ronald morrish
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Ronald Morrish. Ronald Morrish. PowerPoint by: Jackie Surdyk. Background Information. Ronald Morrish. Teacher and behaviorist specialist for 26 years in Canada Became an independent consultant in 1997 - PowerPoint PPT PresentationTRANSCRIPT
Ronald Morrish
PowerPoint by: Jackie Surdyk
Background InformationTeacher and behaviorist specialist for 26 years in
CanadaBecame an independent consultant in 1997Has written three books: The Secrets of
Discipline (1997), With All Due Respect (2000), and Flip Tips (2003)
Morrish’s website: www.realdiscipline.com
CURRENTLY: -writer-conference presentations-professional development -courses for teachers-parent groups and child care providers
Main IdeasDiscipline is best established through purposeful
teacher guidance
Teachers set standards, so students understand exactly how they are expected to behave
Do NOT assume all students come to school knowing how to behave responsibly—most don’t
Self-control develops over time
Self-control rarely occurs without supportive adults
Teachers are ideal for providing support, although many are not sure how to do so
Reasons Modern Discipline FailedDiscipline approaches that call on students to
decide howthey will behave in school
For over three decades discipline experts have claimed thatplentiful student choice leads to self-esteem, responsibility, and motivation toachieve
Those experts also believe the teacher’s role is to encourage good choices and discouragepoor ones
Reasons Modern Discipline FailedIt does not demand proper behavior from
students
It instead allows them, if they don’t mind the consequences to choose to behave discourteously and irresponsibly
Systems based on fear of consequences cannot be effective unless students truly find the consequencesunacceptable—and many do not
Modern discipline leaves teachers to bargainand negotiate endlessly
Morrish Side NotesEffective school discipline requires a different
approach—students must be taught what is acceptable and what is unacceptable before they are given the chance to make choices
If students are able to make choices right from the start, they are likely to choose whatever appeals to them at the time
Today’s discipline too often allows students to:-underachieve -behave impolitely-engage in high-risk behaviors -contribute little or nothing to the school environment-use intimidation and violence when dealingwith others
Morrish’s Solution: Real DisciplineReal Discipline is a lot more than simply giving choices to
children and then dealing with the aftermath. We have to teach them to respect legitimate authority. We have to teach them the lessons that have been learned by others and by ourselves. Then, and only then, we will enjoy watching them develop into adults. (1997, p.33)
Morrish says this is necessary because young children are “impulsive and self-centered”
If children are going to develop into successful members of society, they must learn to:-cooperate -behave responsibly-show consideration for others
Many children do not have role models in their lives,
therefore, they stay self-centered and grow up only thinking of themselves, they want things their wayand cooperate in school when they feel like it
For many, abusive language and bullying is normal
FlipTipsMorrish published FlipTips in 2003; it is a small spiral-bound book containing comments from his many writings and presentations
Discipline is a process, not an event.Discipline is about giving students the structure they
need for proper behavior, not the consequences they seem to deserve for misbehavior,
Discipline comes from the word disciple. It’s about teaching and learning, not scolding and punishing.
Discipline isn’t what you do when students misbehave. It’s what youdo so they won’t.
Discipline isn’t about letting students make their own choices.It’s about preparing them properly for the choices they willbe making later.
Don’t let students make choices that are not theirs to make
Train students to comply with your directions. Complianceprecedes cooperation. If you bargain for compliance now,you’ll have to beg for it later.
Always work from more structure to less structure, not theother way around.
Three-Phase Approach To Real DisciplineAimed at a particular goal and involves a certain set of
strategiesPhase 1: Training for Compliance
The first step is training students to accept adult authority
Should be taught as a nonthinking activity, such as stopping at a red light, or saying “thank you” when someone opens the door for you
Compliant classroom behavior is taught through direct instruction and close supervision—if you want students to raise hands before speaking, tell them and practice until it becomes habitual
In compliance training, teachers address all misbehaviorsPhase 2: Teaching Students How to Behave
Focuses on teaching students the skills, attitudes, and knowledgeneeded for cooperation, proper behavior, and increasedresponsibility
In preparation for this phase, you have already: -established the class rules-taught rules through explanations, demonstrations,practice, corrective feedback, and repetition
Students understand the need for rules, and they will complywith them if they accept your authority
Three-Phase Approach To Real DisciplineAimed at a particular goal and involves a certain set of
strategiesPhase 3: Managing Student Choice
Choice management helps students move toward greater independence by offering them more and more choices as they show capability for handling them
One basic requirement in choice making is that students must consider the needs of fellow students and school personnel
If students don’t care about the outcome of a particular goal, they shouldn’t be allowed to make choices about it
If a student turns in poor work, instead of handing out a bad grade, teachers should say “Your work is disorganized and incomplete; I‘m not accepting it. Take it back, please and fix it up. I’ll mark it when it is done properly”
Teachers must make decisions for students until they begin to care about quality and completeness
Planning and Implementing the Discipline Program
Decide in advance how you want your students to behaveDesign the supporting structure (i.e. rules posted)Establish a threshold for behavior at school (say to your
students “you’re now at school, remember how you behave when you’re here”
Run a two-week training campTeach students how to behave appropriately
1. Courtesy 2. How to treat substitute teachers3. Conflict prevention 4. Self-Discipline5. Concentration 6. Being part of the solution7. Think about others 8. Perseverance9. Being a good role 10. Being a good ambassadormodel to younger for your class and schoolstudents
Set the stage for quality instructionProvide active, assertive supervision Enforce rules and expectations
Planning and Implementing the Discipline Program (continued)
Focus on preventionSet high standardsTreat parents as partners
Developing Teacher-Student RelationshipsConsistently focus on the positiveWipe the slate clean after students make mistakesDon’t back away from disciplineLead the wayNever humiliate students when correcting their
misbehaviorDon’t accept mediocrity
Consequences in Real Discipline
Motivation and RewardsYou CAN make students do what they don’t want to doMake instructional activities interesting, and when you
can’t, do not shy away from teaching the lesson just because it may be boring
Don‘t praise or reward when students are simply doingwhat is expected of them
Give special recognition when need
Compensation: Have student do something positive to make up for negative behavior.Letter Writing: Have the offending student write a
letter to the person who was offended, including a statement of commitment for better behavior in the future.Improvement Plan: Have student make a plan for
handling the situation better in the future.Teaching Younger Children: Have the offending
student write and illustrate a story about the incident to read to younger children.
SourcesCharles, C. M. "Chapter 10." Building Classroom Discipline. Tenth ed. Pearson, 2011.
175-93. Print.