# data[].attributes.body
Two aspects from the Curwin and Mendler reading that can apply to my future classroom are the prevention dimension and social contract. The prevention dimension involves setting up an environment that allows discipline problems to be avoided. I can do this by expressing my directions clearly, teaching responsibility to my students, establishing effective rules and consequences, and making my classroom a motivating place. Another aspect I can apply to my future classroom is developing a social contract. What this consists of is creating classroom values and principles and rules that are based on these values. Some examples of this are being courteous, be prepared, treat others as you would want to be treated, etc. I want my classroom to have these values and goals so they know that they are in an environment where every student is respected and cared for.

# data[].attributes.body
One of the aspects that we read about that I want to apply to my future classroom is Stage 2 which is Know Your Students. This seems so basic and when I was reading through this it reminded of us simple things such as our natural instinct when being uncomfortable is looking away from the teacher, even if the teacher is wanting us to look at them to show we understood what they were saying. We have to understand our students and our classroom for the teacher and the learners to be successful. I also really want to use Stage 3 where it talks about Motivation in the classroom. It says that we can never force students to learn. This is so accurate. We can't sit students down and make them learn something when they don't want to. If students are not in a comfortable and encouraging environment they will never want to do anything in the classroom.

# data[].attributes.body
One aspect from the reading that I can apply to my future classroom is the responsibility model. This is an excellent alternative to the normal obedience model. The responsibility model is focused on creating a learning environment that is focused on "critical thinking and shared decision making". I think this model helps to create great relationships between teachers and students as well as creating good relations between the students. Students will feel accepted and valued as they are allowed to express their wants and opinions. However, will learn that teachers also have rights and power. This model is very democratic, and will help students grow into leaders who know how to work well with others.
The other aspect from the reading that I also liked was the action dimension. As in any workplace, when a large group of people are working closely together, conflict is going to occur. It is important as the teacher, that we resolve the problems quickly so we do not take away from time to teach. There are four types of consequences natural/logical, conventional, generic, and educational. What consequences we use to handle a situation is important. It is also important that we consider how we implement the consequences. The teacher's tone of voice, use of eye contact, and other nonverbal cues are key.  Use of the prevention and action dimensions will help to eliminate most classroom problems.

# data[].attributes.body
I see myself focusing on the students' competence. This chapter brought it to my attention that when kids complain, it is typically because they do not understand what it is I am expecting from them with the certain assignment. I also plan to implement the Three Dimensions of of Discipline into my classroom. These are prevention, action and resolution. I especially want to focus on resolution because it would be ideal that the same problems do not keep happening. I intend to learn from my mistakes when problems in the classroom arise.

# data[].attributes.headline
CP                                                     I can see myself applying stage 1 from the Prevention dimension. It involves self-reflection so, as a teacher, I can understand the implications of my thought-processes and emotional responses on my students. When I'm aware of what I'm feeling and thinking, I can be clearer with my students about what my expectations are and what expectations may have been broken. I'm also really drawn to stage 4, teaching responsibility and caring. From my experiences and the evidence from this book, so much can be learned when teachers delegate to their students. Students will feel more involved in their classrooms, more motivated to be engaged, and likely, more valued. 

# data[].attributes.subject
CP                                                     I can see myself applying stage 1 from the Prevention dimension. It involves self-reflection so, as a teacher, I can understand the implications of my thought-processes and emotional responses on my students. When I'm aware of what I'm feeling and thinking, I can be clearer with my students about what my expectations are and what expectations may have been broken. I'm also really drawn to stage 4, teaching responsibility and caring. From my experiences and the evidence from this book, so much can be learned when teachers delegate to their students. Students will feel more involved in their classrooms, more motivated to be engaged, and likely, more valued. 

# data[].attributes.body
Curwin and Mendler offer many strategies and techniques that I can implement in my future classrooms. The most important aspect in my opinion would be to make it clear what you need from students and make sure they are clear with what they need from you. It is so important to know your students, and I will have a wide variety of students needs that I will need to meet. Some students might need quiet space, some activity, some extra help, etc. Another aspect is the idea of a social contract and the prevention dimension. If students feel they are having a say in the rules and activities, they are more likely to be engaged and willing to learn the material. It also helps the rules be clear as well as the punishments for breaking those rules. I am a big believer in students choice as a tool for engagement, getting to know your students, and classroom management.

