ISL 7

Baca Artikel 5. (Woolfolk, 2004, m.s. 396-408) sebagai pengukuhan

pembelajaran. Pelajar membuat rumusan Artikel 5 dalam peta konsep dan
simpan dalam portfolio.

The Need for Organization

Knowledge and expertise in classroom management are marks of expertise in

teaching; stress and exhaustion from managerial difficulties are precursors of
burn-out in teaching (Emmer & Stough, 2001). What is it about classroom that
makes management so critical?

Classes are particular kinds of environments. They have distinctive

features that influence their inhabitants no matter how the students or the
desks are organized or what the teacher believes about education (Doyle,
1986). Classrooms are multi-dimensional. They are crowded with people,
tasks and time pressures. Many individuals, all with differing goals,
preferences, and abilities, must share resources, accomplish various tasks,
use and reuse materials without losing them, move in and out of the room,
and so on. In addition, actions can have multiple effects. Calling on low-ability
students may encourage their participation and thinking but may slow the
discussion and lead to management problems if the students cannot answer.
And events occur simultaneouslyeverything happens at once and the pace
is fast. Teachers have literally hundreds of exchanges with students during a
single day.

In this rapid-fire existence, events are unpredictable. Even when plans

are carefully made, the overhead projector is in place, and the demonstration
is ready, the lesson can still be interrupted by a burned-out bulb in the
projector or a loud, angry discussion right outside the classroom. Because
classroom are public, the way the teacher handles these unexpected
intrusions is seen and judged by all. Students are always noticing if the
teacher is being fair. Is there favoritism? What happens when a rule is
broken? Finally, classrooms have histories. The meaning of a particular
teachers or students actions depends on in part on what has happened
before. The fifteenth time a student arrives late requires a different response
from the teacher than the first time late arrival. In addition, the history of the
first few weeks of school affects life in the class all year.

The Basic Task: Gain Their Cooperation

 No productive activity can take place in a group without the cooperation of all
members. This obviously applies to classrooms. Even if some students dont
participate, they must allow others to do so. (We all have seen one or two
students bring an entire class to a halt.) So the basic management task for
teachers is to achieve order and harmony by gaining and maintaining student
cooperation in class activities (Doyle, 1986). Given the multidimensional,
simultaneous, fast-paced, unpredictable, public, and historical nature of
classrooms, this is quite a challenge.

Gaining student cooperation means much more than dealing effectively

with misbehavior. It means planning activities, having materials ready, making
appropriate behavioral and academic demands on students, giving clear
signals, accomplishing transitions smoothly, foreseeing problems and
stopping them before they start, selecting and sequencing activities so that
flow and interest are maintainedand much more. Also, different activities
require different managerial skills. For example, a new or complicated activity
may be a greater threat to classroom management than a familiar or simple
activity.

Obviously, gaining the cooperation of kindergartners is not the same

task as gaining the cooperation of high school seniors. Jere Brophy and
Carolyn Evertson (1978) identified four general stages of classroom
management, defined by age-related needs. During kindergarten and the first
few years of elementary school, direct teaching of classroom rules and
procedures is important. For children in the middle elementary years, many
classroom routines have become relatively automatic, but new procedures for
a particular activity may have to be taught directly and the entire system still
needs monitoring and maintenance.

Toward the end of elementary school, some students begin to test and
defy authority. The management challenges at this stage are to deal
productively with these disruptions and to motivate students who are
becoming less concerned with teachers opinions and more interested in their
social lives. By the end of high school, the challenges are to manage the
curriculum, fit academic material to students interests and abilities, and help
students become more self-managing. The first few classes each semester
may be devoted to teaching particular procedures for using materials and
equipment, or for keeping track of and submitting assignments. But most
students know what is expected.

The Goals of Classroom Management

What Would You Say? You are interviewing for a job in a great districtit is
known for innovation. The assistant principal looks at you for a moment and
then asks. What is classroom management? How would you answer?

The aim of classroom management is to maintain a positive, productive

learning environment. But order for its own sake is an empty goal. As we
discussed in Chapter 6, it is unethical to use classroom management
techniques just to keep students docile and quiet. What, then, is the point of
working so hard to manage classrooms? There are at least three reasons.

1. More Time for Learning.

As a child, I once used a stopwatch to time the commercials during a

TV quiz show. I was amazed to find that half of the program was devoted to
commercials. Actually, very little quizzing took place. If you used a similar
approach in classrooms, timing all the different activities throughout the day,
you might be surprised by how little actual teaching takes place. Many
minutes each day are lost through interruptions, disruptions, late starts, and
rough transitions (Karweit, 1989; Karweit & Slavin, 1981).

Obviously, students can only learn what they encounter. Almost every
study examining time and learning has found a significant relationship
between time spent on content and student learning (Berliner, 1988). In fact,
the correlations between content studied and student learning are usually
larger than the correlations between specific teacher behaviors and student
learning (Rosenshine, 1979). Thus one important goal of classroom
management is to expand the sheer number of minutes available for learning.
This is sometimes called allocate time.

Simply making more time for learning will not automatically lead to
achievement. To be valuable, time must be used effectively. As you saw in
the chapters on cognitive learning, the way students process information is a
central factor in what they learn and remember. Basically, students will learn
what they practice and think about (Doyle, 1983). Time spent actively involved
in specific learning tasks is often called engaged time, sometimes time on
task.

Again, however, engaged time doesnt guarantee learning. Students

may be struggling with material that is too difficult or using the wrong learning
strategies. When students are working with a high rate of successreally
learning and understandingwe call the time spent academic learning time. A
second goal of class management is to increase academic learning time by
keeping students actively engaged in worthwhile, appropriate learning
activities. Figure 11.1 on page 398 shows how the 1,000+ hours of time
mandated for school in most states can become only about 333 hours of
quality academic learning time for a typical student.

Figure 11.1 Who Knows Where the Time Goes?

*Classroom management - Techniques used to maintain a healthy learning

environment, relatively free of behavior problems.

Allocated time - Time set aside for learning.

Engaged time - Time spent actively learning.

Time on task - Time spent actively engaged in the learning task at hand.

Academic learning time - Time when students are actually succeeding at the
learning task.

2. Access to Learning.

Each classroom activity has its own rules for participation. Sometimes
these rules are clearly stated by the teacher, but often they are implicit and
unstated. Teacher and students may not even be aware that they are
following different rules for different activities (Berliner, 1983). For example, in
a reading group, students may have to raise their hands to make a comment,
but in a show-and-tell circle in the same class, they may simply have to catch
the teachers eye.

As we saw in Chapter 5, the rules defining who can talk, what they can
talk about, and when, to whom, and how long they can talk are often called
participation structures. In order to participate successfully in a given activity,
students must understand the participation structure. Some students, however,
seem to come to school less able to participate than others. The participation
structures they learn at home in interactions with siblings, parents, and other
adults do not match the participation structures of school activities (Tharp,
1989). But teachers are not necessarily aware of this conflict. Instead, the
teachers see that a child doesnt quite fit in, always seems to say the wrong
thing at the wrong time, or is very reluctant to participate, and they are not
sure why.

