Discipline with Dignity for Challenging Youth

This book explores the roots of student alienation and misbehavior, identifies the goals of effective discipline, and presents ways to avoid the confrontations, judgments and punitive responses that thwart positive outcomes. Discipline with Dignity for Challenging Youth is based on the principle that effective discipline must not only preserve the dignity of the student, but also nature self-control, caring, and a sense of responsibility.

Allen N.Mendler, Ph.D., is an educator, school psychologist, and internationally known presenter on the topics of discipline and effective behavior management. He has worked extensively on developing strategies for educators to help challenging students succeed. His Discipline with Dignity program is the official discipline program for New York State United Teachers and has been introduced to more than 100,000 educators throughout North America, Israel, Europe, and Japan Dr. Mendler is also the author of What Do! Do When...?, More What Do! Do When...?, Motivating Students Who Don't Care, and Power Struggles. His articles have appeared in Educational Leadership, Family Life Educator, and Parenting Richard L. Curwin, Ed. D., has been an assistant professor of education at San Francisco State University, has taught junior high school, and has conducted trainings, seminars, and workshops for more than 15 years in North America, Europe, Israel, and the Far East He has won several awards, including the esteemed Chief Crazy Horse Award for courage in reaching discouraged youth. Dr. Curwin is the author of Rediscovering Hope: Our Greatest Teaching Strategy. His articles have appeared in instructor, Learning, Parenting, and Educational Leadership.

About the Authors	p. xi
Preface	p. xiii
Introduction	p. xv
Fast and Easy Education	p. xviii
Five Principals for Educators	p. xx
The First ôRös	p. 1
Teaching Responsibility	p. 2
Establish Sensible Limits	p. 3
Provide Healthy, Viable Choices	p. 4
Specify Consequences	p. 5
Elicit Commitment to Change	p. 6
Develop Remorse	p. 7
Supporting Backsliders	p. 10
Responsibility Is Not Easy	p. 11
Change Starts Within	p. 13
Obstacles to Change	p. 13
Working Within Limited Frameworks	p. 14
Offering a Limited Selection of Choices	p. 15
Feeling Pressured to ôDo Somethingö	p. 16
Losing Control of Our Emotions	p. 17
Not Recognizing Stress	p. 19
Being Pressured by Outside Forces and Community Demands	p. 20
Giving in to Habit	p. 21
Being Influenced by Former Teachers	p. 22
Overcoming the Obstacles to Change	p. 23
Reduce Isolation	p. 23
Look for Common Ground	p. 24
Learn From Techniques That Fail	p. 25
Attitudes and Beliefs	p. 27
Believe That Change Is Possible	p. 27
Stay Connected Without Taking It Personally	p. 28
Change the Label	p. 30
Continue Accepting Students Who Reject You	p. 31
Be As Tough as Necessary	p. 32
Be Creative: Invent Interventions That Work	p. 34
Expect to Feel Uneasy as You Try New Things	p. 35
Understand That Students Become More Responsible When Given the Opportunity	p. 36
Guard Against Burnout	p. 36
Why Students Misbehave	p. 39
Making the Diagnosis	p. 41
They Want to Be Noticed and Feel Connected	p. 41
They Want to Hide Feelings of Inadequacy	p. 42
They Do Not Know Better	p. 43
They are Ruled by Impulse	p. 44
They Seek Fun and Stimulation	p. 46
They Do Not See the Connection between School and Life	p. 47
They Cannot Empathize	p. 49
They Want to Have Influence	p. 50
They Want to Express Anger	p. 51
Focusing on the Future	p. 52
Choosing the Best Discipline Strategy	p. 53
The Five Criteria	p. 54
Does It Preserve Dignity or Cause Humiliation?	p. 54
Does It Demand Obedience or Teach Responsibility?	p. 55
Does It Motivate Students to Learn?	p. 56
Does It Lead to a Commitment to Change?	p. 56
Does It Work?	p. 57
Three Kinds of Discipline Strategies	p. 57
Crisis Strategies	p. 58
Short-Term Strategies	p. 62
Long-Term Strategies	p. 68
Unconventional Discipline Strategies	p. 71
Using Humor and Nonsense	p. 72
Agreeing With Refusals	p. 72
Dealing with the ôWhat Are You Going to Do About It?ö Response	p. 73
Giving an Improbable Answer	p. 73
Thanking Students for Proper Behavior Before You Get It	p. 73
Showing Your Own Imperfection	p. 74
Using Audio-or Videotape	p. 74
Throwing a Tantrum in a Controlled Way	p. 75
Reducing Stress	p. 75
Behaving Paradoxically	p. 75
Seven Goals for Successful Discipline	p. 79
Create a Caring Classroom	p. 80
Teach Self-Control	p. 83
Increasing Students' Interest in Self-Control	p. 85
Methods of Self-Control	p. 86
Promote Concern for Others	p. 88
Establish Clearly Denned Limits	p. 90
Using Values and Rules	p. 91
Emphasize Responsibility Rather Than Obedience	p. 92
Teach Conflict Resolution Skills	p. 96
Seven Steps to Success	p. 96
Five Questions to Ask	p. 97
Two-Person Problem Solving	p. 97
Problem-Solving Page	p. 98
SODA	p. 98
Class Planning and Problem-Solving	p. 99
Combine and Network with Others	p. 104
Special Discipline Problems	p. 109
Lack of Motivation	p. 109
Emphasize Effort	p. 110
Create Hope	p. 112
Respect Power	p. 114
Provide An Appropriate Level of Challenge	p. 116
Build Relationships	p. 118
Problems With Attention	p. 119
Twenty-One Drug-Free Strategies	p. 121
Containing Gangs	p. 130
Meet Basic Needs	p. 130
Do not Allow Gangs to Represent at School	p. 131
Be Vigilant in Enforcing the Law	p. 131
Identify Service Projects That Need Student Involvement	p. 131
Show Respect	p. 132
Meet With Gang Leaders	p. 132
Monitor Controlled Substances	p. 133
Frequently Asked Questions	p. 135
Conclusion: Worth the Struggle	p. 151
Appendix: Case Study-Niles Community Schools	p. 153
Behavior Vision	p. 153
Background and Rationale	p. 153
Implementation	p. 154
Guiding Principles	p. 155
Code of Conduct	p. 157
Bibliography	p. 159
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Discipline with Dignity for Challenging Youth

Summary

Author Biography

Table of Contents

Supplemental Materials