Transcript Chapter 11: Discipline through Self

Chapter 11: Discipline through SelfRestitution and Moral Intelligence
Casey Hicks
Colleen Blanchard
Ashley Slemons
Diane
Gossen
What is self-restitution?
• Self-restitution-regular reflection on
personal behavior, helps students learn to
profit from mistakes and become better
able to conduct themselves in harmony
with their needs and inner sense of
morality.
Restitution Theory
1. Not a payback, but rather a pay-forward,
which provides an avenue to becoming a
better person
2. Meets needs of both offender and
offended to help resolve and heal
3. Means for dealing with the root of the
problem
4. Focuses on solutions and restores &
strengthens relationships
Restitution Theory CONT..
5. Operates through invitation
6. Teaches persons to look inside
themselves, identify the need behind
problematic behavior, & visualize the
kind of person they want to be
7. Creates solutions to problems & restores
the offender to the group
Least Coercive Road
1. Open up the territory
*”Does it really matter?”
2. Establish the social contract
*sense of belonging, connection between members of
classroom
3. Establish limits
*my job, your job
4. Teach students how to make Self-Restitution
*teach & model it! 
Michele
Borba
Moral Intelligence
• Michele Borba believes behavior can be
controlled by teaching students Moral
Intelligence (the essential 7 virtues).
• Seven Virtues are:
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Empathy
Conscience
Self-control
Respect
Kindness
Tolerance
Fairness
Empathy
• Empathy is the capacity to relate to the feelings
of others.
• Develop a caring relationship with students
• Creating a caring, prosocial moral learning
environment
• Use stories to enhance sensitivity to others
• Provide meaningful and concrete hands on
activities
• Use discipline techniques that show empathy.
Conscience
• Conscience refers to the ability to
comprehend the right or wrong of one’s
actions.
• Set clear class standards and
expectations based on core moral beliefs
• Create a context for moral growth
• Teach, cultivate and reinforce virtues
• Help students understand how moral
conscience develops
• Provide meaningful moral dilemmas in
context (such as historical or scientific
Self-Control
• Adults giving priority to and modeling
self-control
• Encouraging students to become their
own internal motivators
• Showing students to think before they
act, have anger management skills
etc.
• Provide ongoing opportunities to
practice self-control
Respect
• Discuss, model and teach the
differences between respect and
disrespect.
• Teach new respectful “replacer”
behaviors.
• Emphasize and expect good manners
and courtesy
• Involve students in creating a
respectful learning environment
Kindness
• Teach the meaning and value of
kindness
• Establish a zero tolerance for mean
and cruel behavior
• Point out the difference kindness
makes
• Provide meaningful and concrete
activities that emphasize kindness
Tolerance
• Model and teach about tolerance
• Draw attention to and discourage intolerant
comments
• Instill an appreciation for diversity
Fairness
• Discuss fairness with students
• Unfailingly demonstrate fairness
• Avoid making comparisons among students
• Help students show respect when they win
and/or lose
Reasons for Building Moral
Intelligence
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Building high moral IQs we can promote
Good character
Ability to think and act appropriately
Protection against “toxic” influences in society
Crucial life skills
Good citizens
Resistance to temptation
Prevention of violence and cruelty
Good behavior
Shaping moral destinies
Teaching Moral Intelligence
When teaching moral intelligence you must do
the following:
• Accentuate a character trait or virtue that you
want to instill in the student
• Tell them the meaning and value of the trait
• Teach what the trait looks and sounds like
• Provide opportunities to practice the moral
habits of the trait
• Provide effective feedback
Four-Step Approach to
Discipline
• Respond (example: “Tell me what
happened”)
• Review (example: “Fighting is not allowed
in class)
• Reflect (example: “How do you make
people feel when you fight?)
• Make Right
 Jane angrily enters your classroom. She has
just been scolded by another teacher for "fooling
around" and has had the privilege of eating
lunch outside at the picnic tables revoked for the
rest of the week. In your class she is refusing to
do work, calls out and continues the behavior
from the other class, adding to it her complaints
of unfairness. The class is in danger of not
earning the class reward of an extra recess
period for having completed all of your
assignments.
 During seat-work assignments, William
seems to be constantly involved in some
kind of inappropriate and disruptive
classroom behavior William often turns
around and teases the student behind him,
or he taps the person in front of him and
begins talking loudly.
 Jaye, is quite docile. She socializes little
with other students and never disrupts
lessons. However, Jaye rarely completes
an assignment and will not do her work.
She is simply there, putting forth no effort
at all.
 Pat, larger and louder than his classmates,
always wants to be the center of attention, which
he accomplished through a combination of
clowning and intimidation. He makes wise
remarks, and often talks back (while smiling),
utters a variety of sound-effect noises such as
car crashes and gunshots and makes limitless
sarcastic comments and put-downs of his
classmates. Other students will not stand up
apparently fearing his size and verbal
aggression.
 In a typical classroom on a typical day,
Jonah tends to get off task by
daydreaming, talking to peers, writing
notes to one another, and just not paying
attention for whatever reason.