What can we conclude? To reach the second goal of good classroom

managementgiving all students access to learningyou must make sure
everyone knows how to participate in class activities. The key is awareness.
What are your rules and expectations? Are they understandable, given your
students cultural backgrounds and home experiences? What unspoken rules
or values may be operating? Are you clearly signaling appropriate ways to
participate? For some students, particularly those with behavioral and
emotional challenges, direct teaching and practicing of the important
behaviors may be required (Emmer & Stough, 2001).

An example of being sensitive to participation structures was

documented by Adrienne Alton-Lee and her colleagues in a classroom in New
Zealand (2001). As a critical part of a unit on children in hospitals, the teacher,
Ms. Nikora, planned to have one of her students, a Maori girl named Huhana,
describe a recent visit to the hospital. Huhana agreed. But when the time
came and the teacher asked her to come to the front of the class and share
her experiences, Huhana looked down and shook her head. Rather than
confront or scold Huhana, the teacher simply said, All right. If we sit in a
circle Huhana might be able to tell us about what happened. When
students were in a circle, the teacher said, All right, Huhana, after Ms Nikora
called your mum and she Where did she take you to? As Huhana began
to share her experience, the teacher scaffolded her participation by asking
question, providing reminders of details the teacher had learned in previous
conversation with Huhana, and waiting patiently for the students responses.
Rather than perceiving the child as lacking competence, the teacher saw the
situation as hindering competent expression.

Participation structures Rules of participate in different ways

3. Management for Self-Management.

The third goal of any management system is to help students become

better able to manage themselves. The movement from demanding
obedience to teaching self-regulation and self-control is a fundamental shift in
discussions of classroom management today (Weinstein, 1999). Tom Savage
(1999) says simply, the most fundamental purpose of discipline is the
development of self-control Academic knowledge and technological skill
will be of little consequence if those who possess them lack self-control
(p.11). Through self-control, students demonstrate responsibilitythe ability
to fulfill their own needs without interfering with the rights and needs of others
(Glasser, 1990). Students learn self-control by making choices and dealing
with the consequences, setting goals and priorities, managing time,
collaborating to learn, mediating disputes and making peace, and developing
trusting relations with trustworthy teachers and classmates (Lewis, 2001;
Rogers & Frieberg, 1994).

Encouraging self-management requires extra time, but teaching

students how to take responsibility is an investment well worth the effort.
When elementary and secondary teachers have very effective class
management systems but neglect to set student self-management as a goal,
their students often find that they have trouble working independently after
they graduate from these well-managed classes.

Self-management Management of your own behavior and acceptance of

responsibility for your own actions.

Creating a Positive Learning Environment

In making plans for your class, much of what you have already learned in this
book should prove helpful. You know, for example, that problems are
prevented when individual variations, such as those discussed in Chapters 2,
3, 4, and 5, are taken into account in instructional planning. Sometimes
students become disruptive because the work assigned is too difficult. And
students who are bored by lessons well below their ability levels may be
interested in finding more exciting activities to fill their time.

In one sense, teachers prevent discipline problems whenever they

make an effort motivate students. A student involved in learning is usually not
involved in a clash with the teacher or other students at the same time. All
plans for motivation students are steps toward preventing problems.

Some Research Results

What else can teachers do? For several years, educational psychologists at
the University of Texas at Austin studied classroom management quite
thoroughly (Emmer & Stough, 2001; Emmer, Evertson, & Anderson, 1980;
Emmer, Evertson, & Worsham, 2003; Evertson, 1988; Evertson, Emmer, &
Worsham, 2003). Their general approach was to study a large number of
classrooms, making frequent observations the first weeks of school and less
frequent visits later in the year. After several months there were dramatic
differences among the classes. Some had very few management problems,
while others had many. The most and least effective teachers were identified
on the basis of the quality of classroom management and student
achievement later in the year.
 Next, the researchers looked at their observation records of the first
weeks of class to see how the effective teachers got started. Other
comparisons were made between the teachers who ultimately had
harmonious, high-achieving classes and those whose classes were fraught
with problems. On the basis of these comparisons, management principles
were developed. The researchers then taught these principles to a new group
of teachers; the results were quite positive. Teachers who applied the
principles had fewer problems; their students spent more time learning and
less time disrupting; and achievement was higher. The findings of these
studies formed the basis for two books on class management (Emmer,
Evertson, & Worsham, 2003; Evertson, Emmer, & Worsham, 2003). Many of
the ideas in the following pages are from these books.

Rules and Procedures Required

At the elementary school level, teachers must lead 20 to 30 students of

varying abilities through many different activities each day. Without efficient
rules and procedures, a great deal of time is wasted answering the same
question over and over. My pencil broke. How can I do my math? Im
finished with my story. What should I do now? Carlos hit me! I left my
homework in my locker.

At the secondary school level, teachers must deal daily with over 100
students who use dozens of materials and often change rooms for each class.
Secondary school students are also more likely to challenge teachers
authority. The effective managers studied by Emmer, Evertson, and their
colleagues had planned procedures and rules for coping with these situations.

Procedures

How will materials and assignments be distributed and collected? Under what
conditions can students leave the room? How will grades be determined?
What are the special routines for handling equipment and supplies in science,
art, or vocational classes? Procedures (often called routines) describe how
activities are accomplished in classrooms, but they are seldom written down;
they are simply the ways of getting things done in class. Carol Weinstein and
Andy Mignano (Weinstein, 2003; Weinstein and Mignano, 2003) suggest that
teachers establish routines to cover the following areas:

1. Administrative routines, such as taking attendance.

 2. Student movement, such as entering and leaving or going to the
bathroom.
3. Housekeeping, such as watering plants or storing personal items.
4. Routines for accomplishing lessons, such as how to collect
assignments or return homework.
5. Interactions between teacher and student, such as how to get the
teachers attention when help is needed.
6. Talk among students, such as giving help or socializing.

You might use these six areas as a framework for planning your class
procedures and routines. The Guidelines should help you as you plan.

Procedures Prescribed steps for an activity.

Guidelines : Establishing Class Procedures

1. Determine procedures for student upkeep of desks, classroom

equipment, and other facilities.
Examples:
Some teachers set aside a cleanup time each day or
once a week in self-contained classes.
You might demonstrate and have students practice how
to push chairs under the desk, take and return materials
stored on shelves, sharpen pencils, use the sink or water
fountain, assemble lab equipment, and so on.
In some classes a rotating monitor is in charge of
equipment or materials.
2. Decide how students will be expected to enter and leave the room.
Examples:
How will students know what they should do as soon as
they enter the room? Some teachers have a standard
assignment (Have your homework out and be checking it
over).
Under what conditions can students leave the room?
When do they need permission?
If students are late, how do they gain admission to the
room?
Many teachers require students to be in their seats and
quiet before they can leave at the end of class. The
teacher, not the bell, dismisses class.
3. Establish a signal and teach it to your students.
Examples:
 In the classroom, some teachers flick the lights, sound a
chord on a piano or recorder, sound a bell like the ring
bell for service at a sales counter, move to the podium
and stare silently at the class, use a phrase like Eyes,
please, take out their grade books, or move to the front
of the class.
In the halls, a raised hand, one clap or some other signal
may mean Stop.
On the playground, a raised hand or whistle may mean
Line up.
4. Set procedure for student participation in class.
Examples:
Will you have students raise their hands for permission to
speak or simply require that they wait until the speaker
has finished?
How will you signal that you want everyone to respond at
once? Some teachers raise a cupped hand to their ear.
Others preface the question with Everyone
Make sure you are clear about differences in procedures
for different activities: reading group, learning center,
discussion, teacher presentation, seatwork, film, peer
learning group, library, and so forth.
How many students at a time can be at the pencil
sharpener, teachers desk, learning center, sink, book
shelves, reading corner, or bathroom?
5. Determine how you will communicate, collect, and return assignments.
Examples:
Some teachers reserve a particular corner of the board
for listing assignments. Others write assignments in
colored chalk. For younger students it may be better to
prepare assignment sheets or folders, color-coding them
for math workbook, reading packer, and science kit.
Some teachers collect assignments in a box or bin;
others have a student collect work while they introduce
the next activity.

