An Introduction to Win-Win Discipline - Weebly

An Introduction to Win-Win Discipline Jeremy Centeno 2014-2015 Signals Quiet Signal Slow Down Confused Management Mat Raise One Hand Raise Two Hands Clap

Break It Down Agenda

Management Signals Agenda WIIFY/Goals Class Builder/Team Builder Discipline ABCD of Disruptive Behaviors The Seven Position 3 Pillars Structure: Right Now Validation Structure: Language of Choice Structure: Target, Stop, Do Structure: Same Side Chat Win-Win Philosophy Reflection WIIFY

Win-Win Discipline is an effective approach to classroom discipline. It is designed to handle problems at the moment of the disruption with powerful and proven discipline strategies. Dr. Spencer Kagan, 2002 Goals Workbook Page 1 1. 2. 3. 4.

Understand the difference between disruptive behaviors and positions. Learn the 4 disruptive behaviors and 7 positions Experience the power of Win-Win o Preventative Procedures o Moment of Disruption o Progressive Follow -Ups Appreciate the importance of the 3 Pillars of Win-Win Discipline Class Builder: Find Someone Who

Each Participant will receive a work page When the signal word is given participants will Stand Up, Hand Up, and Pair Up with another participant Greet Use the social skill of politeness to determine who will go first Ask Partner, Which one of these situations

has happened to you? Only pick one When answered other person initials it and reverses roles When done give a Farewell and find a new Round Robin Think Time: What is the purpose of a Class Building activity? (Think of one sentence answers to create a list in your head.) Starting with person number 1 share

one idea you came up with. Continue the Round Robin until time is called Team Interview Person 1 will start by reading one of the interview cards that is face down on the Management Mat. Person 2 will answer the question.

Person 3 will make a connection Person 4 will validate or praise Person 2 Person 1 will pass cards to Person 2 and the round will start again with Person 2 reading the question Timed Round Robin Think Time: What is the difference between a Class Builder and Team Builder? Why is each important to

the teacher and student? When signal is given, Person 4 will start by sharing for 15 seconds their answer When the team hears, Switch Person number 1 will share for 15 seconds and so on Disappearing Discipline Problems Proactive Disappearing Discipline Problems Proactive Disappearing Discipline Problems Proactive

Disappearing Discipline Problems Reactive Rally Robin Shoulder Partner Think Time: Based on the information shown answer the following questions:

Why do classrooms with Cooperative Learning have less discipline problems? Why do the student who were more behaved at one time start to act up? How does prevention solve discipline issues in the classroom? How does the final model cause for a complete model of discipline in the classroom? Brain Break Think of a Movement

Person 1 Think of sea animal and the way it moves Person 2 Think of a sport and the way that athlete moves Person 3 Think of a carnival ride and one movement you experience on it Person 4 Think of a mode of transportation and how it moves

On a scrap piece of paper write down. Follow me and move like a _______________ Example: Follow me and move like a hammer pounding a nail. Each person will be in charge of leading their The Four Types of Disruptive Behavior: ABCD 3 probable ways students basic needs are played out in the classroom: Students needs are being met and they are not posing a discipline problem Students needs are not being met, but they are handling their needs in a mature and responsible way Students needs are not being met and they act out and become a discipline

problem Keeping Track the ABCD of Disruptions Fold a Paper into 4 boxes Label your Boxes ABCD A is for Aggression A student tries to hurt someone else o Behaviors are: Making fun, name calling, kicking, hitting, tripping, threatening, teasing, profanity

o Questions to Consider Is the student a threat to self or others? Have I controlled my reaction? Does the student have strategies to control aggression? Box 1: Write and Draw A: Aggression Student Student One Way Two Way

C is for Confrontation A student attempts to undermine a teachers control Disruptive Behaviors: o Arguing o Mocking Questions to Consider: o Have I controlled my reactions? o Have I given the student choices? Box 3: Write and Draw

C: Confrontation Student One Way Teacher D is for Disengagement

A student withdraws from the learning process. Disruptive Behaviors: o Doodling o Clowning Around Questions to Consider: o Have I used a variety of teaching strategies? o Have I used effective management Box 4: Write D: Disengagement Student Off Task Tuning Out

Hyperactive Important Rule Use three before B What that means is when categorizing disruptive behavior use ACD before you categorize in B Why? o Aggression, Confrontation, and Disengagement are specific and give us more information. Breaking the rules is extensive and gives us the least amount of

information o Example: When a student hits another student it is breaking the rules but it is B is for Breaking the Rules A student intentionally or unintentionally breaks a rule. Disruptive Behaviors: Cheating, Whistling, Running in class, Tipping chairs, Misusing Equipment or supplies

Questions to consider: 1. Does the student recall the rule? 2. Does the student buy into the rule? 3. Can the student apply the rule? Box 2: Write B: Breaking the Rules Timelines Materials Dress Code Behavior Jot Thoughts

Take 4 pieces of scrap paper Think Time: Think of the disruptive behaviors of students in your classroom When the signal is given anyone may start and say one disruptive behavior that students exhibit in their classroom and write it down and throw it in the middle (Once it an idea is said no one can repeat it). Keep going until all the scraps of piece of paper are in the middle.

