What a great article this is - aligned with the principles of SBM and giving extensive insights into good management of behaviour by coaching and modelling. Many of the ideas are around seeing poor choices of behaviour, accepting that they are poor choices and choosing to manage them calmly and with dignity for all - often by delaying the necessary action or consequence.
Here are some excerpts that I particularly liked:
Most students do not get real opportunities to practice improving their behavior. In fact, it is more common for them to be punished by denying the opportunities to practice. Popular school consequences like time-out, detention, loss of privileges and suspension rarely emphasize the teaching or practicing of better behavior. How can a student show he can behave on the playground if recess time is spent inside with the teachers?
Conventional behavioral methods that are obedience oriented (“do as I say and you will be rewarded or punished if you do not”) are occasionally useful in the early stages for such youth and those around them to feel a sense of safety and security. However, since there is a heavy reliance upon the use of external methods of control, authorities must always be visible to enforce policy. Rewards and punishments can be useful for short-term benefit, but long term change is fueled by methods that teach and reinforce proper values like safety, altruism, caring, respect – and most important, remorse.
This article is adapted from the two most recent books by the authors and Rick Curwin, Discipline with Dignity, 3rd edition (ASCD) and Strategies for Successful Classroom Management (Corwin).
Allen Mendler is an educational consultant and author or co-author of several books, including Discipline with Dignity. Brian Mendler is a certified elementary and special education teacher with extensive experience working with challenging students in general ed, self-contained, and inclusion settings.
Please do read this article - it will challenge what you might think should happen to 'badly behaved' children and hopefully open up the possibility of thinking in a different direction
First published 1 Feb 2011
Here are some excerpts that I particularly liked:
Most students do not get real opportunities to practice improving their behavior. In fact, it is more common for them to be punished by denying the opportunities to practice. Popular school consequences like time-out, detention, loss of privileges and suspension rarely emphasize the teaching or practicing of better behavior. How can a student show he can behave on the playground if recess time is spent inside with the teachers?
Conventional behavioral methods that are obedience oriented (“do as I say and you will be rewarded or punished if you do not”) are occasionally useful in the early stages for such youth and those around them to feel a sense of safety and security. However, since there is a heavy reliance upon the use of external methods of control, authorities must always be visible to enforce policy. Rewards and punishments can be useful for short-term benefit, but long term change is fueled by methods that teach and reinforce proper values like safety, altruism, caring, respect – and most important, remorse.
This article is adapted from the two most recent books by the authors and Rick Curwin, Discipline with Dignity, 3rd edition (ASCD) and Strategies for Successful Classroom Management (Corwin).
Allen Mendler is an educational consultant and author or co-author of several books, including Discipline with Dignity. Brian Mendler is a certified elementary and special education teacher with extensive experience working with challenging students in general ed, self-contained, and inclusion settings.
Please do read this article - it will challenge what you might think should happen to 'badly behaved' children and hopefully open up the possibility of thinking in a different direction
First published 1 Feb 2011
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