Rules

Rules specify expected and forbidden actions in the class. They are the dos
and donts of classroom life. Unlike procedures, rules are often written down
and posted. In establishing rules, you should consider what kind of
atmosphere you want to create. What student behaviors will help you teach
effectively? What limits do the students need to guide their behavior? The
rules you set should be consistent with school rules, and also in keeping with
principles of learning. For example, we know from the research on small
group learning that students benefit when they explain work to peers.They
learn as they teach. A rule that forbids students to help each other may be
inconsistent with good learning principles. Or a rule that says, No erasures
when writing may make students focus more on preventing mistakes than on
communication clearly in their writing (Burden, 1995; Emmer& Stough, 2001;
Weinstein & Mignano, 2003).

Having a few general rules that cover many specifics is better than
listing all the dos and donts. But, if specific actions are forbidden, such as
leaving the campus or smoking in the bathroom, then a rule should make this
clear.

Rules for Elementary School

Evertson and her colleagues (2003) give five examples of general rules for
elementary school classes:

1. Be polite and helpful.

This applies to behavior toward adults (including substitute teachers)
and children. Examples of polite behavior include waiting your turn,
saying please and thank you, and not fighting or calling names.
2. Respect other peoples property.
This might include picking up litter, returning library books, not marking
on walls, desks or buses; and getting permission before using other
peoples things.
3. Listen quietly while others are speaking. This applies to the teacher
and other students, in large-class lessons or small-group discussions.
4. Respect and be polite to all people. Give clear explanations of what
you mean by polite, including not hitting, fighting, or teasing. All
people includes the teacher.
5. Obey all school rules. This reminds students that all school rules apply
in your classroom. Then students cannot claim, for example, that they
thought it was okay to chew gum or listen to a radio in your class, even
though these are against school rules, because you never made a rule
against it for us.

Whatever the rule, students need to be taught the behaviors that the
rule includes and excludes. Examples, practice, and discussion will be
needed before learning is complete.
 As youve seen, different activities often require different rules. This can
be confusing for elementary students until they have thoroughly learned all
the rules. To prevent confusion, you might consider making signs that list the
rules for each activity. Then, before the activity, you can post the appropriate
sign as a reminder. This provides clear and consistent cues about
participation structures so all students, not just the well-behaved, know what
is expected. Of course, these rules must be explained and discussed before
the signs can have their full effect.

Rules for Secondary School

Emmer and colleagues (2003) suggest six examples of rules for secondary
students:

1. Bring all needed materials to class. The teacher must specify the type
of pen, pencil, paper, notebook, texts, and so on.
2. Be in your seat and ready to work when the bell rings. Many teachers
combine this rule with a standard beginning procedure for the class,
such as a warm- up exercise on the board or a requirement that
students have paper with a proper heading ready when the bell rings.
3. Respect and be polite to all people. This covers fighting, verbal issue,
and general troublemaking. All people includes the teacher.
4. Respect other peoples property. This means property belonging to the
school, the teacher, or other students.
5. Listen and stay seated while someone else is speaking. This applies
when the teacher or other students are talking.
6. Obey all school rules. As with the elementary class rules, this covers
many behaviors and situations, so you do not have to repeat every
school rule for your class. It also reminds the students that you will be
monitoring them inside and outside your class. Make sure you know all
the school rules. Some secondary students are very adept at
convincing teachers that their misbehavior really isnt against the
rules.

Consequences

As soon as you decide on your rules and procedures, you must consider what
you will do when a student breaks a rule or does not follow a procedure. It is
too late to make this decision after the rule has been broken. For many
infractions, the logical consequence is having to go back and do it right.
Students who run in the hall may have to return to where they started and
walk properly. Incomplete papers can be redone. Materials left out should be
put back (Charles, 2002b). Sometimes consequences are more complicated.
In their case studies of four expert elementary school teachers, Weinstein and
Migano (2003) found that the teachers negative consequences fell into seven
categories, as shown in Table 11.1. The main point here is that decision about
penalties (and rewards) must be made early on, so students know before they
break a rule or use the wrong procedure what this will mean for them. I
encourage my student teachers to get a copy of the school rules and their
cooperating teachers rules, and then plan their own.

Table 11.1 Seven Categories of Penalties for Students

1. Expressions of disappointment.
If students like and respect their teacher, then a serious, sorrowful
expression of disappointment may cause students to stop and think
about their behavior.
2. Loss of privileges. Students can lose free time. If they have not
completed homework, for example, they can be required to do it during
a free period or recess.
3. Exclusion from the group. Students who distract their peers or fail to
cooperate can be separated from the group until they are ready to
cooperate. Some teachers give a student a pass for 10 to 15 minutes.
The student must go to another class or study hall, where the other
students and teachers ignore the offending student for that time.
4. Written reflections on the problem. Students can write in journals, write
essays about what they did and how it affected others, or write letters
of apologyif this is appropriate. Another possibility is to ask students
to describe objectively what they did; then the teacher and the student
can sign and date this statement. These records are available if
parents or administrators need evidence of the students behavior.
5. Detentions. Detentions can be very brief meetings after school, during
a free period, or at lunch. The main purpose is to talk about what has
happened. (In high school, detentions are often used as punishments;
suspensions and expulsions are available as more extreme measures.)
6. Visits to the principals office. Expert teachers tend to use this penalty
rarely, but they do use it when the situation warrants. Some schools
require students to be sent to the office for certain offenses, such as
fighting. If you tell a student to go to the office and the student refuses,
you might call the office saying the student has been sent. Then the
student has the choice of either going to the office or facing the
principals penalty for disappearing on the way.
7. Contact with parents. If problems become a repeated pattern, most
teachers contact the students family. This is done to seek support for
helping the student, not to blame the parents or punish the student.
Who Sets the Rules and Consequences?

In the first chapter, I described Ken, an expert teacher who worked with his
students to establish a students Bill of Rights instead of defining rules.
These rights cover most situations that might require a rule and help the
students move toward the goal of becoming self-managing. The rights for one
recent years class are listed in Table 11.2 Developing rights and
responsibilities rather than rules makes a very important point to students.
Teaching children that something is wrong because there is a rule against it
is not the same as teaching them that there is a rule against it because it is
wrong, and helping them to understand why this is so (Weinstein, 1999,
p.154). Students should understand that the rules are developed so that
everyone can work and learn together. I might add that in recent years when
Ken has had some very difficult classes, he and his students have had to
establish some laws that protect students rights.