If time is not called continue to generate ideas Categorizing Disruptive Behaviors Each member needs one 3x5 card o Person 1: Write Aggression o Person 2: Write Breaking the Rules o Person 3: Write Confrontation o Person 4: Write Disengagement Categorize the disruption with these rules in mind

o Use Three before B o Aggression towards teacher is = Confrontation o When done discuss where most of the Instant Star Debrief The Seven Positions Take Off and Touch Down

Have you ever. Felt Bored? Had Excess Energy? Tried to avoid failure? Needed Attention? Felt Angry? Needed to be in Control? Felt you didnt know enough of something you had to do? What is a position?

Position are the place a student is at As Win-Win teachers, we always accept a students position. Positions are part of the universal human condition. We are all sometimes in each of the seven positions. The question is: Do we have responsible ways to meet the needs Attention Seeking

Seeks attention from the teacher o Indicators: Clowning around, asking questions, wild hair, inappropriate dress, and draws attention o Preventative Measures: Greet them, smile, appreciate them, affirm them, acknowledge feelings, and use their name o Responding: Ignore it, proximity, lavish attention, appropriate touch, and instant star Avoiding Failure Attempts to avoid public embarrassment

o Indicators: refuses to work, Does not participate, Off-task, Makes excuses o Preventative Measures: Private Feedback, Dont put on the spot, Encourage, Signals, Use gambits o Responding: Rally Coach, Monitor and Adjust, Appreciation, Promote Optimism, Tutor, Team-Pair-Solo Angry Feels anger or acts aggressively o Indicators: Physically abusive, threatens others, yells at others, calls others names, destroys property o Preventative Measures: Monitor anger,

apply rules fairly and equally, cool down area, and discuss anger o Responding: Draw it out, write it out, guided imagery, and humor Control Seeking Seek to control others or situations o Indicators: Bossy, refuses to do what others say, always want to lead not follow o Preventative Measures: Choices, responsibility, team roles, class roles o Responding: Same side, maintain respect, calm consequences, sidestep the power play

Energetic Possesses excess energy o Indicators: walks around, restless, plays with objects, unfocused o Preventative Measures: Brain breaks, stretches, hands on, calming music, movement o Responding: Relaxed breathing, breaks, sponge, mental retreats Bored Uninterested in the topic or learning

o Indicators: Daydreaming, doodling, offtask, listless o Preventative Measures: Novelty, personal interest, name dropping, stories, projects o Responding: Challenge student, instructional shifts, drama, Stroll Pair Share Uniformed Does not know or understand proper conduct o Indicators: Breaks rules inadvertently, doesnt know how to act, doesnt understand rules o Preventative Measures: Tutors, buddy, adult mentor, requesting help, verbal and nonverbal cues

o Responding: Positive models, rule reminder, proximity, restate, check understanding Round Robin Charade Round 1 You may use the kinesthetic movement shown to act out your card Round 2 You may not use any words or sounds to act out the kinesthetic move to your card picked You must come up with a new movement that expresses the

position on the card shown. When signal word is given begin round 1 with Person number 2 Whats the Position Consensus E-3 Starting with Person number 1, Read the behavior and then out loud tell your team what position you think it is and why you think that. If the team agrees write the position in the position column.

Person Number 2 will repeat the same procedure the same process and so on Answer the question at the bottom as a team discussion Position Role Plays Each team will receive a card to role play for the group Select which team member will be the teacher and which will be the students.

Practice your skit When time is called you will present your skit to the group to see if they can determine which position you have had to handle. 7 Basic Needs Matching E-7 Take two minutes on your own to complete the worksheet When time is called compare your worksheet with your team to check your answers

The Three Pillars or Win-Win Discipline WorkBook Page 3 coming from? Advantages: Students feel accepted and cared for Students less likely to disrupt Student like class; achieve more Same Side 1. Can I relate to where the student is The Three Pillars or Win-Win Discipline Workbook Page 4 2. Did we create the solution together? Collaborative

Solutions Advantages: Students dont reject their own solution Students understand, identify with solution Students feel on the same side The Three Pillars or Win-Win Discipline Workbook page 5 Is it more likely that the student will act responsibly in the future? Advantages: Litmus test for effective discipline program Avoid future disruptions Students acquire life skills Learned Responsibility

3. My Disruptive Student Workbook Page 2 Think Time: Think of a student who was difficult or who is difficult to manage in your classroom.

