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Discipline with Dignity. INSTITUTION Association for Supervision and Curriculum Development, Alexandria, Va

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Discipline with Dignity. INSTITUTION Association for Supervision and Curriculum Development, Alexandria, Va DOCUMENT RESUME ED 302 938 EA 020 626 AUTHOR Curwin, Richard L.; Mendler, Allen N. TITLE Discipline with Dignity. INSTITUTION Association for Supervision and Curriculum Development, Alexandria, Va. REPORT NO ISBN-0-87120-154-2 PUB DATE 88 NOTE 279p. AVAILABLE FROMASCD, 125 N. West Street, Alexandria, VA 22314-2798 (Stock No. 611-88166; $9.95). PUB TYPE Books (010) -- Guides - }on- Classroom Use (055) -- Reports - Descriptive (141) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Behavior Problems; *Classroom Techniques; Codes of Ethics; *Discipline; Discipline Policy; *Discipline Problems; Elementary Secondary Education; Obedience; Punishment; Sanctions; Self Control; Student Behavior; Teacher Behavior; *Teacher '_response; *Teacher Student Relationship ABSTRACT Theoretically and practically, this book helps teachers develop a repertoire of practical consequences to use when students forget or do not know how to perform the behaviors agreed upon in their social contracts. A range of strategies are suggested for creating additional consequences and encouraging treating students in fair, dignified, and individualized ways. The book respects students' individuality and notes the distinction between consequence and punishment. Thus the process and strategies presented are intended to enhance student self-esteem, to invest social problem-solving and self-regulation as serious components of curriculum and instruction, and to cast teachers as professional educators--mediators of learning--rather than policemen. Titles of the book's 12 chapters are "Discipline," "Dignity and Responsibility in the Classroom," "Three-Dimensional Discipline," "The Social Contract," "Consequences," "Taking Action," "Stress and Discipline," "Creative Discipline for Out-of-Control Students," "Discipline and the Process of Teaching," "Special Problems," "Twenty Questions," and "Conclusion." Appended are a behavior management inventory, a school discipline survey form, and a nine-page bibliography. (JAM) ****************************************************************X****** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************v**************************************** L fl lemoi .[Li with D ^ rir Ar Richard L. Curwin and Allen N. Mendler 4111Pilmn AM IMMO low Association for Supervision and Curriculum Development 3 To lily wife Barbara fur her love and friendship and sharingin the daily challenge of parenting, and to my wonderful sons Jason and Brian, whose love and achievements affirm the virtue of raising diddle', with dignity and respect. Allen Moldier For no. mother Ann for a lifetime of support and love, who taught are the true meaning of dignity, and for three of hem grandchildrenDavid, Andy, and Danny Cumin to whom I hope to teach the same. Rick Cumin Whose school is this, anyway? Is it the principal's? Is it the teachers'? Is it the smart kids'? Is it the shy kids'? Is it the pushy kids'? Is it the popular kids'? Is it each kid's equally? Is it the kids', the principal's, and the teachers' equally? Who decides what goes on in here? Who does it go on for? Does it go on for the kids who go to college? Does it go on for the kids who go to work? Does it go on for the kids who have nowhere to go? Does it go on for all kids equally? Does it go on for the teachers? Does it go on for the principal? Does it go on for the teachers, the kids, and the principal equally? Who tells whom what to do? Who makes the rules? Who are the rules for? Who must follow the rules? Who must see that the rules are followed? Whose school is this, anyway? 5 Richard Curwin is an assistant professor of education at San Fran- cisco State University. He has been a junior high school teacher and has conducted workshops for ASCD for 15 years. He is also the author of Discovering Your Teaching Self. Allen Mendler is a school psychologist and a psychoeducationalcon- sultant in Rochester, N.Y. He has worked extensively with children and teachers at all grade levels and among special needs populations. Curwin and Mendler have coauthored two earlier books on disci- pline. Copyright 1988 by the Association for Super. ision and Curriculum Devel- opment. All rights reserved. No part of this publication may be reproducedof trans- mitted in any form or by any means, electronic or mechanical, including photography, recording, or any information storage and retrieval system, without permission in writing from the publisher. ASCD publications present a variety of viewpoints. The views expressedor implied in this publication are not necessarily official positions of the Asso- ciation. Typeset by Scott