Another kind of planning that affects the learning environment is

designing the physical arrangement of the class furniture, materials and
learning tools.

Table 11.2 A Bill of Rights for Students and Teachers

Students Bill of Rights

Students in this class have the following rights:

1. To whisper when the teacher isnt talking or asking for silence.

2. To celebrate authorship or other work at least once a month.
3. To exercise outside on days there is no physical education class.
4. To have 2-minute breaks.
5. To have healthy snacks during snack time.
6. To participate in choosing a table.
7. To have privacy. Get permission to touch anyone elses possessions.
8. To be comfortable.
9. To chew gum without blowing bubbles or making a mess.
10. To make choices about the days schedule.
11. To have free work time.
12. To work with partners.
13. To talk to the class without anyone else talking.
14. To work without being disturbed.

Planning Spaces for Learning

Spaces for learning should invite and support the activities you plan in your
classroom, and they should respect the inhabitants of the space. This respect
begins at the classroom door for young children by helping them identify their
class. One school that has won awards for its architecture paints each
classroom door a different bright color, so young children can find their home
(Herbert, 1998). Once inside, spaces can be created that invite quiet reading,
group collaboration, or independent research. If students are to use materials,
they should be able to reach them. In an interview with Marge Scherer (1999),
Herb Kohl describes how he creates a positive environment in his classes.

What I do is put up the most beautiful things I knowposters, games,

puzzles, challengesand let the children know these are provocations. These
are ways of provoking them into using their minds. You have to create an
environment that makes kids walk in and say, I really want to see whats here.
I would really like to look at this. (p.9)

In terms of classroom arrangement, there are two basic ways of

organizing space: interest areas and personal territories. These are not
mutually exclusive; many teachers use a design that combines interest areas
and personal territories. Individual students deskstheir territoriesare
placed in the center, with interest areas in the back or around the periphery of
the room. This allows the flexibility needed for both large and small-group
activities. Figure 11.2 shows an elementary classroom that combines interest
area and personal territory arrangements.

Interest Areas

The design of interest areas can influence the way the areas are used
by students. For example, working with a classroom teacher, Carol Weinstein
(1977) was able to make changes in interest areas that helped the teacher
meet her objectives of having more girls involved in the science center and
having all students experiment more with a variety of manipulative materials.
In a second study, changes in library corner led to more involvement in
literature activities throughout the class (Morrow & Weinstein, 1986). If you
design interest areas for your class, keep the Guidelines on pages 406 in
mind.

Personal Territories

Can the physical setting influence teaching and learning in classrooms

organized by territories? Front-seat location does seem to increase
participation for students who are predisposed to speak in class, whereas a
seat in the back will make it more difficult to participate and easier to sit back
and daydream (Woolfolk & Brooks, 1983). But the action zone where
participation is greatest may be in other areas such as on one side, or near a
particular learning center (Good, 1983a; Lambert, 1994). To spread the
action around, Weinstein and Mignano (2003) suggest that teachers move
around the room when possible, establish eye contact with and direct
questions to students seated far away, and vary the seating so the same
students are not always consigned to the back.

Horizontal rows share many of the advantages of the traditional row

and column arrangements. Both are useful for independent seatwork and
teacher, student, or media presentations; they encourage students to focus on
the presenter and simplify housekeeping. Horizontal rows also permit
students to work more easily in pairs. However, this is a poor arrangement for
large-group discussion.

Clusters of four or circle arrangements are best for student interaction.

Circles are especially useful for discussions but still allow for independent
seatwork. Clusters permit students to talk, help one another, share materials,
and work on group tasks. Both arrangements, however, are poor for whole-
group presentation and may make class management more difficult.

The fishbowl or stack special formation, where students sit close

together near the focus of attention (the back row may even be standing),
should be used only for short period of time, because it is not comfortable and
can lead to discipline problems. On the other hand, the fishbowl can create a
feeling of group cohesion and is helpful when the teacher wants students to
watch a demonstration, brainstorm on a class problem, or see a small visual
aid.

Guidelines : Designing Learning Spaces

5. Arrange things so you can see your students and they can see all
instructional presentations.
Examples:
Make sure you can see over partitions.
Design seating so that students can see instruction
without moving their chairs or desks.
6. Avoid dead spaces and racetracks
Examples:
Dont have all the interest areas around the outside of the
room, leaving a large dead space in the middle.
Avoid placing a few items of furniture right in the middle of
this large space, creating a racetrack around the
furniture.
7. Provide choices and flexibility
Examples:
 Establish private cubicles for individual work, open tables
for group work, and cushions on the floor whole-class
meetings.
Give students a place to keep their personal belongings.
This is especially important if students dont have
personal desks.
8. Try new arrangements, then evaluate and improve.
Examples:
Have a two-week arrangement then evaluate.
Enlist the aid of your students. They have to live in the
room, too, and designing a classroom can be a very
challenging educational experience.

Action zone - Area of a classroom where the greatest amount of interaction

takes place.

Getting Started: The First Weeks of Class

Determining a room design, rules, and procedures are first steps toward
having well-managed class, but how do effective teachers gain students
cooperation in those first critical days and weeks? One study carefully
analyzed the first weeks activities of effective and ineffective elementary
teachers, and found striking differences (Emmer, Evertson, & Anderson,
1980).

Effective Managers for Elementary Students.

In the effective teachers classrooms, the very first day was well organized.
Name tags were ready. There was something interesting for each child to do
right away. Materials were set up. The teachers had planned carefully to avoid
any last-minute tasks that might take them away from their students. These
teachers dealt with the childrens pressing concerns first. Where do I put my
things? How do I pronounce my teachers name? Can I whisper to my
neighbor? Where is the bathroom? The effective teachers had a workable,
easily understood set of rules and taught the students the most important
rules right away. They taught the rules like any other subjectwith lots of
explanation, examples, and practice.

Throughout the first weeks, the effective managers continued to spend

quite a bit of time teaching rules and procedures. Some used guided practice
to teach procedures; others used rewards to shape behavior. Most taught
students to respond to a bell or some other signal to gain their attention.
These teachers worked with the class as a whole on enjoyable academic
activities. They did not rush to get students into small groups or to get them
started in readers. This whole-class work gave the teachers a better
opportunity to continue monitoring all students learning of the rules and
procedures. Misbehavior was stopped quickly and firmly, but not harshly.

In the poorly managed classrooms, the first weeks were quite different.
Rules were not workable; they were either too vague or very complicated. For
example, one teacher made of a rule that students should be in the right
place at the right time. Students were not told what this meant, so their
behavior could not be guided by the rule. Neither positive nor negative
behaviors had clear, consistent consequences. After students broke a rule,
ineffective managers might give a vague criticism, such as Some of my
children are too noisy, or issue a warning, but not follow through with the
threatened consequence.