On your own fill in the form to analyze your student When time is called Timed Round Robin Each member will have 30 seconds to describe their difficult student to the group Starting with person number 3 Validation of the Positions Workbook page 6

All Write Round Robin Starting with person 1 Look at row 1 column 1 for the position you will be dealing with State out loud your validation of the For Example, I understand you are angry and sometimes I get that way as well when things dont go my way. A better way to deal with your anger is to go to the cool down spot until we can talk about it. Everyone write it down Person number 2 will continue until all your Why Validate? Workbook page 7

Demonstrate Caring Model Communication Skills Elicit Change 4 ways to Validate: o Validation Gambits o Validation Notes o Non-Verbal Communication o Structures: Right Now Validation Acknowledge Student Power Structure: Right Now Validation

Workbook page 8 Validate the Students Position o Experience Empathy o Use Validation Gambits o Check for understanding of position Communicate the disruptive behavior o It is not/never acceptable to o Explain why Request Responsible Behavior

o The responsible thing to do is. o Explain why Offer Support o One way I can help you is Structure: Right Now Validation H:58 Think Time: Think of a position and an example of a student who misbehaves that is exhibiting that position.

Example: Attention Seeker: Calling out in Class Mix Pair Share Partner A: Person who got in the least amount of trouble at school Person A: Read Person B your example Person B: Do the following Steps: o Validate the Position o Communicate Disruptive behavior o Request Responsible Behavior o Offer Support Reflection Shoulder Partner Which of the 3 pillars does Right Now Validation fulfill? Explain Your Reasoning. Collaborative Learned

Same Side Solutions Responsibility Structure: Language of Choice Workbook page 9 1. Validate student or position o o 2. State responsible behavior (add rationale) o

o 3. o o Entirely up to you your choice Encouragement o o 6. Certainty state Not Punitive, instructive

Not to heavy, Not to Light just right Its your choice o 5. Firm Tone Positive Phrasing Eye Contact Private NO I need/You need State the consequences (The Choices) o 4. Solidifies empathetic understanding of student Positive results follow when a student feels you are on the same side

Expect responsible behavior Thank in advance If non-verbal, non-compliant o It is evident by your actions and or behavior that you have chosen to Is that correct? Practice Language of Choice Workbook page 10

On your form look down at the bottom under Team Practice Person 1 will take the first bullet and so on Fill in your form based on your scenario When the signal is given each team will act out their scenario with the person number 1 starting as the teacher In Scenario 1 Person 2 and 3 will be Laurie and Carol In Scenario 2 Person 4 will be Carlos

In Scenario 3 Person 1 will be Juan In Scenario 4 Person 2 will be Hanna Reflection Shoulder Partner Which of the 3 pillars does Language of Choice fulfill? Explain Your Reasoning. Collaborative Learned Same Side Solutions Responsibility Structure: Target, Stop, Do Workbook page 11 1.

Privately target students name o o o o 2. Stop disruptive behavior o 3. Briefly describe behavior State responsible behavior (add rationale)

o o o 4. Private, if possible Get in at the level of the student Firm Tone Eye contact Optional: Explain why maybe Optional: think prior to compliance Get in Get out watch! Thank You o

If compliant, return, appreciate Target, Stop, Do Practice H:65 Work with your face partner Fill in bottom of worksheet first

If you need to fill in your dialogue before you start please do Make sure you circle the Type of Disruption and Student Position Round 1 Person B will be the teacher and Person A will be the student for both scenarios When done switch roles Reflection Shoulder Partner Which of the 3 pillars does Target, Stop, and Do fulfill? Explain Your Reasoning. Collaborative Learned Same Side Solutions Responsibility

Follow Ups Three Critical Questions 1. Same Side: Does the student feel I understand where he/she is coming from am I on his/her side? 2. Accept Solution: Does the student accept the discipline solution, identify with it feel it is a reasonable response to the disruption? 3.

