PowerPoint by: Jackie Surdyk
Teacher and behaviorist specialist for 26 years in Canada
Became an independent consultant in 1997
Has 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
Discipline 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
Discipline approaches that call on students to decide how
they will behave in school
For over three decades discipline experts have claimed that
plentiful student choice leads to self-esteem,
responsibility, and motivation to
achieve
Those experts also believe the teacher’s role is
to encourage good choices and discourage
poor ones
It 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 consequences
unacceptable—and many do not
Modern discipline leaves teachers to bargain
and negotiate endlessly
Effective 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 dealing
with others
Real 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 way
and cooperate in school when they feel like it
For many, abusive language and bullying is normal
Morrish 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 you
do so they won’t.
Discipline isn’t about letting students make their own choices.
It’s about preparing them properly for the choices they will
be making later.
Don’t let students make choices that are not theirs to make
Train students to comply with your directions. Compliance
precedes cooperation. If you bargain for compliance now,
you’ll have to beg for it later.
Always work from more structure to less structure, not the
other way around.
Aimed at a particular goal and involves a certain set of strategies
Phase 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 misbehaviors
Phase 2: Teaching Students How to Behave
Focuses on teaching students the skills, attitudes, and knowledge
needed for cooperation, proper behavior, and increased
responsibility
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 comply
with them if they accept your authority
Aimed at a particular goal and involves a certain set of strategies
Phase 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
Decide in advance how you want your students to behave
Design 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 camp
Teach students how to behave appropriately
1. Courtesy
2. How to treat substitute teachers
3. Conflict prevention
4. Self-Discipline
5. Concentration
6. Being part of the solution
7. Think about others
8. Perseverance
9. Being a good role
10. Being a good ambassador
model to younger
for your class and school
students
Set the stage for quality instruction
Provide active, assertive supervision
Enforce rules and expectations
Focus on prevention
Set high standards
Treat parents as partners
Consistently focus on the positive
Wipe the slate clean after students make mistakes
Don’t back away from discipline
Lead the way
Never humiliate students when correcting their misbehavior
Don’t accept mediocrity
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.
You CAN make students do what they don’t want to do
Make 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 doing
what is expected of them
Give special recognition when need
Charles, C. M. "Chapter 10." Building Classroom Discipline. Tenth ed. Pearson, 2011.
175-93. Print.