In the poorly managed classes, procedures for accomplishing routine

tasks varied from day to day and were never taught or practiced. Instead of
dealing with these obvious needs, ineffective managers spent time on
procedures that could have waited. For example, one teacher had the class
practice for a fire drill the first day, but left unexplained other procedures that
would be needed every day. Students wandered aimlessly and had to ask
each other what they should be doing. Often the students talked to one
another because they had nothing productive to do. Ineffective teachers
frequently left the room. Many became absorbed in paperwork or in helping
just one student. They had not made plans for how to deal with late-arriving
students or interruptions. One ineffective manager tried to teach students to
respond to a bell as a signal for attention, but later let the students ignore it.
All in all, the first weeks in these classrooms were disorganized and filled with
surprises for teachers and students alike.

Effective Managers for Secondary Students

What about getting started in a secondary school class? It appears that many
of the differences between effective and ineffective elementary school
teachers hold at the secondary level as well. Again, effective managers focus
on establishing rules, procedures, and expectations on the first day of class.
These standards for academic work and class behavior are clearly
communicated to students and consistently enforced during the first weeks of
class. Student behavior is closely monitored, and infractions of the rules are
dealt with quickly. In classes with lower-ability students, work cycles are
shorter; students are not required to spend long, unbroken periods on one
type of activity. Instead, during each period they are moved smoothly through
several different tasks. In general, effective teachers carefully follow each
students progress, so students cannot avoid work without facing
consequences (Emmer & Evertson, 1982).

With all this close monitoring and consistent enforcement of the rules,
you may wonder if effective secondary teachers have to be grim and
humorless. Not necessarily. The effective managers in one study also smiled
and joked more with their students (Moskowitz & Hayman, 1976). As any
experienced teacher can tell you, there is much more to smile about when the
class is cooperative.

Minggu 12 ISL

Baca artikel 3a Discipline with dignity (m.s. 107-122) sebagai pengukuhan

pembelajaran dan pelajar membuat rumusan artikel 3a dalam peta konsep
dan simpan dalam portfolio.

Artikel 3 Chapter 7 Discipline with Dignity

Objectives

Chapter 7 prepares preservice teachers to meet INTASC standards #4

(Instructional Strategies), #5 (Motivation and Management), and #9
(Reflective Practioner) by helping them to:

Understand the basic principles behind Discipline with Dignity.

Maintain student dignity while dealing with discipline situations.
Learn a systematic approach to classroom management.
Evaluate the needs of teachers and students.
Evaluate the impact of teaching style and strategies on discipline.
Determine the appropriate consequences for misbehavior.
Prevent situations requiring discipline from occurring.
Learn strategies for dealing with students with the potential for
violence and aggression.

Scenario

A heated debate is going on at West Creek Elementary School. For over a

week, a committee charged with establishing a schoolwide discipline plan has
been meeting and each day, the meeting has ended with more disagreement
than agreement. The principal of West Creek directed the group to establish a
list of rules and consequences that will be used consistently by each teacher
in the school. Unfortunately, the discipline committee has discovered that few
teachers agree as to what the rules should be and what the consequences
should be if the rules are broken.

All right, says Heather Jarman, chair of the committee, I think we

have finally agreed on our first rule, All homework will be due the day after it
is assigned.

Leaning back in his chair, Crew Austin asks, Then are we also going
to have rule that all teachers have to return the graded homework the day
after it is turned in?

Frustrated after a week of chairing a committee that appeared to be

accomplishing nothing, Heather snaps back, No, Drew. Our job is to make
rules for our students, and I could use your help in getting this accomplished.
Now, what should be the consequence for not having homework?

Adopting a more serious tone, Drew suggests, Homework not turned

in on time will receive a grade of zero.

Veteran teacher Shelby Gibson sighs, I have students who never do

their homework. They are already getting a zero and could care less. I dont
think giving zeros will motivate these students. We need to take away
something they want-- like recess.

Ok, I will revise my suggestion. The consequence for missing

homework should be that students not having homework will miss recess to
complete the work.

First-year teacher Emily Caldarelli spoke up. So if I understand what

we are a saying, all students should have the same consequence. If I have
two children who come without their homework, they should both miss recess.
What if one is a child who never does his homework and the other is a child
who didnt do his homework for the first time because of some emergency?
Should they be punished in the same way?

Why, yes, of course they should both miss recess. They broke a rule.
Didnt you understand our charge? Mr. Evans wants consistent rules and
consequences for all classes and all students. You cant treat children
differently.

Shaking her head in disbelief, Emily countered, But I treat children

differently every day. I have children for whom I adapt instruction because
they have a learning disability. I try to adapt to different learning styles. In fact,
Im evaluated on how well I individualize instruction! Yet when it comes to
discipline, Im told I should treat children like they are made by cookie cutters.
What we are doing doesnt seem right.
Introduction

Emily Caldarelli is not alone in her concern that when it comes to discipline,
children are treated as if they are cookie-cutter cutouts. For over twenty years,
Allen Mendler and Richard Curwin have stressed that a one size fits all
policy for classroom management is ineffective and inherently unfair. After
writing their first book The Discipline Book, in 1980, Curwin and Mendler
gained national recognition with the publication of Discipline with Dignity in
1988. While staying current by constantly updating their research and
adapting their books to meet the changing needs of students and teachers,
Curwin and Mendler have remained true to their belief that effective discipline
comes from the heart and soul of an individual teacher and should not be a
generic one size fits all program.

Several principles are central to the theory behind Discipline with

Dignity (Curwin & Mendler, 1988a). The most fundamental of these principles
is the idea that everyone in the school setting is to be treated with dignity. This
means that students are treated with the same dignity that is granted teachers,
administrators, and staff. Curwin and Mendler propose that effective discipline
can occur only when decisions for managing student behavior are based on a
schoolwide core value system that maintains the dignity of each student in all
situations.

Central to treating individuals with dignity is the creation of a school

environment in which the needs of both students and teachers are met. Table
7.1 provides a list of the fundamental needs of teachers and students.
However, Curwin and Mendler (1980) state that the needs of students and
teachers fall into one of four sets of needs:

1. Personal identity, which can be met through a positive self-image.

2. Connectedness, which can be met through a sense of positive
affiliation with others.
3. Power, which can be met by having a sense of control over ones own
life.
4. Achievement, which can be met by being enabled to achieve
academically.

Discipline problems develop within the classroom when the needs of an

individual student, a group of students, or the teacher are not fulfilled. Curwin
and Mendler (1980) stress that discipline problems do not occur in a vacuum;
they are part of a total classroom environment, and can be prevented when
the classroom is an environment in which both individual and group needs
can be met with minimum conflict.
 Table 7.1 Identified Needs of Students and Teachers

Needs of Students Needs of Teachers

Peer approval Peer respect
Teacher approval Administrative respect and support
Academic success A feeling that students are learning
Social success The authority to run classroom
without interference
Popularity A safe school environment
A voice in school life A voice in the running of the school
A fair and just environment A feeling of worth and importance
A feeling of worth and importance A fair relationship with the
administration
A feeling of belonging A good living and job security
A positive relationship between school Respect by students
and home
A feeling that the school will take care of
them
Skills and knowledge for career success

In many cases, Curwin and Mendler (1988a) argue that a discipline

problem is a means of conveying to the teacher that something is wrong in the
classroom. They suggest that when discipline problems occur, teachers
should look at their own role in creating the problem. It may be that the
problem is the result of how the teacher interacts with students or the way in
which the teacher conducts the class. Many teachers create minor discipline
irritations, such as out-of-seat behavior, foot stomping, pencil tapping, and
talking, by ignoring the attention span of students or by failing to vary the way
information is presented. In Discipline with Dignity, teachers are encouraged
to look at their own actions as critically as they look at those of their students.