Learning Responsibility: Is the student learning to act responsibly over time is the student becoming less disruptive? Same-Side Chat Workbook page 12 1. Schedule a Meeting o o o 2. Meet

o 3. Reaffirming it is not about school Stay in student comfort zone o o 4. Choice of times Private (visible place) Focus: outside of school Give Choice Be empathetic

Dont Interpret Paraphrase Follow lead of student Ask for detailsAsk Genuine Questions Positive closure o o o Express Appreciation Share something you learned Open the door for future chats Structure: Pair and Stroll

Stand Up, Hand Up, Pair Up Partner A will be the teacher with the most biological children Partner A will be the interviewer Partner B will be the interviewee When the signal is given begin to walk and talk with your partner. Partner A will ask questions about

Partner Bs life and interests to get to know them. THANK YOU for not talking about school When stop is called partner A will share one thing they learned about Partner B When signal is given reverse roles Reflection Shoulder Partner Which of the 3 pillars does Same-Side Chat fulfill? Explain Your Reasoning. Collaborative Learned Same Side Solutions Responsibility

Parable Two women are standing on a bank of a swift river. In the strong current, flailing about, desperately struggling to stay afloat, a man is carried downstream toward them. The women both jump in, pulling the man to safety. While the brave rescuers are tending the victim, a second man, also desperate and screaming for help, is carried by the current toward them. Again the women jump into the river to the rescue. As they are pulling out the second victim they spot a third man flailing about as he is carried downstream toward them. One woman quickly jumps into save the latest victim. As she does, she turns to see the other woman resolutely walking upstream. Why arent you helping? she cries. I am, states the other. I am going to see who is pushing them in! (Kagan 2001).

Win-Win Philosophy We are all in each position sometimes Positions are associated with needs Disruptions are irresponsible attempts to meet needs Our Job: teach responsible ways to meet needs We win: fewer disruptions, we get to do what we do best teach

Students win: learned responsibility serve them for a lifetime Reflection 1. 2. 3. 4. What is one thing I plan to try when I get back to my classroom? What is one way my thinking has changed about discipline because of the professional development? What do you feel was the most important part of todays professional development?

What is one thing I would like to learn more about?

Recently Viewed Presentations

  • LESSON PLAN - A Teacher E-Portfolio

    LESSON PLAN - A Teacher E-Portfolio

    LESSON PLAN YEAR 5 INDUCTION (2 MINUTES) Teacher displays an image as an introduction to the lesson. Teacher asks the students what they can see from the image displayed. When students answer the question (i.e.: plants or flowers), teacher will...
  • Properties of Solids

    Properties of Solids

    SiH 4. 18-112. GeH 4. 36-90. SnH 4. 54-52. Comparing Larger Compounds. When comparing non-polar compounds, the forces of attraction are greater between molecules with the greatest number of atoms. There are more locations for London (van der Waals) forces...
  • PREPOSITIONS - Thomas County School District

    PREPOSITIONS - Thomas County School District

    Identify the Prepositional Phrase in each sentence with parenthesis. Label the preposition and the object of the preposition. The oldest bridge was found in England. Piles of rock form the bridge. The Romans used wood for their bridges. During the...
  • Faculté de génie

    Faculté de génie

    Title: Faculté de génie Author: Daniel Côté Last modified by: Gregor Bochmann Created Date: 10/15/2004 2:59:41 PM Document presentation format
  • Cisco Presentation Guide - Prof. Albino Goncalves

    Cisco Presentation Guide - Prof. Albino Goncalves

    Informational Graphics . Informational graphics are a library of graphic shapes used to develop charts, diagrams, and abstract visuals. These graphics help illustrate business and technology ideas while maintaining brand compliance and consistency across Cisco presentations
  • ROARK, James H.1, KELLER, John W.2, NIEPOLD, Frank3,

    ROARK, James H.1, KELLER, John W.2, NIEPOLD, Frank3,

    The models are innovative in that they will provide students with a tactile representation of the three-dimensional character of a planetary surface, which is often difficult to visualize from 2-dimensional maps. Along with the models, associated lesson plans are being...
  • Internal Flow in a Chimney Flue Brad Borchert

    Internal Flow in a Chimney Flue Brad Borchert

    Chimney Flue Brad Borchert Objectives Scale a standard chimney Determine the flue inlet, exit, and outer surface temperatures using a thermocouple Compare the experimental value of the exit temperature with the theoretical values of: Dittus Sieder Petukhov Gnielinsky Experimental Flue...
  • PowerPoint-Präsentation

    PowerPoint-Präsentation

    Nov pristop pri verficiranju Magnetno - induktivnih merilcev pretoka [email protected] A&D Procesna Avtomatizacija A&D Procesna Avtomatizacija Potreba po verifikaciji Napake pri meritvah pretoka Kontrola meril Kontrola meril Verifikator Verifikator - delovanje Verifikator - delovanje Verifikator - delovanje Verifikator - delovanje...