Transcript Jane Nelson and Lynn Lott

They are both educators with a goal to
help adults and children learn to respect
themselves and others, and behave
responsibly.
 Their book Positive Discipline in the Classroom

(1993, 2000, 2006) explains
how to establish
classroom climates that foster
responsibility, mutual respect and
cooperation.

Barriers to relationships prevent good
relationships because they are disrespectful
and discouraging. Builders of relationships
foster good relationships because they are
respectful and encouraging.**
 1.
Assuming vs. Checking.
Often teachers
assume without checking with students that they know
what students think and feel, can and cannot do, and
how they should or should not respond.
› ***Discussion*** Can anyone here think of a time when they
assumed something with their student as opposed to checking
first?
 2.
Rescuing/Explaining vs. Exploring.
Teachers think they are being helpful when they make
long drawn out explanations, rescue students form
difficulties, or do some of their students’ work for
them. Elementary teachers explain and rescue, for
example, whey they say,(rescue)- “It’s cold outside, so
don’t forget your jackets.” (explore)- “Take a look
outside. What do you need to remember in order to take
care of yourself?”
› ***Discussion*** Work with your neighbor and write down one
rescue statement and one statement where you can get your
students to explore.
 3.
Directing vs. Inviting/Encouraging.
Teachers don’t realize they are being disrespectful
when they direct students and tell them to, “Pick that
up” or “Put that away”. These commands build
dependency while suppressing initiative and
cooperation. Teachers should invite and encourage
students to become self directed. They should say,
“The bell will ring soon. I would appreciate anything you
might do to help get the room straightened up for the
next class.”
› ***Discussion***-Think of a statement where you would be
inviting and encouraging your students when you want them to
do something as opposed to directing.
 4.
Expecting vs. Celebrating. Teachers should
hold high expectations of students and believe in their
potential. Students become discouraged if they are
judged negatively when they fall short of expectations.
Expecting statement, “I really thought you could do
that.” Students respond better when teachers look for
improvements and call attention to them.

***Discussion*** Work with a partner and think of a statement to
change the one above to a celebrating statement.

5. Adult-ism vs. Respecting. Nelsen and Lott
use the term “adult-ism” for teacher statements that
suggest what students ought to do, such as: “How
come you never..?” “Why can’t you ever..?” or “You
knew what I wanted on this project!” A Better way to
handle the situation would be to say, “What is your
understanding of the requirements for this project?”
 ***Discussion***Think of a respectful question you can ask your
student who never completes their work or if they are not doing
their work, instead of saying , “Why can’t you ever finish your
work?’ You could say?...................

Before beginning classroom meetings, introduce the
concept and get students to buy into the activity.
Explain to the students that you would like to begin
holding class meetings in which students can express
concerns and use their skills to help make decisions.

Nelsen and Lott suggest to ask the students if they
would like to be more involved in making decisions
that affect their lives at school and if they are
WILLING to do the work to come up with solutions
they like.

They suggest to point out that some students prefer
having adults boss them around. Teachers need to
make it clear to their students that you don’t want to
waste time teaching and learning a respectful method
if they prefer continuing with the usual way: teacher
is in control and student’s options are to comply,
rebel and/or spend time in detention.

Once you have student support, decide when the
classroom meetings will be held. Nelsen and Lott
suggest having weekly half hour meetings to three
shorter meetings per week. For the first week a
meeting every day is advisable since students have to
learn the process.

Building Block 1- Form a circle.
› A circular seating arrangement works best because it
allows face to face contact.

Building Block 2- Practice giving
compliments and showing appreciation.
› Begin the meetings on a positive note, which can be done
by saying complimentary things to each other.

Building block 3- Create and Agenda.
› The classroom meetings should only address concerns
that appear on the agenda. When the students experience
concerns they can write it down in their special “meeting
notebook.”

Building Block 4- Develop Communication
Skills.


Practice taking turns speaking by going around the
circle and letting each student speak. Remind the
students to use I- statements and show respect for
others.
Building Block 5- Learn about Separate
Realities.
 Help the students understand that everyone is NOT
the same and doesn't think the same way.

Building Block 6- Recognize the Reasons
People Do What They Do.
Ask students if they ever wondered why different students
behave as they do. Acknowledge their thoughts and use
examples to explain the goal of belonging and the mistaken
goals of undue attention, power, revenge, and giving up.

Building Block 7- Practice Role Playing and
Brainstorming.
1. Discuss the key elements of the problem 2. Have student
act out roles involved in the problem 3. Brainstorm a number
of possible solutions.

Building Block 8- Focus on Nonpunitive
Solutions. Ask students the following questions and
write their answers on the board: “What do you feel like
when someone bosses you?” What do you want to do when
someone calls you names?” When others do these things to
you does it help you behave better?” Then ask students to
compare their answers. Let the students know that you will
never intend to punish them in any way and when they do
something wrong you will try to help them behave more
appropriately.
› ***Discussion*** Work in a GROUP and discuss the benefits of
having Classroom Meetings. Do you have classroom meetings in
your class? If so, how do they work? If not, would you like to
implement classroom meetings in your classroom? Do you think it
will work with your group of students this year? Why?
Form a CIRCLE
 Have meetings three to five times per
week
 Censor what students say
 Help students learn nonpunitive
problem-solving skills
 Don’t talk down to students
 Give EVERY student a chance to speak
or pass


Charles, C.M. (1999). Building Classroom
Discipline. Boston, MA; Pearson
Education Inc.