PL: Inner Discipline (Charles, Ch. 10)

Inner Discipline: the ability to behave creatively, constructively, cooperatively, and responsibly.

This theory is developed by Barbara Coloroso.

Two tenets for teachers:

1. All students are worth all I am capable of contributing to them.
2. The "Golden Rule":I will not treat a students in a way I myself would not want to be treated

A Step-by-step plan to implement Inner Discipline:

1. Develop rules to guide the class.
   • Involve students in composing rules.
   • Restrict rules to what you can see or hear students do.
   • Be specific.
   • Have meaningful, relevant consequences.
   • Rules and consequences should be RSVP: reasonable, simple, valuable, practical.
   • involve students in composing rules.
   
2. Hold class discussions on the rules, their implications and their consequences.
   • Be sure students understand rule, reasons, and consequences.
   • Be sure students are capable to success.
   • Be sure students believe choice and responsible behavior are available.
   • Consequences are related to rule broken.
   
3. If a rule is broken, concentrate immediately on the behavior and consequences.
   • Bend rules for the situation, not the student.
   • Help kids see what they did wrong.
   • Make sure they understand the difference between the reality and the problem.
   • Give students ownership of the problems they have created.
   • Help them find ways to solve the problem.
   • Keep everyone's dignity intact.
   • Differentiate between punishment and discipline..
   • Three categories of misbehavior. 1. Mistakes-simple errors. 2. Mischief-intentional. 3. Mayhem-willfully serious misbehavior
4. Help students understand that it is OK, even beneficial, to make mistakes, and that no problem is so great that it can't be solved.
   • Let students assume ownership of problem.
   • Three R's to guide students towards responsibility: restitution (repair), resolution (identify issue), reconciliation (healing).
   • As a teacher, don't give in (kids respond with fear, fighting, or fleeing)
5. Help students understand that when they have a problem, they need a plan, not an excuse.
   • teacher's role is to encourage students to solve problems in constructive ways while experiencing real world consequences of their choices.
   • Help kids manage their own discipline.
   • Problem solving: identify problem, list possible solutions, evaluate options, select best option, make a plan and carry it out, re-evaluate in retrospect
   
   
6. Discipline problems are likely to result when rules are unclear and enforcement is inconsistent.
   • Ex: most schools have different rules and staff in different places, which isn't as effective.
   

Watch out, "The Three Cons"
When consequences are expected, kids try to get out of them.

1. beg, bribe, weep, wail: If teacher gives in, implies lack of trust in student
   
2. anger, aggression: Don't be passive, harness the emotions and remind that "we agreed to these consequences"
3. sulking, "you can't make me": calmly invoke the consequence in a matter-of-fact way
   

Teachers:

• treat students with respect
• *Golden Rule
• Allow students to make own decisions unless it will lead to situations that are physically dangerous, morally threatening, or unhealthy
• Ask yourself: What is my goal in teaching? What is my teaching philosophy?
• teach HOW to think, not WHAT to think

Schools:

• Shouldn't be adult-dominated or students controlled
• Three types: Brickwall (power & coercion), Jellyfish (unstructured & inconsistent), Backbone (support & structure)
  

The big ideas:

• Punishment = BAD = psychologically damaging
• Discipline = GOOD = ownership of problems
• understanding relationship of decisions and consequences = control of one's life = inner discipline
• ownership