Curwin and Mendler (1980) view classroom management as a process

that evolves in an individual classroom, based on the needs of a specific
teacher and his or her students. They do not support one system of classroom
management or advocate a particular approach but rather provide a
framework within which teachers can develop their own style of classroom
management by helping them to recognize and accept feelings, to develop
their awareness of themselves and their students, and to establish a
classroom structure for dealing with discipline problems when they do occur.

Finally, Curwin and Mendler (1988b) suggest that the job of a teacher
includes dealing with student behavior as well as teaching their subject matter.
The teachers goal should not be to eliminate all forms of misbehavior,
because students need opportunities to test limits, but rather to help students
make appropriate choices and decisions.
 In fact, they suggest that discipline is not the critical issue that many
believe it is because of what they call the 80-15-5 Principle. In each
classroom, Curwin and Mendler (1988b) propose that there are three groups
of students. In the first group, 80 percent of the students rarely break rules or
violate principles. The second group is made up of the 15 percent of students
who break rules on a somewhat regular basis. The final 5 percent are chronic
rule breakers and are generally out of control most of the time. The trick of a
good discipline plan, according to Curwin and Mendler, is to control the 15
percent of students who regularly break rules without alienating or overly
regulating the 80 percent who rarely do so, and without backing the 5 percent
of chronic rule breakers into a corner.

Tips from the Field

In order to make sure that students work with different classmates each time
we work in groups, I have developed a unique way to divide students. I
determined that typically I would want students to work in groups of 3, 4, 5, or
6. I then selected a symbol to represent different size groups. For example, I
used a diamond, heart, club, and spade to represent my 4 student groups. I
used the numbers 1, 2, 3, 4, 5, 6 for my six student groups. I used a circle,
square, and triangle for my three student groups. I then put these symbols on
index cards. I made enough cards to distribute cards to all students. Then
when I want to divide my students into four groups, I pass out the index cards
in random order. I then tell all students with a diamond on their card to form a
group. This assures that my groups are always changing and that all students
have a chance to work together.

Alva Suggs

Preservice Teacher

Austin Peay State University

Clarksville, TN

Three-Dimensional Plan

In order to meet the needs of all students, Curwin and Mendler (1980, 1988a,
1988b) recommend the creation of a three-dimensional discipline plan that
focuses on preventing discipline problems from occurring. However, the plan
provides action for when problems do occur and resolves the more serious
discipline issues of the 5 percent of students who are chronic discipline
problems. The three-dimensional plan is an integration of many discipline
approaches and includes elements from Skinner, Jones, Dreikurs, Canter and
Glasser. However, Curwin and Mendlers focus is on maintaining student
dignity and teaching responsible behavior.

Unlike models that focus on teaching obedience, the cornerstone of

Curwin and Mendlers model is the teaching of personal responsibility. The
goal is to teach students to make wise decisions by allowing them to make
choices and mistakes in a safe environment. Teaching responsibility requires
motivating students to want to change, teaching them decision-making skills,
and providing them with new skills for better behavior (Curwin & Mendler,
2000, p.17). In Curwin and Mendlers three-dimensional plan, teachers and
students work together to develop the discipline plan.

Prevention

The prevention component of Curwin and Mendlers three-dimensional plan is

designed to minimize or prevent classroom problems from occurring by
providing structure and direction in the classroom while accommodating the
daily issues that arise. The heart of the prevention dimension is the
establishment and implementation of social contracts. The social contract is a
system for managing the classroom and is designed to enhance human
interaction in the classroom. Social contracts give students a sense of
ownership by involving them in the creation of classroom rules and
regulations. Curwin and Mendler (1988a) stress that teachers who exclude
students from classroom policy making run the risk of widespread
dissatisfaction with rules that students perceive as arbitrary and unfair. When
students have a part in the creation of the guidelines they will live by, they feel
empowered.

The successful contract begins with the establishment of classroom

principles that represent the value system of the classroom. Principles, unlike
rules, cannot be enforced. Principles define attitudes and expectations for
long-term behavioral growth (Curwin & Mendler, 1988b). Although students
must be involved in the creation of classroom principles, the process begins
with teachers carefully considering their own values in order to determine how
they want to manage their classrooms, how they want to treat their students,
and how they want students to treat each other. This self-analysis is essential.
Curwin and Mendler (1988b) found little difference in the effectiveness of
teachers who were permissive, authoritarian, or moderate. The difference lies
in how aware teachers are about their own beliefs concerning how a
classroom should be managed. Each individual teacher has a different
tolerance for noise, movement, humor and classroom activity. Trying to
conduct the class in a way that is not congruent with the teachers personality
and preferred methods will result in increased agitation and anxiety for both
students and the teacher.

Once the classroom principles have been established, specific rules,

driven by those principles, must be developed. The teacher begins by
providing flag rules, which are nonnegotiable (Curwin & Mendler, 1984).
These rules represent the value system of the teacher. Once the flag rules are
presented, the students develop rules for each other and for the teacher.
Mendler and Curwin (1983) state that rules are critical to successful
classroom management, because unclear limits lead to discipline situations.

Consider how the personalities and teaching styles of the teachers on

South Hamilton Middle Schools sixth-grade team differ:

The teachers on the Bronco team at South Hamilton Middle

School are a very diverse group. Second-year Social Studies
teacher Jody Brundage enjoys a lively active classroom.
Primarily utilizing cooperative learning groups, she considers
herself a facilitator rather than a teacher. Science teacher
Catherine Dobrowolski is very structured in her classroom.
Always wearing a white lab coat, she encourages her students
to use what she calls quiet professionalism as they conduct
experiments. Math teacher Garry Guier uses a traditional
approach to teaching. In his class, students have assigned seats
and spend much of each hour listening to Mr. Guier present
material using the overhead projector. Finally, Language Arts
teacher Gabriel Quintero considers his classroom a stage and
his students his audience. Each day he fascinates his students
by dressing as the characters they are studying, reciting long
pieces from plays, and doing anything necessary to maintain
their attention. Although each teacher is different in personality
and teaching style, the hundred students who make up the
Bronco team easily adjust as they move from teacher to teacher,
because the teachers on the Bronco team all agreed that there
would be clear rules and regulations for each classroom. The
rules might be different for each classroom, but students are
aware of the limits and the consequences for misbehavior.

