Win-Win DisciplineLauren Sandler

EDUC 531Dr. Williams

April 7, 2010

The Fundamental Hypothesis of Win-Win Discipline

Quality classroom discipline, in which students manage themselves in a responsible manner, is achieved when the teacher and students work together cooperatively to find a common ground in handling behavior problems in the classroom environment

What is meant by Win-Win Discipline?This method allows students and teacher to

work together to find acceptable solutions to behavior issues

During this process the concerns of the teacher and students are addressed and resolved in a satisfactory manner for all

The teacher and students benefit or “win” thus making this method of Win-Win Discipline work for all

The Theorists behind Win-Win DisciplineSpencer Kagan

Clinical psychologist, educational consultant who specializes in the research and development of discipline strategies and life skills training. Co-author of Win-Win Discipline

Patricia KyleSchool counselor, school psychologist and university

professor who researches and writes about discipline in the classroom. Co-author of Win-Win Discipline

Sally ScottSchool administrator and teacher trainer. Is the lead

trainer in the Win-Win Discipline method since its inception. Co-author of Win-Win Discipline

The Goal of the ProcessWin-win discipline believes that disruptive

behavior is a beginning point for helping students become more responsible & self-directingTeachers are advised to provide a positive

learning environment, engaging instruction & an interesting curriculum

A “we” approach is needed to be created in which the teacher and students and work together on the same side towards the same end goal

The goal of Win-Win Discipline, according to Scott, Kagan and Kyle is that over time students will become empowered to make choices in behavior that are beneficial to them as well as being compatible with the interests of the class Simultaneously, students will develop life skills

that will serve them advantageously throughout the rest of their lives

Disruptive students are not seen as “bad kids”, but as individuals who are ineffectively attempting to meet their personal needs

Win-Win Discipline PremisesKagan, Scott and Kyle stated the following as

the Win-Win Discipline premises:The ultimate goal is to teach autonomous

responsibility, not cease disruptionsMost disruptions can be categorized into 4

types:

Positions are neither right or wrong, but are a fact of universal human condition

Aggression

Breaking Rules

Confrontations

Disengagement

Disruptions usually come up from one of seven student positions that are thought of as currently existing motives, emotions or states of mind

Teachers shouldn’t accept disruptive behaviors, but always accept and validate student positions

In meeting the needs of the students that are associated with given positions, students will sometimes engage in disruptive behaviors

If teachers proactively respond to the four behaviors and seven positions they can prevent most disruptive behaviors that could possibly occur

Attention-seeking

Avoidance of failure

Anger

Control seeking

Energetic

Boredom

Being uninformed

Win-Win Discipline Key Elements The Three Pillars

Same side students, teacher and parents work together on the

same side for the enhancement of the educational experience for all

Collaborative solutions Teacher and students collaborate in the

identification of problems and proposal of solutionsLearned responsibility

Results from continually emphasizing autonomous proactive life skills and self-management

Preventative measuresTeachers can do these in advance to reduce disruptive

behaviors to make it easier for the needs of the students to be met in the classroom

ABCD DisruptorsFour categories of disruptive behaviors teachers contend

withStudent positions

Composites of perceptions, emotions and attitudes that exist in individual students at any given moment

Class rulesAgreements worked out in a cooperative manner between

the teacher and students. Kagan, Scott and Kyle suggest they be kept simple, limited in number and write them on a poster for all to see. All students must understand the rules by being carefully taught by the teacher and practice them until they become natural to follow

Moment-of-distraction structuresStrategies that teacher apply at the moment of student misbehavior

Picture it Right: “If we were at our very best right now, how would we look?” (154)

Make a Better Choice: “I want you to think of a better choice right now.” (154)

To You…To Me: (To you, this lesson may be boring; to me, it is important, because….” (154)

Follow-up structuresThe requirement of time and repeated experiences in responsibility

development4 types of follow-up

Establishing new or reestablishing existing preventative procedures Creating moment-of-disruption procedures Implementing a follow-up structure (i.e. same side chat or responsible

thinking exploration) Offering life skill training (i.e. self control or personal relations)

Life skillsAnger management and self motivation

How does Win-Win Discipline WorkBefore the beginning of class

Preventing Disruptive Behavior Make the curriculum challenging and interesting Have cooperative activities that allow the students the chance

to work together in a meaningful way Have a interesting, stimulating teacher who adapts the

curriculum to the needs and interests of their studentsLearn How to Identify Student PositionsAnticipate Disruptive Behavior TypesCommit to the Application of the Three Pillars of

Win-Win Discipline at All Times Each of the three pillars utilizes certain discipline structures

for teachers to use when students make unacceptable choices in behavior

Designed for use at three different points: moment of disruption; follow-up; and working toward long-term solutions

ABCD Disruptive Behavior TypesAggression

Taking hostile actions against othersPhysical aggression: biting, kicking, pulling, pinching,

hitting and slappingVerbal aggression: swearing, verbal put-downs, name-

calling, ridiculingPassive aggression: stubbornly refusing to adhere to

reasonable requestsBreaking Rules

May break rules for a variety of reasons Bored, desirous of attention, wanting to control, angry, energy-

filled, trying to avoid failure, not having the ability to follow a rule, or not understanding what is expected of them

