By Richard L. Curwin
Self-discipline with Dignity information an asserting method of coping with the school room that promotes admire for self and others. This thoroughly up to date third variation deals useful recommendations that emphasize courting construction, curriculum relevance, and educational luck. The emphasis is on combating difficulties by way of aiding scholars to appreciate one another, paintings good jointly, and improve accountability for his or her personal activities, however the authors additionally contain intervention options for dealing with universal and critical difficulties in dignified methods. jam-packed with real-life examples and genuine teacher-student dialogues, self-discipline with Dignity is a entire and versatile procedure of prevention and intervention instruments that indicates how educators in any respect degrees can --Be reasonable with no inevitably treating each pupil a similar approach. --Customize the study room to mirror at the present time s hugely various and inclusive scholar inhabitants. --Seek scholars assist in growing values-based principles and acceptable effects. --Use humor safely and successfully to answer abusive language. --Fine-tune ideas to solve concerns with chronically misbehaving scholars and ringleaders or bullies. This ebook isn't easily a compendium of recommendations for facing undesirable habit. it's a consultant to aiding scholars see themselves otherwise, to altering the best way they have interaction with the area. The techniques innate to this technique aid scholars make proficient offerings to act good. after they do, they turn into extra attuned to studying and to figuring out tips to use what they discover ways to increase their lives and the lives of others--with dignity.
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Additional resources for Discipline With Dignity: New Challenges, New Solutions, 3rd Edition
Stage 2: Know Your Students The second stage of the prevention dimension is knowing what makes your students tick. The needs and desires of your students play a major role in developing a preventive environment. We recently saw a teacher disciplining a student in a 5th grade class. When the teacher asked the student if he understood her, he did a very quick upward movement with his head. In this instance that small movement meant yes. 3 About My Practices Survey Read the following statements and decide which you think you do the right amount of and which you think it might be good to do more of to prevent discipline problems.
But there is a huge difference between punishments and consequences. Both will be specifically addressed in Chapter 5. Another problem common to many obedience models is the limited opportunity for teacher discretion. Some programs offer only one alternative intervention for teachers when a rule is violated. Others have a lock-step progression approach that requires a specific intervention for violation 1, another for violation 2, and so forth. Either system removes teacher judgment from the process.
Even our government does not advocate single solutions to all problems. Judges want and need the discretionary powers of their office to enforce the best possible sentence for a particular crime. Teachers need the same authority when it comes to discipline. Any plan that imposes a system at the cost of teacher judgment is demeaning and ill spirited. It takes decision making away and often forces educators to do things that they know will be ineffective because the plan says so. The plan that is presented in this book is highly structured yet provides the flexibility for teacher judgment.
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