Once the students have developed a list of rules, the class votes on the
rules. The rules should have at least 75 percent agreement before a
suggested rule becomes a classroom rule. This process is important, because
it gives ownership of the rules by all the class.
 It is important to establish consequences for each rule established by
the class. Although the enforcement of these consequences falls in the
second dimension of the three-dimensional plan, action, the creation of the
consequences occurs during the prevention phrase. (Curwin & Mendler,1980).
Mendler and Curwin (1983) note that too often teachers wait until a rule is
broken before thinking of a consequence. Students need to know the
consequences for breaking each rule so they can make suitable choices and
become effective decision makers.

Curwin and Mendler (1988a) suggest that a range of consequences be

established for each rule. Unlike theorists who suggest that the consequences
be sequential in their application, Curwin and Mendler recommend that a
consequence be selected from the established list based on the needs of
individual students. A student who purposely disobeys a rule may have a
harsher consequence than a student who accidentally breaks the rule. Curwin
and Mendler (1984) emphasize that in all cases, consequences should be
instructional rather than punitive and should be regarded as natural and
logical extensions of the rules.

The purpose of consequences is to teach students that misbehavior

produces effects. Effective consequences are clear and specific, have a range
of alternatives, are natural and logical, preserve the students dignity, and are
related to the rule (Curwin & Mendler. 1988b). Consider how Jody Brundage
from the Bronco team helped her class establish consequences:

Now that we have established our rules, we need to establish a list of

consequences for breaking the rules. We need a range of consequences. For
example, the consequence might be less severe if someone does something
the first time than it would be if a student repeatedly breaks a rule. All right,
lets think of our first rule, We will not touch each other without permission.
What consequences do you think we should have for this rule?

Laurens hand goes up, If it were an accident, like they just bumped
into someone, I think the student should just apologize.

Yes, but what if they meant to do it, Demari stressed, I think

something else should happen. They need to be punished.

Maybe they should go to the office, another student added.

After several suggestions were given, the class voted on the

consequences they thought best for the first rule. Ms. Brundage said, So, our
list of consequences for breaking our first rule will be:

Student apologizes to classmate.

Student is sent to office.

 Students parents are called.

Student is given in school suspension.

Are we all in agreement?

Once the students have created the list of rules and consequences and
75 percent of the students have agreed to them, the class reviews all of the
rules and consequences to ensure that there are no misunderstandings. This
can be done in many ways, but Curwin and Mendler suggest that one
effective way is to actually test for understanding. Once established, parents
and administrators are notified of the classroom rules. Curwin and Mendler
(1988a) stress that the established list of rules and consequences need to be
revised throughout the year to determine whether they are working effectively
and whether they need to be changed to meet the changing needs of the
classroom.

Action

The action dimension of Curwin and Mendlers three-dimensional plan serves

two purposes:

1. When a discipline problem occurs, something must be done to stop the

problem.
2. Dealing with the problem quickly and effectively prevents minor
problems from escalating.

The first step in the action dimension is to implement the

consequences associated with rule violation. However, Curwin and Mendler
(1988a) stress that how a consequence is implemented is at least as
important as the consequence. Tone of voice, proximity to the student, body
posture, use of contact, and other nonverbal gestures determine the
effectiveness of a consequence as much, or more, than the actual content of
the consequence. Curwin and Mendler provide nine principles to guide in the
implementation of consequences:

1. Be consistent.
A consequence from the approval list must be implemented
each time a rule is broken. The consequence may be a simple
reminder of the rule, but students must realize that the teacher is
aware that a rule has been broken. Consistency creates order
and predictability in the classroom and shows that the teacher
 honors the social contract and expects the students to do so as
well.
2. Remind the student which rule has been broken.
Lecturing, scolding, and making the student feel guilty are
unnecessary. These tactics only escalate the problem by
generating anger and hostile feelings.
3. Use the power of proximity control. The teacher should move
toward the student. Typically, this is enough to gain the students
attention and stop inappropriate behavior. This will assure all
students that the teacher is aware of everything that happens in
the classroom. However, the age and personality of the student
should be considered with proximity control. For some students,
an invasion of personal space is considered a threat and will
escalate rather than de-escalate the situation.
4. Make direct eye contact when delivering the consequence.
Much can be delivered by this unspoken message. However, the
teacher must be aware of cultural differences. In some cultures,
a lowering of the eyes is a sign of respect. A student should not
be forced to behave in a manner that is uncomfortable or
counter to cultural norms.
5. Use a soft voice. Shouting and yelling are signs of a lack of
control. The softer the tone, the more impact it will have on
students.
6. Acknowledge appropriate behavior. Too often, the only students
who get attention from the teacher are those acting out. Mendler
(1997) cited research showing that teachers fail to recognize 95
percent of appropriate behavior. Therefore, finding ways to
acknowledge desired behavior should not be hard if teachers
pay attention.
7. Do not embarrass students in front of their peers, Part of treating
students with dignity is allowing them to save face in front of
their peers. Speaking quietly to a student or asking a student to
step outside the classroom may prevent the escalation of the
situation by not forcing a public confrontation.
8. Do not give a consequence when angry. It is important to be
calm and to model the appropriate way to handle emotionally-
charged situations. An overly aggressive delivery will create
hostility, resentment, and fear. Teachers who lost self-control fail
to model the very behavior they desire in their students.
9. Do not accept excuses, bargaining, or whining. Implement the
consequence as directly and expeditiously as possible.
Tips from the Field

Some unruly students suffer from family discord and divorce, parents with
drug and alcohol problems, neglect or abuse, serious lack of self-confidence
and self-esteem, and personal emotional problems. Sometimes having a
personal talk early in the year can uncover whats bothering a student. Take
the time early in the year to develop a relationship with your studentsget to
know them. Often these young people dont want to be disruptive, and
understanding their problems can often decrease unacceptable behaviors.

Alison Standing

Behaviour Management Teacher

Churchill State School

Churchill, Ipswich

Australia

Although the manner in which consequences are delivered impacts

their effectiveness, Curwin and Mendler (1988a) noted other reasons teachers
fail to provide appropriate consequences. One of the most common reasons
is that the consequence has not been established by the teacher nor the
students but instead by a schoolwide committee. The teacher may find the
consequences too harsh or incongruent with the teachers belief system. A
rule or consequences not valued by the teacher will not be implemented.

The second reason is that rule violations often occur at inconvenient

times or places. Students know when the teacher is busy or distracted and will
test the teacher during the times. If the teacher fails to deal with inappropriate
behavior, incidents will occur more and more often during these times.

Teachers often resent the need to play police officers. Teachers would
like to walk to the lounge to enjoy their lunch without having to monitor the
halls. They would like to watch a pep rally or assembly without having to be
on alert for misbehaving students. Unfortunately, students expect and depend
on the adults in a school to react and stop inappropriate behavior. They want
teachers to be vigilant. This vigilance makes the school a safer place for all to
be.

Resolution

Teachers need a method of managing the 5% of students who wont obey the
rules, who do not respond to the established consequences, and who are a
danger to themselves and others. The resolution dimension of Curwin and
Mendlers three-dimension plan provides the teacher with techniques for
working with these students.

