior. Correct students by showing them how to   behave properly and having them practice until the behavior becomes a habit. • Don’t accept mediocrity. Standards are essential if students are to recognize success and maintain their determination to improve. • When applied properly, // consequences // show students how to behave properly. If necessary, consequences stop behavior by clearly indicating that // no means no //. Make them appropriate to the student’s developmental level, and always try to use them to promote learning. • Rather than relying on // motivation //, // Real Discipline // teaches students how to persevere and work through activities that are not especially appealing. • // Rewards // should be given when special recognition is needed. Personal attention and approval are powerful rewards. • Indiscriminate // praise // can reduce motivation and increase dependency. • // Self // - // esteem // does not determine success or failure, but success in school or lack thereof helps determine self-esteem. Genuine self-esteem comes from competence in academic and social skills. Teachers are // proactive // when they anticipate problems, eliminate as many as possible, and prepare carefully for attending to problems that might occur. • Insist on a do-over and give students no choice in the matter ( // insistence // ). • Avoid “if…then” statements. • If the student still refuses, repeat the instruction in a serious tone of voice. • If that doesn’t work, use a mild punishment such as time out, to convey the message that you mean what you say. • The student still is expected to show the proper behavior. Only positive practice ensures that.
 * Morrish’s Contributions to Classroom Discipline **
 * Strengths of Morrish’s Work Challenges of Morrish’s Work **
 * 11 steps to organize a discipline system **
 * 10 Great Skills you should teach your students **
 * Developing student relationships **
 * Consequences; motivation, rewards, and praise, and self-esteem **
 * However, when students fail to comply **