Richard Curwin & Allen Mendler
Dignity with Discipline
Alexandra Niehaus
Crimi- SCED341
Spring 2011
Richard L. Curwin Ed.D
Curwin is known internationally
for providing thousands of educators
and parents with practical, proven
ideas to effectively manage children’s
behavior in a manner that respects the
dignity of each individual. He is an
expert in school discipline,
motivation, and classroom
management.
Received his B.A. in English and his
Doctorate of Education at the University of
Massachusetts in Amherst.
He is currently the director of the master’s
program in behavior disorder at David Yellin
College
Allen Mendler Ph.D.
Dr. Mendler is an educator and
school psychologist. He has worked
extensively with children of all ages
in general and special education
settings providing training in
classroom management, discipline
and motivation in classrooms
around the world.
Earned his undergrad degree in from Queens
College, received his master’s degree in
psychology from Alfred University and his
doctorate in psychology from Union Graduate
School.
He currently lives in Rochester New York.
What is Discipline with Dignity?
Discipline with Dignity is a program for effective
school and classroom management based on the
following criteria:
Responsible thinking
Cooperation
Mutual respect
Shared decision making
This model provides teachers with:
Tools and skills for classroom management
Techniques that limit behavioral disruptions and enhance
student teaching time.
Key Principles
Long term behavioral change
Teachers as models for expected
behavior
Rules and consequences that are
understandable for students
Responsibility vs. obedience
Three Dimensional Approach
Three key dimensions
of classroom
management:
Prevention – What the
teacher can do to
prevent discipline
problems.
Action – What actions
the teacher can take
when discipline
problems occur.
Resolution- What the
teacher can do to
resolve issues with a
chronic rule breaker.
Prevention
Action
Resolution
Prevention
Preplanning activities is the most
effective way to prevent problems in
the classroom.
The three C’s – Connection,
Competence, Control.
Establish expectations.
Establish a social contract with students to establish
both student and teacher responsibilities.
Action
After establishing a social contract,
teachers need to consistently follow
through when inappropriate behaviors
occur.
P.E.P- privacy, eye contact, proximity.
Actions must preserve teacher and student
dignity.
Things to avoid:
Attitude, power struggle, being a victim
Resolution
Methods of resolution:
Positive student confrontation, family
intervention, daily rating card.
The social contract must be
individualized for students with
behavior issues.
Encourage students to understand
that solutions are good for both sides.
Responsibility vs. Obedience
Responsibility
“Make the best
possible decision.”
Emphasize
dialogue and
natural
consequences.
Teaches students
to make
responsible choices
and learn from their
outcomes.
Obedience:
“Do as you are
told.”
Utilizes strict
punishment and
reward system.
Effective Classroom Management
Methods
Differentiate instruction to address
individual student needs.
Use humor.
Offer choices.
Listen to your students.
Use a variety of ways to communicate.
Take responsibility for your actions and
allow your students to do the same.
Start fresh everyday.
Citations
Curwin, R. L., A. N. Mendler, and B. D. Mendler.
Discipline with dignity, new challenges, new
solutions. Association for Supervision &
Curriculum Developme, 2008. Print.
Mendler , Allen . What Do I Do When...? How to
Achieve Discipline With Dignity in the
Classroom. Indiana : Soultion Tree , 1992. Print.