Transcript Inner Discipline-Ch 9

Chapter 9: Inner Discipline
Presented by: Johnna Hyde
Crystal Montalbo
Naseh Mirizadeh
Inner Discipline
 Developed by Barbara
Coloroso
 Based the belief that adults
should believe that children
and adolescents are worth
the effort and time
required to teach them
responsible behavior.
 It is actually a view of
parenting that teachers can
modify.
Interesting Facts About Barbara
Coloroso
 Formerly a classroom teacher, university professor, and
seminar leader
 Author of three parenting books
 Lived in a convent for three years, spending one of those
years in silence
 While mostly viewed as a parenting expert, many of her
ideas have been modified in order to be used in the classroom
Suggested Philosophical Stances
 All children are worth the effort that it
takes to teach them and should be treated
with respect at all times.
 Teachers should always follow the Golden
Rule, which is to treat students the way
that they would want to be treated.
 Teachers should never diminish or hurt a
student’s dignity.
Teachers’ Roles and Responsibilities
 In order for Inner Discipline to be effective, teachers
should hold the suggested philosophical stances.
 Teachers should also:
 trust that teaching students to self-discipline is better than
the teacher disciplining the students
 believe that it is the teacher’s responsibility to teach students
to accept the ownership of their problems.
 use natural consequences or real world consequences as
much as possible; when those do not work, reasonable
consequences should be used
 avoid harsh, physical, and overbearing punishments
Implementing Inner Discipline
 Before Inner Discipline can be implemented, it is important
that all aspects of Coloroso’s theory be taken into
consideration. These aspects include:
 Categories of teachers
 Discipline
 Punishment
 Behavior Management
Categories of Teachers
 In the Inner Discipline Theory, teachers are considered to be
brick wall teachers, jellyfish teachers or backbone
teachers.
 The category that a teacher fits into affects student behavior
and teacher relationships.
Brickwall Teacher
 Are known as the “boss” or
most powerful person in
the classroom
 Restricting and controlling
 Views students as
subordinates
 Accepts responsibility for
students’ behavior rather
than teaching Inner
Discipline.
Jellyfish Teacher
 Inconsistent in classroom




management
Lacks structure and rules
Use threats and bribes
Allows emotion to rule
students and their behaviors
Do not see the need for
students to develop Inner
Discipline or fear students
might be unreceptive to their
insistence upon proper
behavior.
Backbone Teacher
 Emphasizes democracy
 Advocate creative,
constructive, and
responsible activity
 Has simply and clearly
defined rules
 Uses natural consequences
or real world consequences
 Help students develop
Inner Discipline
Discipline, Punishment and
Behavior Management
 Inner Discipline is not a classroom management model.
However, key points can be used to aid teachers in
developing or personalizing their own classroom
management plan.
Key Points of Inner Discipline
 Ownership of Problem
 Students learn that to take ownership over their problems and the
consequences from their behaviors because it is the right thing to do
 Discipline, Punishment, and Rewards
 Punishment is seen as a control method used by an adult on a student.
Punishment is not seen as effective because it does not have the
students acknowledge their misbehavior.
 The use of rewards is also not promoted in Inner Discipline. It is
believed that rewards can be misleading and keep students dependent
on adults.
 Discipline is promoted in Inner Discipline through the use of The
Four Steps of Discipline and the Three R’s of Discipline.
Four Steps of Discipline
 According to Coloroso, the process of discipline
does four things that the act of punishment
cannot do:
 Show students what they should have done.
 Give them as much ownership of the problem as they are able to handle.
 Provide options for solving the problem.
 It leaves their dignity intact
 When discipline is administered in these steps, the
focus goes to the factors surrounding the situation
rather than focusing on the power of the adult
administering the punishment.
The Three R’s of Discipline
 The three R’s include:
 Restitution- fixing what the student did
 Resolution-determining a way not to let the behavior happen
again
 Reconciliation- process of healing with the offender
honoring the restitution plan and making a commitment to live
up to the resolution.
Assertive Confrontation
 Is a model of a productive confrontation
 Coloroso believes that the use of assertive confrontation
is sometimes necessary
 She recommends the use of seven rules for a fair,
productive, and assertive confrontation
Seven Rules of Assertive Confrontation
 Speak the message assertively.
 Tell the other person about your feelings.
 State your belief but avoid destructive words.
 Give direct feedback.
 State what you want.
 Be open to the other person’s perspective.
 Negotiate an agreement.
Advantages and Disadvantages of
Inner Discipline
Advantages
Disadvantages
 Easy to implement
 Some believe that Inner
 Applies to most situations
Discipline applies more to
parenting rather than
teaching
 May be challenging to
implement when students
disagree about who owns a
problem
 Promotes self-discipline
References
 Manning, M. L., & Bucher, K. T. (2007). Classroom
management: Models, applications, and cases. Upper Saddle River,
NJ: Pearson Education Inc.