Examples include: making strange noises, gum chewing, passing notes, not turning in work, talking without permission or being out of their chairs

ConfrontationsPower struggles among students or between the teacher

and student in order to get one’s way or strongly argue their point Examples include: complaining, refusal to comply, giving reasons

why something should be done differently or are not good, and arguing

Students may pout or make disparaging remarks about the teacher or task when they do not get their own way

DisengagementReasons for disengagement

Might have something more interesting they are thinking of Feel like they cannot perform the task Find the task too boring or difficult

Passive disengagement Not listening, not finishing work, acting helpless, working off

task, or saying “I can’t” (157)Active disengagement

Excessive help requests, put-downs, and comments like “I’ve got better things to do” or “It would be better if….” (157)

Student Positions: Intervention StrategiesThe art of Win-Win Discipline is to identify the position

the misbehavior comes fromThe teacher must communicate acceptance of the position, but

must also refuse to accept the disruptive behavior it engendersRemember that student positions are not considered negative,

but reflect the needs or conditions of the student when they act out

Effective teachers attempt to gain the perspective of the students in order to understand and deal with what could be prompting their behavior and realize that each disruption is a chance to help students learn how to behave more responsibly

Attention-Seeking StudentsMay interrupt, work slower, goof off, show off, or ask for extra

helpHow to deal with attention-seeking students

Moment of disruption: Include hand signals, appreciation, affirmation, physical proximity, I-

messages, or personal attention

Follow-up: Meeting with the student and talking about their need for

attention with them and how it could be met in a positive manner Long-term solutions:

focusing on the interests of the student, building self-validation and self-concept skills

Avoiding FailureNo one likes to fail or feel like they are inept and will

rationalize their inadequacies in order to avoid feeling embarrassment.

How to deal with avoiding failure disruptions Moment of disruption:

Teachers can encourage their students to try Reorganize and present the information in smaller pieces Assign partners

Follow-up and Long-term strategies: Ask students how responsible people deal with fear of failure Teachers may also include peer support Show how mistakes could lead to excellent learning Team Pair Solo in which students practice activities as a team

first, then in pairs and then alone

Being AngryHow to deal with anger disruptions

In Win-Win Discipline there are many strategies teachers can utilize in dealing with angry disruptions Provide a cool down and thinking time, tabling the matter, asking the

students to determine what responsible ways of handling anger there are Long-term interventions: conflict resolution conferences, practice self-

control skills, or class meetings

Control Seeking StudentsHow to deal with control seeking disruptions

Moment of disruption: Scott, Kyle and Kagan suggest that teachers acknowledge the power Use Language of Choice: a method in which the teacher provides the

students with a choice Provide options for when and how works is to be completed

Follow-up: Schedule a class meeting or later conference to talk about the situation Gather student input concerning what causes students to struggle against

their teacher and find a way as to how that struggle can be avoided Long term strategies:

Involving students in the decision-making process Work with them in establishing class agreements concerning challenging

the teacher

Overly Energetic StudentsHow to deal with overly energetic student disruptions

Moment of disruption: Provide breaks during the lessons Allow time for progressive relaxation Channel energy in a productive manner Remove distracting elements

Follow-up: Teach calming strategies Provide activities for students to work off their energy in a

positive way Long-term solutions:

Manage energy levels during classroom instruction Connect the interests of students to the lesson

Bored StudentsHow to deal with disruptions coming from bored students

Moment of disruption: Teachers can restructure the task needed for learning Involve students more actively Infuse time energizers

Follow-up: Talk privately with the students and give them helping roles like a

recorder, coach or gatekeeper Long-term solutions:

Teachers can give their students a rich, relevant, and developmentally appropriate curriculum in which the students will be actively involved in the learning process and one that emphasizes cooperative learning and attention to multiple intelligences

Uninformed StudentsHow to deal with disruptions coming from uninformed

students Moment of disruption:

Gently ask the students if they know what they should do If they do not then the teacher can reteach them at the time If they need just some support then have the student work with a

partner Follow-up:

More careful attention when giving directions, modeling, and practicing the responsible behavior

Long-term solutions: Encouragement Focus on the strengths of the student

More on Responding in Moment of Disruption

In summary, at the moment of disruption, the teacher shouldEnd the disruption quickly & refocus students

back to the task at handAcknowledge the student position, if necessaryCommunicate that the disruptive behavior is

not acceptableWork with the student to find a solution that is

mutually satisfactory to all

However, for students who exhibit persistently disruptive behavior, the teacher may have to utilize more prescriptive measures, such as consequences like an apology, loss of activity or restitutionA personal improvement plan is created to

build the offending student’s consequences into 1. Warning: The student receives a warning from

the teacher 2. Reflection time: The student is given the

opportunity to think about their disruptive behavior and how to improve it

3. Personal Improvement Plan: The disruptive student creates a personal improvement plan to develop responsible ways of meeting their needs

