Positive student discipline in the Foreign language classroom

1. Positive student discipline in the Foreign language classroom A practical look at the discipline challenges facing world language teachers and effective ways to influence positive behavior.  What are some common behavioral problems that occur in the foreign language classroom? 10/16/2014

2. Nancy Valdés M.Ed. Who is she? Masters Degree – Secondary Education Adult Learning and Education Technology Bachelors Degree - Psychology Minor - Spanish Associates Degree – Arts Emphasis on Human Relations 10 years teaching experience – Social Studies and Spanish Language K-12

3. Building Classroom Discipline, (10th Edition) By C.M. Charles, Publisher: Pearson Many approaches to discipline: Ronald Moorish Harry and Rosemary Wong Fred Jones William Glasser Spencer Kagan Craig Seganti and Marvin Marshall

4. Marvin Marshall Dr. Marshall is an experienced teacher, counselor, and administrator at all levels of public education. Monthly electronic newsletter: free online Promoting Responsibility and Learning http://www.marvinmarshall.com/speaking-and-presenting/videos/

5. Handout #1 Discipline Without Stress Teaching Model Confusing classroom management with discipline: Classroom Management = classroom organization, student procedures, teaching procedures Teacher’s responsibility. Classroom Discipline = self-control and appropriate behavior. Student’s responsibility. 10 Specific teaching habits that hinder learning and lead to misbehavior

6. Students are in charge of their own discipline Marshall: Even though students are generally inclined to behave responsibly, they often don’t – either because they don’t know how to or because peer pressure or lack of self- control overrides their better judgment. No one has the right to take away the rights of others to learn or to teach. Teachers: Endeavor to establish a positive attitude in the classroom, by emphasizing in daily interactions with students: Positivism Choice Reflection

7. Three Principles to Practice: 1. Positivity – Changing negatives to positives “No running” becomes “We walk in the hallway.” “Stop talking” becomes “This is quiet time” or “Is this the best use of your time?” 2. Choice – response thinking and impulse control: so students are not victims of their own impulses. 3. Reflection - Since a person can only control another person temporarily and because no one can actually change another person, asking REFLECTIVE questions is the most effective approach to actuate change in others. Okay Nancy - so how do I do that on top of everything else?

8. Handout #2 Raise Responsibility System (RRSystem) ASKING TEACHING ELICITING TEACHING THE HIERARCHY The hierarchy engenders a desire to behave responsibility and a desire to put forth effort to learn. Students differentiate between internal and external motivation – and learn to rise above inappropriate peer influence. CHECKING FOR UNDERSTANDING Students reflect on their chosen LEVEL. This approach SEPARATES THE PERSON FROM THE BEHAVIOR, thereby negating the usual tendency to defend one’s actions. It is often this natural tendency to self-defend that leads to confrontations. GUIDED CHOICES If disruptions continue, a consequence or procedure isELICITED to redirect the inappropriate behavior. This approach is in contrast to the usual coercive approach of having a consequence imposed.

9. Teaching the Hierarchy to Students • Activities useful in teaching the names and characteristics of the four levels: • * visualizing each level – then drawing a picture of it. • * describing it in writing • * describing it orally to others • * listening to other’s examples of applying the levels to what goes on in school.

10. Marshall’s Hierarchy of Social Development Students move through these at different levels. TEACHING the Levels of Self Discipline to your students: Everyone should have: Blank white paper folded hamburger style 1) Explain who is in charge of discipline – right to learn / right to teach 2) Students define different levels of self discipline (draw – discuss) 3) I understand you are growing and can make mistakes – here’s how I can help: blue form 4) Any questions?

11. Handout #3 TEACHING THE LEVELS Levels of Social Hierarchy – Levels of Self Discipline Level D - Democracy - Level C - Cooperation/Compliance Level B - Bossing / Bullying / Bothering Level A - Anarchy

12. LEVEL A – Anarchy (lowest level) No sense of purpose or order. No consideration for other students or the teacher. Seldom accomplishes anything worthwhile in class. Needs someone to take authority over them. This level is characterized by chaos, being out of control, or unsafe.

13. Level B - Bossing Bullying Bothering • No consideration for the others or the harm they are doing. • Do what is right only when forced to. • Needs someone to take authority over them. • This level is characterized by • lack of impulse control • lack of consideration for others • inappropriate behaviors. • Saying: “Control us because we are not capable of controlling ourselves.” 

14. Level C -Cooperation/conformity Conforms to expectations set by others. Cooperative due to external influences – rules, teacher demands, to please parents, peer pressure. The motivation is EXTERNAL. Rewards, fear of punishment, or ridicule. Fear of peoples reactions, to please parents or teachers. COLLEGE!!!!

15. Level D - Democracy and taking the initiative to do the right thing (highest level/most desirable) Student takes the initiative to do the right thing because they know it is best for the class, the school, and themselves. Being responsible without being asked, told, rewarded, or punished. Develops self-disciplineDemonstrates initiativeDisplays responsibilityDoes good because it is the right thing to do. The motivation is INTERNAL. Level D motivates students to make decisions about their personal behavior, regardless of circumstances, personal urges, or influence from others.

