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Becca Cohoon Discipline with Dignity Reflecting on Theory ED217 7b

In the situation of the 8th grader who continually comes unprepared to class Curwin and Mendler

would suggest Ms. Cansler follow their discipline with dignity steps. Starting with evaluating

her own contribution to the situation and moving on from there.

First, Ms. Cansler should evaluate her own role in the situation. Does she have a flag rule

regarding coming to class prepared each day? Is there a governing list of rules prepared by the

class? If so then is there a list of consequences for her to choose from to help Cary come

prepared? Second, Is Ms. Cansler being consistent with administering the consequences? If there

is not consistency then Cary will continue to take advantage of her.

After reviewing her role and finding that things are in order then next step would be to create an

individual contract with Cary. Sitting down with Cary will give her the opportunity to get some

insight to the situation - why does Cary always forget something? This also gives the

opportunity to individualize what a proper incentive would be for the student and individualize

the consequence.

With this plan both Ms. Cansler and Cary can refer to it when he shows up to class unprepared.

Instead of the onus falling on Ms. Cansler they need only refer to the plan to direct the course of

action.

The strategies employed by discipline with dignity and that of assertive discipline are similar in

that the students and teacher work together to create the rules and consequences. Assertive

discipline includes individual rewards and group rewards. We dont see individual or group

reward present in the discipline with dignity plan however under the action dimension there is

suggestion from acknowledging positive behavior. The assertive discipline consequence plan is

incremental with each occurrence escalating to a more severe consequence with each occurrence.
Becca Cohoon Discipline with Dignity Reflecting on Theory ED217 7b

In contrast the discipline with dignity consequence plan or resolution dimension is not

incremental rather it is tailored to the individual. Both strategies are in place to help keep order

in the class and they are both employing empowering the students to decide what the rules

should be, however the undercurrent of Canters plan is that teachers are allowed to keep order in

the class where the undercurrent of discipline with dignity is maintaining order while helping to

build self-esteem, confidence and trust in the students.

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