4. Phone call to Parent or Guardian 5. Visit to the Principal’s Office

Long-Term Goals for Student PositionsKagan, Scott and Kyle suggest the following

long-term goals to be associated with the various student positions

STUDENT POSITION LONG-TERM NEEDS & GOAL FOR

STUDENT

Attention seeking Needs self-validation

Avoiding failure, embarrassment

Needs self-confidence

Being angry Needs self-control

Control seeking Needs self-determination

Being energetic Needs self-direction

Being bored Needs to self-motivate

Being uninformed Needs to self-inform

Follow-Up Structures to Reach Long-Term Goals

Same-Side ChatThrough teacher-student discussion they will learn more

about one another and realize they are working on the same side towards better conditions for everyone

Responsible ThinkingActivities used to direct students toward reflection on 3

considerations (1) Their needs and the needs of others (2) How they treat other people (3) How they conduct themselves

Such a responsible thinking activity for following up on disruptive behaviors could include the following for students to answer (1) What if everyone acted that way? (2) How would I like to be treated? (3) What would be a win-win situation?

Reestablish ExpectationsDiscuss and reteach, (if necessary), expectations

concerning procedures, routines and rules in the classroom

Strengthens acceptance, knowledge, application, understanding and adherence to classroom expectations

Identify Replacement BehaviorTeachers guide their students to accept, generate and

practice responsible behaviors they can use to replace disruptive classroom behaviors

Establish ContractsContract agreements between individual students and

the teacher will clarify and formalize agreements made between both parties

Contracts could increase the likelihood that the student will remember, identify with and honor the written agreement

Establish ConsequencesUsed as a last resort when all other follow-up methods

have failedThey are conditions agreed upon by the teacher and

students to invoke when students misbehaveConsequences must be aligned with the Three Pillars of

Win-Win Discipline Same-side orientation Established through student-teacher collaboration Instructive and aimed at helping students learn how to conduct

themselves with greater personal responsibilityMay call for responsible thinking, an apology or restitution

An genuine apology has 3 parts (1) Statement of remorse or regret (2) Statement of appropriate future behavior (3) Request for acceptance of the apology

Restitution by the student Taking care of emotional or physical damage done

Promoting Life SkillsThe progressive development of “life skills” are

a major goal of Win-Win DisciplineExamples include: empathy, good judgment, self-

control, anger management, perseverance and impulse control

Teachers need to work on these skills throughout the curriculum and when responding to students at moment of disruption, follow-up and long-term solutions

Scott, Kyle and Kagan believe that by fostering life skills, teachers can avoid ineffective methods that end a disruption, but leave students more than likely to disrupt in the future

Parent & Community Alliances & Schoolwide Programs

Win-Win Discipline provides various suggestions for parent-teacher communication and interactionDuring the first week of school teachers should

make contact with the parents of their students Letters sent home Class websites Class newsletters Email Phone calls

Parent’s nights and open houses create person-to-person communication opportunities

Conferences between the teacher and parents Show parents that they are valued as allies and

could encourage parents to serve as tutors or mentors to their child

Schoolwide programs encourage entire school involvement Assemblies Incentive programs

Broader community involvement Field trips Guest speakers Apprenticeships Adopting and working with senior citizens or in day

care

Initiating Win-Win DisciplineKagan, Scott and Kyle suggest how Win-Win

Discipline can be introduced by teachers to their studentsStart by setting the tone for a win-win climate

in the classroomTell students that the class is to be built on the

Three Pillars of Win-Win Discipline Same side Collaborative solutions Learned responsibility

Create class agreements by constructing a chart Use the headings “Disruptive Behavior” and

“Responsible Behavior” and the subheadings “Say” and “Do”

As a class, discuss what disruptive things people would say and do to garner attention and then discuss what responsible things people say and do for attention

Ask students how they feel about the lists Make sure students know that their opinions and

cooperation are valued and that they will always be involved in the decision-making process

During the first few weeks of class be sure to use activities that will strengthen the concept of the Three Pillars Reassures students that discipline will not be done

to them, but happens with them

With collaboration with the students teachers might decide on preferred classroom procedures; talk about discipline structures and the reasons behind them; create follow-ups and consequences; and garner student input on a few curriculum decisions Can be accomplished during a series of class

meetings Teachers can show their students how they would

help them in turning disruptive behaviors into good learning solutions Reflection, follow-up and long-term solutions come

into play Also remember to start establishing alliances with

parents during these first few weeks

SummaryDiscipline is not something you do to students. It’s

something you help students acquireUse the Three Pillars of Win-Win DisciplineWin-Win Discipline identifies the ABCD’s of Disruptive

Behavior that spring from one or more of the 7 student positions

Meet the needs of the students through acceptable behavior by maintaining their dignity while encouraging them to identify acceptable behavior under the circumstances

The ultimate goal for Win-Win Discipline is for students to learn how to manage themselves, meet their needs via responsible choices and the development of life skills that will help them in the future

Teachers must seek parent and community alliances and develop schoolwide programs for combating disruptive behavior