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Promoting Self-Discipline in Children

Promoting Self-Discipline in Children. Kostelnik’s Chapter 6 Positive Discipline by Jane Nelsen. What is “Self-Discipline?”. ….the voluntary, internal regulation of behavior (Marion, 1999). How Does Self-Discipline Evolve?. The Earliest Days (no regulation)

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Promoting Self-Discipline in Children

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  1. Promoting Self-Discipline in Children Kostelnik’s Chapter 6 Positive Discipline by Jane Nelsen

  2. What is “Self-Discipline?” ….the voluntary, internal regulation of behavior (Marion, 1999)

  3. How Does Self-Discipline Evolve? • The Earliest Days (no regulation) • Adherence (external regulation) • Identification (shared regulation) • Internalization (self regulation)

  4. What Influences Self-Discipline? • Emotional Development • Empathy, Guilt • Cognitive Development • Reasoning, Centration, Irreversible Thinking, Behavior Association • Language Development • Memory Skills

  5. How Does Experience Influence Self-Discipline? • Modeling • Attribution • Instruction • Indirect Instruction • On-the-Spot Coaching • Consequences • Positive Discipline

  6. What about the Influence of Adult Discipline Styles? • Uninvolved Teaching Style • Permissive Teaching Style • Authoritarian Teaching Style • Authoritative Teaching Style • High on control, communication, nurturance, & responsibility • Positive Discipline with Dignity

  7. What are Basic Concepts of Positive Discipline? • Children are Social Beings. • Behavior is Goal Oriented. • A Child’s Primary Goal is to Belong and to be Significant. • A Misbehaving Child is a Discouraged Child. • Social Interest • Mistakes are Wonderful Opportunities to Learn (Recognize, Reconcile, Resolve)

  8. Why Do Children Misbehave? • Attention-Getting • Student: “I belong when I’m noticed or served.” • Teacher: Feels annoyed – reacts by reminding, coaxing student • Student: Stops temporarily; later resumes same behavior • What to Do: Ignore Behavior when possible, given attention in unexpected ways, notice positive behavior

  9. Why Do Children Misbehave? • Power Seeking • Student: “I belong when I’m in control or proving no one can make me do anything.” • Teacher: Feels angry, provoked, gives in or fights power with power • Student: Intensifies power struggle or submits defiantly • What to Do: Withdraw from conflict; help students construct power constructively by enlisting their help

  10. Why Do Children Misbehave? • Revenge • Student: “I belong only when I hurt others and get even.” • Teacher: Feels hurt; retaliates • Student: Seeks further revenge • What to Do: Avoid punishment, retaliation; rather build trusting relationships

  11. Why Do Children Misbehave? • Display of Inadequacy • Student: “I belong only when I convince others that I am unable and helpless.” • Teacher: Feels despair, hopeless, discouraged • Student: Shows no improvement • What to Do: Recognize student’s deep discouragement; Don’t give up, pity, or criticize; Encourage positive effort; get help

  12. What are Consequences?

  13. Resentment “I can’t trust adults.” Revenge “They are winning now, but I’ll get even.” Rebellion I’ll do just the opposite to prove I can.” Retreat “I won’t get caught next time.” or “I am a bad person.” What are Results of Not Using the Three R’s?

  14. Case Study Activity • Read case study (similar to the type of open-ended questions on PRAXIS II – PLT) • Discuss solutions with cooperative learning group • Write a thorough answer to the problem • Share your answers with class

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