Photographics Printed by Edwards Brothers, Inc. ASCD Stock Number: 611-88166 Library of Congress Cataloging-in-Publication Data Cumin, Richard L., 1944 - Discipline with dignity/Richard L. Curwin and Allen N. Mendler. p.cm. Rev. ed. of: Taking charge in the classroom/Allen N. Mendler, Richard L. Cumin. Curwin's name appears first on the earlier edition. Bibliography: p. ISBN 0-87120-154-2 I. School discipline.2. Classroom management.1. Mendler, AllenN.II. Mendlcr, Allen N. Taking charge in the classroom. Ill. Title. I.B3011.C887 1988 88-39922 371.1 '024 dc19 Price: $9.95 Discipline with Dignity Acknowledgments vi Foreword viii 1. Discipline 1 2. Dignity and Responsibility in the Classroom 20 3. Three-Dimensional Discipline 32 4. The Social Contract 47 5. Consequences 65 6. Taking Action 94 7. Stress and Discipline 113 8. Creative Discipline for Out-of-Control Students 135 9. Discipline and the Process of Teaching 159 10. Special Problems 182 11. Twenty Questions 225 12. Conclusion 241 Appendix A: Behavior Management Inventory 242 Appendix B: School Discipline Survey 247 Bibliography 259 Acknowledgments When the Association for Supervision and Curriculum Devel- opment asked us to revise our book Taking Charge in the Classroom,' we were both professionally and personally delighted. The personal joy came from the opportunity to work together once again as friends and colleagues ona project that is just as relevant today as it was when we first beganour work in discipline 10 years ago. Professionally, it provided us an opportunity to apply what we had learned since we wrote Taking Charge in 1983. This new version, Discipline with Dignity, is significantly different. Some of our earlier thoughts no longer seem as valid, and many new ideas, principles, concepts, and strategies have been added. Significantly, we see the need for "disciplining with dignity"as even greater now. School staff members seem to feel the need to get tougher, to send the message that misbehavior willno longer be tol- erated. The fabric of society is changing rapidly. This change significantly affects children, and the schools are having trouble keeping up. Changes in the family, in early child education, in the demands that society has placed on the schools, and the information 1 Allen Mend ler and Richard Curwin, s1983.i. Taking Charge in the Clawoom (Reston. Va.. Reston Publishing Co.), vi DISCIPLINE WITH DIGNITY expiosion have all made a powerful impact on the way students per- ceive school and their role as learners. Now, more than ever, we must take a good look at what we are teaching our children by the way we treat them. Controlling their behavior is simply not enough. We must help them become decision makers and critical thinkers. We must help them feel that they can contribute to society, and we must enhance their joy for learning. Discipline with Dignity was written to achieve these goals. We wish to thank the following individuals for their assistance, support, insights, and encouragement: Ron Brandt, Raymond Wlod- kowski, Millie Ness, Marian Leibowitz, Alan Fibish, Bernard Palmer, Betty Osta, Pat Bourcy, Jake Clockedile, the teachers and adminis- trators at Tam High School in Mill Valley, California, Jefferson High School and Westmoor High School in Daily City, California, Oceana High School and Terra Nova High School in Pacifica, California, Nancy Modrak, Rene Townsley, and the ASCD staff, and the many participants in ASCD conferences and NCSIs who have asked many difficult questions and added many suggestions, refinements, and on- site validation. RICIIARD CUMIN ALLEN MENDLER vii Foreword School staffs searching for ways to enhance their disciplineprac- tices will find this book filled with practical, tested, and worthwhile school and classroom techniques. Working together, parents, administrators, and teachers of all grade levels and subject areas can develop a common agreementon ways to handle behavior problems in a manner that helps students consider theirown actions, examine rational consequences, and decide for themselves which results they will choose. The guidelines Curwin and Mend ler offercan help teachers develop a repertoire of practical consequences touse when students forget or don't know how to perform the behaviors agreedupon in their social contracts. They suggesta range of strategies for creating additional consequences and encourage treating students in fair and individualized ways. Curwin and Mend ler respect students' individuality and make an eloquent distinction between consequences and punishment. Thus, the processes and strategies presented ate intended to enhance student self-esteem, to invest social problem solving and self-regu- lation as serious components of curriculum and instruction, andto cast teachers as professional educatorsmediators of leathing rather than policemen. viii 1.10 }1101111= DISCIPLINE
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