Kagan, Kyle, and Scotts WinWin Discipline

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Kagan, Kyle, and ScottsWin-Win Discipline
Allison Atkins Sally Johnson Jessica Smith
Dr. Teena Gorrow EDUC 416-002 Spring 2007
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Welcome to theWin-Win Game Show!
The game where everybody wins! Your hosts are
Spencer Kagan, Patricia Kyle, and Sally Scott
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Before the game begins,here are the
preliminaries
Teachers often view students that misbehave as
being bad kids. With this new approach of
Win-Win Discipline, students are seen as
individuals who are struggling, ineffectively, to
meet their personal needs.
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The overall purpose of Win-Win Discipline is
twofold (1) to help students learn to meet their
needs through responsible, nondisruptive
behavior, and (2) through that process to develop
valuable life skills.-Charles pg. 183
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The Three Pillars of Win-Win Discipline

• Same Side
• Collaboration
• Share Responsibility

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Same Side Approach
Teachers, students, and parents work together on
the same side rather than at odds with each
other. The teacher communicates to the student
that he/she is on the same side with the student
and understands where the student is coming from.
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Collaborative Solutions
The student and teacher co-create immediate and
long-term solutions to behavior problems. The
discipline solution is not imposed on the
student, but the student helps create it.
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Share Responsibility
Teachers help students learn to make responsible
choices in how they conduct themselves. Learned
responsibility is the ultimate goal of Win-Win
Discipline. It aims at not merely ending
disruptions but teaching positive, responsible
behaviors.
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Let the Games Begin!!!

• Get into your assigned groups.
• Work together to become experts on your allocated
  topic.
• The information you learn in your groups will aid
  you in the upcoming events
• Use your time wisely!

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Bringing it all together
You now know the 4 types of disruptive behaviors,
the 7 student positions, and the Big Three.
Here is your chance to put it all together.

• Identifying the type of disruptive behavior
  suggests the type of intervention the teacher
  should use.
• A position is a state of mind that disposes the
  student to behave in a certain way. They are not
  to be considered negative they simply reflect
  the students needs at the time he or she acts
  out. Communicate your acceptance of the
  students position while refusing to accept the
  disruption that springs from it.
• The Big Three are fundamental teaching processes
  that have important influences on student
  behavior.

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So what does all this mean
When the behavior occurs, the teacher must
respond at the moment of disruption, apply
consequences when necessary, and plan for
follow-ups and long-term goals.
At the moment of disruption End it quickly and
refocus all students back to the current
activity. Communicate that it is not
acceptable. Acknowledge the student
position. Work with the student to find mutually
satisfactory solutions. Take steps to create
long-term learning of responsible behavior.
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Applying consequences 1. Warning. If more
needed proceed to 2. 2. Reflection Time. If
more needed proceed to 3. 3. Personal
Improvement Plan. If more needed proceed to
4. 4. Phone Call to Parent/ Guardian. If more
needed proceed to 5. 5. Principals Office
Visit.
Follow-Ups and Long-Term Goals (Progression of
follow-up structures) Participate in same-side
chat Use responsible thinking Reestablish
expectations Use replacement behavior Establish
contracts Establish consequences (always a last
resort)
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Case Study 1Kristina Will Not Work
Kristina, a student in Mr. Jakes class, is quite
docile. She socializes little with other
students and never disrupts lessons. However,
despite Mr. Jakes best efforts, Kristina will
not do her work. She rarely completes an
assignment. She is simply there, putting forth
no effort at all. How would Kagan, Kyle, and
Scott deal with Kristina?
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-Identify Kristinas behavior (disengagement)
-Ask behavior-specific questions to identify and
help Kristina acknowledge her position -Ask her
how she feels about the work 1) Too hard?
(position is Avoidance of Failure) Let her know
you want her to succeed, and that you understand
not wanting to do work that is too hard. The
best thing for her is to break down the work into
smaller parts and master each part. Let her
discover how mistakes can lead to excellent
learning. Ask her if she has any ideas on how to
be successful if working with a partner seems to
be beneficial, ask her if shed like to do so on
the more difficult parts. Later, focus on her
success to reinforce these new practices. Let
her know how much she has improved. 2) Not
interested? (position is Boredom) Restructure the
learning task involve students more actively and
infuse timely energizers. Later, talk with her
privately, and maybe give her a special job like
class recorder. Remember the importance of
cooperative learning and attention to multiple
intelligences.
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Case Study 2

