Ch+13+activities

**Chapter 13 : Discipline Through Careful Teacher Guidance and Instruction Unique Activity : Planning the Discipline Program: The First Five Steps** || a. Demonstrate courtesy:
 * Individually draft responses to the first five of eleven steps that Morrish suggests for teachers to use in designing the Real Discipline system (Charles, pp. 234-235). Discuss your ideas in a small group face-to-face or in an online chat room. The goal of the discussion is to learn from colleagues in order to refine your own ideas for planning a discipline program. ||
 * 1. Decide in advance how you want students to behave ||
 * How do you expect students to behave during the following activities?

b. Welcome visitors and new students:

c. Listen to teachers, staff, and other students:

d. Contribute to discussions:

e. Treat substitute teachers:

f. Disagree with others and solve problems:

g. Think about and help each other:

h. Deal with losing and failure:

i. Respond when someone corrects them:

j. Behave if a teacher is not in the room:

k. Be a good role model for younger students: || a. Entering and exiting the room: b. When arriving late: c. Completing work: d. Requesting assistance: e. When absent and/or missing an assignment: f. What to do if work is finished early: g. What to do if the teacher does not appear on time: h. How students will learn class rules and enforcement procedures: i. School assemblies j. On school buses k. In the school cafeteria ||
 * 2. Design the supporting structure (procedures). ||
 * What procedures will be used for the following activities?
 * 3. Establish a threshold for behavior at school. ||
 * How will you create a clear separation between what is expected in school and what is expected outside of school? ||
 * 4. Run a two-week training camp. ||
 * How will you integrate the ideas developed in steps one to three during the first day and weeks of school? ||
 * 5. Teach students how to behave appropriately. ||
 * How will you teach the following skills to students? a. Demonstrate courtesy:

b. Welcome visitors and new students:

c. Listen to teachers, staff, and other students:

d. Contribute to discussions:

e. Treat substitute teachers:

f. Disagree with others and solve problems:

g. Think about and help each other:

h. Deal with losing and failure:

i. Respond when someone corrects them:

j. Behave if a teacher is not in the room:

k. Be a good role model for younger students:

l. Self-discipline and concentration:

m. Perseverance: || As you reflect on what you did to plan the first five steps of Real Discipline above, what is one thing you especially want to remember to use to guide students in your setting? Why is this thing important to you? ||
 * Conclusions: ||
 * Learning and practicing these skills and procedures will need to be ongoing throughout the school year. Real Discipline expects students to repeat (do-over) the inappropriate behavior in an acceptable manner. With this approach, teachers must insist on students following the rules.
 * (To respond and save, please copy and paste questions and/or activities to a word processing document) ||

Web Links** || Remember to evaluate the Internet sources for relevancy and scholarship. What is the date of publication? Is the information from a refereed or a nonrefereed journal? (In a refereed journal, articles are reviewed by a panel of experts in the field and must follow specific research guidelines.) Does the author present information from a personal point of view and/or a variety of points of view? Is the information accurate, unbiased, and evidence-based? Does the source add to your knowledge base? || 1. What are two or three strategies for teaching courtesy, perseverance, and concentration to students of different age levels. 2. What learning experiences could engage older students in teaching these three social skills to younger students? || @http://www.findarticles.com/p/articles/mi_m0STR/is_n4_v105/ai_17770744 - William Kreidler gives ideas for teaching courtesy at the Web link (Instructor, 1995). @http://www.teachingvalues.com/childrensbooks.html - Teachingvalues.com lists children's books that help to teach values such as perseverance, kindness, and self-discipline. @http://esl.about.com/library/lessons/blbraingym.htm - Brain Gym provides strategies for improving concentration. ||
 * **Chapter 13 : Discipline Through Careful Teacher Guidance and Instruction
 * Web addresses change regularly. The following links were active in March 2007.
 * http://www.realdiscipline.com/ - Ronald Morrish's Web site provides resources for Real Discipline.
 * (To respond and save, please copy and paste questions and/or activities to a word processing document) ||