The resolution aspect of the three-dimensional plan involves the

establishment of individual contracts when the social contract in the
classroom fails to work. Such contracts are negotiated with the student to
determine the cause of the behavior, the means of preventing misbehavior
from occurring in the future, and the needs of the students that can be met by
the teacher. In many cases, other school professionals (social workers,
guidance counselors, administrators) and the students parents must be
involved in the resolution requires that the teacher:

Identify those students who are having trouble following the

social contract.
Get in touch with personal feelings about the student. An effort
should be made to eliminate any perceptions of biases held
toward the student.
Arrange a time for a private conversation with the student.
Develop a plan based on the students needs, maturity, and
ability to follow through with the required action.
Put the plan in writing so that the student will understand what
has been determined.
Meet with the student to revise the plan if he or she cannot carry
it out.
Provide assistance to make the plan work. Determine what went
wrong. Determine what interventions are needed.
Seek outside help from counselors, parents, administrators, and
others if additional assistance is needed.

Curwin and Mendler (2000) state that students cannot learn the three
Rs until they learn the most important Rresponsibility. The three-
dimensional plan teaches responsibility by allowing students to make choices
within limits and to face the consequences of their chances.

As Tough As Necessary

In the twenty years since Curwin and Mendler wrote Discipline with Dignity,
they have trained countless teachers in their methods for managing
classrooms. This contact with real students and real teachers has allowed
them to stay current as classrooms and students have changed over the past
twenty years. In 1997, Curwin and Mendler wrote As Tough As Necessary in
response to the need of teachers to deal with more violent students and as a
response to zero-tolerance policies.
 Curwin and Mendler (1999) state that they have zero tolerance for zero
tolerance. They stress that teachers, administrators, and parents should have
zero tolerance for the idea of doing anything that treats all students the same
way. As Tough As Necessary provides an alternative to zero tolerance by
providing a balance between being strong and being fair. The message in As
Tough As Necessary is that violence will not be tolerated but that students
should not be dealt with in a cookie-cutter fashion. Therefore, in some cases,
Curwin and Mendler (1999) agree that the zero-tolerance approach is
necessary and that students may have to be removed from the school in order
to provide a safe environment for everyone. In other cases, counseling,
parental involvement, and conflict resolution can provide an effective
intervention.

Curwin (1995) notes, Unless we build a humane superhighway that

transcends the information superhighway, greed, selfishness, and violence
will continue to increase at breakneck speed (p.72). To combat the
increasingly violent behavior of students, they must be taught:

Alternatives to violence
Methods for making effective choices
Alternative means for expressing anger, frustration, and
impatience

Curwin and Mendler (2000) emphasize that violence in schools will not
be stopped until students learn the simple lesson that hurting others is wrong.
Table 7.2 provides the general guidelines that might be used in a school
utilizing the As Tough As Necessary principles. Chapter 14 provides
additional suggestions for working with students who have the potential for
violence.

Table 7.2 General Guidelines for Schools Adopting As Tough As

Necessary

General Guidelines

School is a place that is safe for everyone.

Differences are resolved through talking not flighting
Everyone is responsible for preventing violent behavior
Everyone cares for and protects one anothers person, property, and
feelings

Rules Developed from General Guidelines

No weapons are allowed in school

 Students do not touch one another without permission
Students report fights or rumors of fights

Discipline with Dignity In The Classroom

Scenario

After greeting her students on the first day of school, Ms. McBryant asked, I
wonder how many of you noticed that I dont have any rules posted in our
classroom? That is because I want you to help me write our classroom rules
and procedures. Over the next few days, we are going to establish the rules
that you will follow, and you are going to create some rules that I will follow, as
well. Now, to begin, we need to think bigger than specific rules; we need to
think of some general principles that we want to guide our class.

Noting the confusion on the faces of her students, Ms. McBryant

explained, For example, one of the principles I want for this class is that
every student will reach his or her potential. I cant write a rule about that, but I
want that principle to guide what I do in the classroom. Now this is what I want
you to do. I want you to move your desks so that you are in groups of four.
Then as a group, I want you to think of two or three principles that you think
should guide our class. Any question?

Later, each group presented the list of principles they had developed.
Suggestions included:

Every student is to be respected

All opinions are respected

No one is ridiculed in this class

Every student will be safe

Every student is appreciated

After reviewing all the suggestion, the class agreed to the following
statements that summarized their classroom principles:

In Ms. McBryants class, everyone is treated with respect. This means

that all opinions are honored, we help each other learn, and we respect each
others property.

The next day, Ms. McBryant prepared the class to establish the rules
that would reinforce the class principles. Class, now that we have written our
class principles, we need to develop rules that will determine how our
principles are enforced. Now, in a few minutes, I will follow you to develop a
list of rules for our class and a list of rules that you think I should follow.
However, I have the right to veto any rule that I think will prevent me from
doing my job as a teacher. I am also going to give you two rules that are
nonnegotiable. These two rules are necessary for our classroom principles to
work. My first rule is We will not touch each other without permission. The
second rule is We will speak in appropriate voices. Now, lets gather into
groups and establish a list of rules.

After each group had developed a list of rules and the class had voted
on the rules they would adopt, Ms McBryant said, All right, class, I think we
have agreed on our classroom rules, and I have combined your list and mine.
For you, the rules will be:

We will not touch each other without permission

We will speak in appropriate voices

We will not call each other names

We will not take something that does not belong to us without

permission

For me, you have decided that the rules will be:

Ms. McBryant will not give homework over the weekend or during
school breaks

Ms. McBryant will not yell at students

I am very proud of you, I think you have developed a list of rules that
will make our class run smoothly.

Strengths and Weakness of Discipline With Dignity

Perhaps the greatest strength of Discipline with Dignity is that it

requires teachers to consider their values, their interactions with students,
their contributions to discipline situations, and their teaching methods. Another
strength is that Curwin and Mendler have used the feedback they have
received from classroom teachers to keep the model current as students and
classrooms change.

However, the Discipline with Dignity approach does have its critics.
Blumefeld-Jones (1996) was surprised that Curwin and Mendler would
criticize Lee Canters Assertive Discipline program, because Blemefeld-Jones
finds little difference between the two models. He emphasizes that teacher
control is no less central to Curwin and Mendler but is also more subtle since
they explicitly argue against such obedience (p.14). Kohn (1996) agrees and
suggests that Discipline with Dignity places too much emphasis on getting
students to do what they are supposed to do rather than thinking about what
they should be doing.

Another criticism of Discipline with Dignity has been its emphasis on

rule development by students. Many teachers view rule development as the
role of the teacher and question the idea of students developing rules for the
teacher. Others question whether young children are developmentally able to
develop rules. Many high school teachers consider the process of rule and
consequence development too elementary to use with older students.

Summary

In Discipline with Dignity, Richard Curwin and Allen Mendler contend that a
one size fits all policy for classroom management is ineffective and
inherently unfair. They stress that the school environment must meet the
needs of each student and teacher by assuring that everyone in the school is
treated with dignity. Discipline with Dignity is a three-dimensional discipline
plan that focuses on preventing discipline problems from occurring. The three
elements of this model are prevention, action and resolution. In the twenty
years since Curwin and Mendler wrote Discipline with Dignity, their theories
have evolved to meet the changing needs of teachers and classrooms. In
1997, Curwin and Mendler wrote As Tough As Necessary in response to the
need of teachers to deal with more violent students.