Application Of The Program : Conscious Discipline

Ms. Foster feels that one of the main problems in teaching the children in her classroom is that there are emotionally and behaviorally disturbed (EBD) students who disrupt the entire class. In addition, they often have problems staying on task. She advocates the use of self-management techniques in the classroom. Self-management techniques teach students to modify their

Are you a teacher, administrator, or school counselor struggling with discipline in your school? Do rules, power struggles, and stress invade your everyday life? In the classroom, does it seem like your needs do not matter? If you answered yes to any of these questions, then Curwin, Mendler, and Mendler’s classroom management book, “Discipline with Dignity: New Challenges, New Solutions” (2008), may be the tool for you.

The purpose of this study was not to focus on how Conscious Discipline improves student outcome and the school climate, like other studies, but rather to conduct research of the social validity of the program. The study consisted of 10 certified teachers and 7 paraeducators who wear all trained in Conscious Discipline and were practicing it in their classrooms. The study was conducted at a preschool designed to cater to students with special needs. To test Conscious Discipline’s social validity, teachers were given a survey to evaluate their opinions on different aspects of Conscious Discipline such as implementation and daily use. Social validity consists of three components: (1) the goals, (2) the procedures, and (3) the effects. It was unanimously

CS III b: Times have changed. I can remember when coporal punishment was an acceptable means of re-direction and discipline. Today, with more education, educators and providers have better ways of communicating and developing stronger characters in children. A completely different means of fostering growth and discipline have evolved. Proven lesson methods through psychologists have opened doors for marked and proven progress. Understanding my students backgrounds through home visits, parent meeting, and one-to-one time with my children help me and my fellow educators develop a "whole" view of a childs image and make-up. Re-direction, strong fun-tasks, and constant guidance is the initial start to helping children with challenged

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

In regards to behavior management, I use a combination of positive discipline and discipline with dignity. As defined by Fredric Jones, positive discipline emphasizes that teachers can help students to support their self-control (Gage, 2015). This management theory aligns with behaviorism and is carried out in my classroom through strong classroom structure where the rules and routines are clearly defined. Additionally, there is a leveled behavior chart hanging on the front wall where each student can visually see and monitor their behavior for that

Dr. Becky Bailey’s philosophy of Conscious Discipline implants the ideas of emotional and social intelligence. The program allows the teacher to be empowered as well as empowering the student as a whole. While studying about Conscious Discipline, I have learned new tools to not only use at home on my own child, also I have learned new tools to make my classroom a family model classroom. I now have the tools needed to create a model for my students about being a school family, and allow them to have better communication skills and a better knowledge of being a problem

In The Best Discipline Is Good Curriculum from The New Teacher’s Book, Kelley Dawson Salas talks about how hard she used to try to get her students to behave in her first year of teaching (Burant, 2010, p. 241). Salas tried everything from behavior charts to “pleading for sympathy” (Burant, 2010, p. 241). However, Salas learned that you do not have to wait for your students to be “under control” to teach them something worthwhile (Burant, 2010, p. 242). Salas learned that her students’ behavior improved, when she focused on the curriculum she was teaching, instead of their behavior (Burant, 2010, p. 242). Once she started focusing on the curriculum, she did not have to worry about the student’s behavior anymore. I believe that this is the most important aspect of this article because I believe that a good curriculum is the best discipline (Burant, 2010, p. 241).

Managing student’s behavior should be under classroom discipline and not classroom management. Behavioral management is defined as “preventing, suppressing, and redirecting misbehavior (Charles, 9).It is the misunderstanding between the two terms, which Wong believes that is the reason why many teachers struggle with classroom management, is that “teachers think classroom management means discipline. So what they do is they go into the classroom and put all their emphasis on discipline. They think classroom management is about crowd control or teaching kids to be quiet” (Wong). In order to establish proper behavior in a classroom I believe that understanding each student’s personality and learning style is important. Establishing just one discipline regime would cater to only certain students, whereas the other students may be seen a “misbehaving,” due to their

The conclusion that was reached was that the behavior intervention program, Conscious Discipline, did reduce classroom misbehavior and insubordination. When teachers implemented the strategies and routines used in the program it showed that behavior started to reduce the more the program was used within the classrooms. This study lasted for four weeks and to determine the conclusion of the program we took the data from the referrals written based on student misbehavior in the three Kindergarten classes each week. Each week the referral numbers decreased. Additionally, the conclusion that the program was successful was also supported through observations and teacher feedback. Everyday, each of the classes were observed, looking for off

with the development of a successful inclusive approach of pupils who are dealing with behavioural

Teachers have the ability to set up classroom rules to help maintain the structure with behaviors in the classroom. Bill Rogers, affectionately know as Mr. Rogers, has many effective techniques and approaches to classroom management, from prevention and positive correction to consequences. He does not advocate being a strict, disciplinarian, authoritarian teacher, but gives strategies to help teachers work with students to control their own behavior. The first part of Rogers’ plan gives techniques used to prevent discipline problems (Education World, 2003). As he discusses rights of the students, he talks about how they have the right to feel safe, be treated with dignity and respect and have the right to learn.

Conscious Discipline is a theory that if you can change an adult’s way of thinking, reacting, and learning, then you can change a child’s. There are seven self-control concepts to this theory, which teaches the mind of adults and children to change how they respond to difficult situations. The theory is to teach adults how to stay positive and proactive while resolving conflict with children. Also, there are seven basic skills of discipline that teaches adults how to control their own behaviors and teach positive behaviors to children. One of the examples I like the most in researching how this theory is best applicable was in the theory being a cheerleader to children. Encouragement empowers is an example that life is full of difficult times,

During the discipline lesson, I could only think about how the progressive discipline plan (PDP) has not been used throughout my career by not only myself but my leaders. After reviewing the PDP I cam to the realization I have not effectively been utilizing it properly. I believe this is something that has not been utilized correctly for a while. As an Air Force we seem to jump straight to the top and not allow for any more progressive discipline. I have actually been ordered by my leadership to write a Letter of Reprimand for a single once only event. Knowing what I know now, and the regulations surrounding it, my assertiveness will allow me to better evaluate the scenarios placed in front of me.

topic of discipline is always a sensitive one and the idea of it is different for every person. How