Discipline with Dignity
DISCIPLINE WITH DIGNITY
Richard Curwin and Allen Mendler
Biographical Information
Richard L. Curwin received a degree from the University of Massachusetts in English and later added a Doctorate of Education from the same institution. Before his work with Mendler he was also a seventh-grade teacher.
Allen Mendler, with a background as a consultant in both the psychological and educational fields, places an emphasis on developing effective frameworks and strategies for educators.
Their principles exhibit some of the ideas and philosophies of Ginott and Dreikurs.
Along with having published several books, they were awarded the Chief Crazy Horse Award in 1995, an award given for "courage in reaching discouraged youth".
Key Concepts - " it is fruitless to expect that any technique will work with all people who present the same symptom."
§ Theories based upon the ideas that most discipline programs incorrectly place their emphasis upon strategies and techniques.
§ Emphasize that not all students are the same.
§ Effective discipline programs focus on individual students and their specific problem behaviors.
§ The first of our theorists to address the issues of violence and other major misbehaviors.
Four Basic Philosophical Foundations
1. Student centered and emphasizes the student 's dignity, self-esteem, and overall being.
2. Emphasizes a democratic atmosphere.
3. Teachers should avoid authoritarian stances.
4. Demonstrates a responsibility model, not an obedience model.
Application of "Discipline with Dignity"
Seven principles of teacher behavior
§ Work toward long-term behavior changes rather than short-term quick fixes.
§ Stop using ineffective behavior management techniques.
§ Realize that being fair doesn 't mean that you must treat each student the same.
§ Make rules that make sense.
§ Model what you expect.
§ Believe that responsibility is more important than obedience.
§ Always treat students with dignity.
Richard Curwin and Allen Mendler
Biographical Information
Richard L. Curwin received a degree from the University of Massachusetts in English and later added a Doctorate of Education from the same institution. Before his work with Mendler he was also a seventh-grade teacher.
Allen Mendler, with a background as a consultant in both the psychological and educational fields, places an emphasis on developing effective frameworks and strategies for educators.
Their principles exhibit some of the ideas and philosophies of Ginott and Dreikurs.
Along with having published several books, they were awarded the Chief Crazy Horse Award in 1995, an award given for "courage in reaching discouraged youth".
Key Concepts - " it is fruitless to expect that any technique will work with all people who present the same symptom."
§ Theories based upon the ideas that most discipline programs incorrectly place their emphasis upon strategies and techniques.
§ Emphasize that not all students are the same.
§ Effective discipline programs focus on individual students and their specific problem behaviors.
§ The first of our theorists to address the issues of violence and other major misbehaviors.
Four Basic Philosophical Foundations
1. Student centered and emphasizes the student 's dignity, self-esteem, and overall being.
2. Emphasizes a democratic atmosphere.
3. Teachers should avoid authoritarian stances.
4. Demonstrates a responsibility model, not an obedience model.
Application of "Discipline with Dignity"
Seven principles of teacher behavior
§ Work toward long-term behavior changes rather than short-term quick fixes.
§ Stop using ineffective behavior management techniques.
§ Realize that being fair doesn 't mean that you must treat each student the same.
§ Make rules that make sense.
§ Model what you expect.
§ Believe that responsibility is more important than obedience.
§ Always treat students with dignity.
References: Curwin, R.L. and Mendler, A.N. As Tough As Necessary. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1997 Curwin, R.L. and Mendler, A.N. Discipline with Dignity. Upper Saddle River, New Jersey: Prentice-Hall, Inc., 2001 Manning, M.L. and Butcher, K.T. Classroom Management Models, Applications and Cases. Upper Saddle River, New Jersey: Pearson Education Inc., 2003