Positive Discipline in the Classroom, Revised 3rd Edition by Jane Nelsen Ed.D

Author:Jane Nelsen, Ed.D. [Nelsen, Jane, Ed.D.]
Language: eng
Format: epub
ISBN: 978-0-307-80364-1
Publisher: Three Rivers Press
Published: 2011-08-16T16:00:00+00:00

We help students maintain accountability and integrity when they are involved in the creation and choosing of solutions.

3. It is a mistake to think that there must be a logical consequence for every behavior or to solve every problem. Put less emphasis on consequences and more emphasis on solving the problem. Focusing on problem solving helps you get out of a punitive, retaliatory mentality.

4. Involve the students in creating logical consequences. Young people are our greatest untapped resource. They have a wealth of wisdom and talent for solving problems, and numerous benefits result when they become involved. When students participate in creating consequences, not only do they use and strengthen their skills, they also are more likely to keep agreements because they have ownership. They develop self-confidence and self-esteem when they are listened to, taken seriously, and valued for their contributions. Because they feel part of the classroom community, they have less motivation to misbehave and are more willing to work on solutions to problems.

5. Focus on the future instead of the past. Rather than focusing on making students pay for what they’ve done, look for solutions that will help them learn for the future. One fifth-grade class was trying to help a student who was unhappy about another student who scribbled on his spelling test while correcting it. One suggestion was that the scribbler should spend half an hour in study hall; another was to give the scribbler an extra piece of paper to scribble on while correcting tests. The first suggestion focuses on making the scribbler pay for the mistake, while the second focuses on helping him solve the problem in the future.

6. Make the opportunity-responsibility-consequence connection. Every opportunity has a related responsibility. The obvious consequence for not wanting the responsibility is to lose the opportunity. For instance, students have the opportunity to use the playground during recess. The related responsibility is to treat the equipment and other people with respect. When people or things are treated disrespectfully, the logical consequence is losing the opportunity of using the playground for a while. To instill a sense of responsibility, accountability, and empowerment in a student who has acted disrespectfully, say, “You decide how much time you think you need to cool off and calm down. Let me know when you are ready to use the playground respectfully.” Consequences are effective only if they are enforced respectfully and students are given another opportunity as soon as they are ready for the responsibility.

7. Give students choices about what might help them the most. When students are disrespectful on the playground, some schools offer three choices: “Which would help you the most right now: to put this problem on the agenda, to go to the problem-solving area with the other student, or to go to the positive time-out area?” (The latter two choices are discussed in Chapter 13.) The student or students will then choose the option that will be most helpful. This increases their accountability and responsibility while dissipating the immediate problem.

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