• Sara Cannot Stop Talking-
• Sara is a pleasant girl who participates in class
  activities and does most, though not all, of her
  assigned work. She cannot seem to refrain from
  talking to classmates, however. Her teacher, Mr.
  Gonzales, has to speak to her repeatedly during
  lessons to the point that he often becomes
  exasperated and loses his temper.

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What suggestions would Kagan, Kyle, and Scott
give to Mr. Gonzales for dealing with Sara?

• Saras disruptive behavior is breaking class
  rules.
• Since this is a case of persistent disruptive
  behavior, there is a need for more prescriptive
  structures.
• Consequences must be put in place such as
  apology, restitution, or loss of activity.
• A personal improvement plan can be put in place.
  

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Case Study 3

• Joshua Clowns and Intimidates-
• Larger and louder than his classmates, Joshua
  always wants to be the center of attention, which
  he accomplishes through a combination of clowning
  and intimidation. He makes wise remarks, talks
  back (smilingly) to the teacher, utters a variety
  of sound-effect noises such as automobile crashes
  and gunshots, and makes limitless sarcastic
  comments and put-downs of his classmates. Other
  students will not stand up to him, apparently
  fearing his size a verbal aggression. His
  teacher, Miss Pearl, has come to her wits end.

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Would Joshuas behavior be likely to improve if
Win-Win Discipline were used in Miss Pearls
classroom? Explain.

• YES!!! His disruptive behavior is confrontation.
• Joshua is displaying the first student position's
  that we have discussed. ATTENTION SEEKING!!!
• He wants others to care about him. Instead of the
  positive attention that he would like to receive,
  he is only further upsetting his teacher and his
  peers.

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What interventions would the teacher have to put
in place?

• Positive Interventions include-
• Proximity, Hand Signals, I-Messages, Personal
  Attention, Appreciation, and Affirmation.
• For Chronic and Long-Term Strategies-
• Identify positive ways of getting attention.
• Focus on interest of student and building
  self-concept and self-validation skills.

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Case Study 4 Tom is Hostile and Defiant

• Tom has appeared to be in his usual foul mood
  ever since arriving in class. On his way to
  sharpen his pencil, he bumps into Frank, who
  complains. Tom tells him loudly to shut up.
  Miss Baines, the teacher, says, Tom, go back to
  your seat. Tom wheels around, swears loudly,
  and says heatedly, Ill go when Im damned good
  and ready!

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How would Toms behavior be handled in a win-win
classroom?

• Tom displays aggression and confrontation
  (behaviors).
• Toms position is being angry.
• Solution
• Refer to rules previously instated by teacher and
  class.
• Privately talk to Tom to see why he is frequently
  in a bad mood.
• Remind Tom that school is a safe and fun place he
  can retreat to Monday through Friday and escape
  whatever may be bothering him outside of school.

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Bibliography
Bluestein, J. (1999). Creating a 21st Century
Discipline School Implications for
Administrators. Retrieved April 20, 2007, from
Jane Bluestein Web Site http//www.janebluestein.
com/articles/21cd_adms.html Charles, C. (2005).
Building Classroom Discipline, Eighth Edition.
San Francisco, CA Pearson Education Inc.
Kagan, S. (2002). What is Win-Win Discipline?
Retrieved April 10, 2007, from KaganOnline Web
Site http//www.kagainonline.com/KagainClub/FreeA
rticles/ASK15.html Kyle, P., Kagan, S. and
Scott, S (2004). Win-Win Discipline Solutions
for All Discipline Problems. San Clemente, CA
Kagan Publishing.