16. Note:Marshall suggests teaching students: • Democracy requires citizens to make decisions for • themselves, rather than having decisions made • for them. • Democracy expects people do the right thing • because they understand it is best for • themselves and the people around them.

17. Handout #4 Steps to intervene when students misbehave. Step 1: Use an unobtrusive tactic: facial expression and or eye contact hand signal, moving near the student changing voice tone thanking students for working saying “excuse me,” or asking students for help. Speaking directly to them, softly, right ear

18. Step 2: Check for understanding: reflective questions: Ask what level they are choosing - never ask WHY! Tom, reflect on the level you have chosen Do not mention the specific behavior concentrate on the student’s choice of behavior. We are not attacking the student we are separating the student from the inappropriate behavior, sometimes difficult to master. The I don’t knowresponse. If you did know what would it be? * The person who asks the question controls the conversation. * Are you angry at me or the situation? Reflection – feeling * What you do you suggest we do about it? What else….what else…what else? People don’ t argue with their own decisions.

19. Handout #7 Step 3. Use guided choice:authority without punishment Place a form on the students desk and quietly ask the following: Do you prefer to fill this out in your seat, in the rear of the room on in the office? The form has the following three questions. What did I do? (Acknowledgement) What can I do to prevent it from happening again? (Choice) What will I do? (Commitment) Ask: Do you know why the form was given to you? Do you think it is personal? How can I help?

20. Step 4: Make a self-diagnostic referral: If after two attempts and the guided choice essay the behavior continues, then a self-diagnostic referral is given. Items such as: Describe the problem that led to writing this * Identify the level of behavior * Explain why this level of behavior is not acceptable. * On what level should a person act in order to be socially responsible? * If you had acted on an acceptable level, what would have happened? * List three solutions that would help you act more responsibly? Keep this on file for a year, to assist with future discussions with teacher, student, or administration.

21. Step 5: Give an additional self-diagnostic referral: Give this again, if behavior persists and then send copies of these to parents with brief description of the issues. Step 6: Give a final self-diagnostic referral: This is the final one. In all of these referrals, it is the student who has identified the problem and proposed positive solutions. The student has done most of the thinking and planning which gives ownership to the student, a necessary ingredient for lasting change. Marshall says this is rarely used. Having a system to rely on is superior to having a talent for teaching.

22. Positivism: • An emotion of optimism • Being around optimistic people generates good feelings. • Teacher as encourager, mentor and role model • rather than rule enforcer • Energizes students • Obedience compliance fosters apathy, resistance, and defiance.

23. Empowerment of choice • Giving students options -- 2-3 choices best • Discussing options engenders cooperation and reflection • Then compliance. i.e. “What do you think we should do about this situation?” • Listen to them – strange for the student • After a mutually agreed upon action is arrived at, • “I can live with that.” • The “I don’t know” response – taking responsibility

24. Handout #5 & 6 • Reflective questions • Process of thinking about one’s own behavior and judging it’s merits = plays a major role in changing one’s behavior for the better. • Teachers can establish expectations and empower students • to attain them. • Not by coercion, but by reflective questions that prompt students to think about how they are behaving. I.e. “If I wanted to be successful in this class right now, what would • I be doing?”In most cases the answer is apparent and they begin doing it.

25. Benefits of the Raising Responsibility System: • Reduces discipline referrals, class removals, and suspensions. • Handles classroom disruptions simply and easily. • Uses authority without resorting to punishment. • Raises individual and social responsibility. • Reduces the influence of peer pressure. • Promotes motivation for learning. • Integrates character education. • Improves school climate and enhances school safety. • Reduces stress.

26. STUDENTS AND PUNISHMENTS • Punishments deprive young people of the opportunity to take responsibility for their own actions. • Imposed punishment moves ownership of the problem from the student to the adult. • Behavior may temporarily change at the threat of punishment – but not the way the student WANTS to behave. • Punishment is temporary and transitory. Once the punishment is over, the student has “served his time” and is “free and clear” from further responsibility. • Punishment, by its very nature, is counterproductive to good teaching because punishment fails to foster responsibility, cooperation, or positive motivation.

27. Summary: Did we address some of the concerns at the beginning? Three important thoughts: Students are responsible for their own behavior. Students are being trained to take responsibility for their own behavior and actions. Teachers can focus on content, deployment and assessment. (The fun part!!!) http://marvinmarshall.com/discipline-teaching-and-parenting-support-resources/ Any questions?

29. Summary: 1. Difference between Classroom management and discipline 2. 3 Principles to Practice: Positivism, Choice, and Reflection 3. The Raise Responsibility System – Decreases stress 4. Teaching the Levels of Self-Discipline (Social Hierarchy) 5. Steps to intervene and redirect inappropriate behaviors 6. Use reflective questions and choices to empower responsibility and self-discipline