# data[].attributes.body
First, I want to have open communication in my classroom. The reading talked about this as one of the twelve foundations to Discipline with Dignity. I think it is important to validate students thoughts, feelings and opinions as well as allow them to make suggestions on how they would like to learn. Perhaps I will do this through a suggestion box. Second, I want to set clear rules and expectations for my students. Rules, as stated in the reading, should be laid out in black and white. I think it is important for students to know the rules and be held accountable for them as well as the teacher follow the rules too.

# data[].attributes.body
I can apply the action dimension in my future classroom. This dimension allows for any misbehavior to stop immediately. This is effective in my classroom because it will help us to stay on task. I can make sure the action dimension works by my tone of voice, distance from students, posture, or eye contact.
I can also apply the resolution dimension into my classroom. This will help to keep the students engaged while using creative and exciting techniques. It is beneficial because the dimension is designed to reach challenging students in order to keep them engaged along with the rest of the class.

# data[].attributes.body
Two aspects that stood out to me from the Curwin and Mendler reading were; Social contract and offering choices. Social contract is important to have because it establishes the community in the classroom. If you as the teacher make all the rules then that is not establishing any community with your fellow students. It is important to let the students have an input of what rules to have as a class because everyone can disagree or agree to the rules and they will have a sense of what to follow because they will discuss about it. In my practicum I noticed that the teacher put up the rules that the students wrote with their own handwriting and it is very visible where the students can go look and what they agreed on. Offering choices is a good way to prevent behavior problems. Instead of telling a the child what you want them to do, they are not going to do it, but if you give them more options to choose from at least they can pick out of the following without fussing because they had choices given to them.

# data[].attributes.body
The first aspect from the Curwin and Mendler reading that I really felt I needed and want to use in my future classroom is stated on page 21, "Let students know what you need, and ask them what they need from you". I think it is important for you to tell your students what you want from them but it is equally important for you to ask and understand what they want from you as a teacher. In my time as a group leader at the Boys and Girls Club, I have noticed how much this matters even when I am with them after school not as their teacher. Students need support in different ways and you need to know how to help them.
The second aspect I would like to apply to my future classroom is "The Prevention Dimension" which is on page 46 through page 61. I think the prevention mindset from a teacher that your students are going to do well and treating them as so. They give in example of the intervention mind-set and the teacher writes a number on the board of how many minutes a student (or students) have for recess and the more times that they disrupt class, or something not allowed, they lose minutes. This makes students feel like they are going to mess up and that the teacher believes that as well. I personally remember having teachers in elementary school do that with my class, and I was a pretty well-behaved student as I did not enjoy getting in trouble at all, but having that on the board made me feel like my teacher didn't believe in me personally just as the book stated. I don't want my students to feel this way, that is why I think the prevention dimension is so important to use.

# data[].attributes.body
One aspect from the Curwin and Mendler reading that I appreciated and will apply to my future classroom is allowing students to make choices in the classroom. Ultimately, I will have goals that I want to achieve but if I let my students have a choice in helping me create those goals, I will have a better classroom and environment and students will feel in control of their learning. In elementary school, I always hated when teacher treated me like a baby. Although elementary aged students are young, they are still individuals with their own set of ideas and values. Allowing students to have a choice promotes expression and uniqueness. The second aspect that I thought was interesting was the social construct. I think it is important that students take ownership in classroom rules. Allowing students to come up with classroom rules/expectations makes students feel important and heard. This technique is very beneficial for creating a classroom community.

# data[].attributes.body
One aspect from Curwin and Mendler that I will apply to my future classroom is letting students know what you need and ask them what they need from you. I think this is really important because a lot of times challenging behaviors can be avoided just if you ask the child how they re doing that day or what they want. Sometimes they get upset when they can't do or get something that is very realistic and fine for them to have. So as the educator, I want to listen to my students feelings and try to help them with expressing and dealing with their emotions.
Another aspect that I will use in the future is offering choices. Again as a prevention strategy, this is a great way for kids to have some control and responsibility for their learning and school day. That's really important because the more students feel they are an important part of the classroom and have a voice then they will likely be more motivated to learn and have less behavior issues.

# data[].attributes.body
1. One aspect that I can apply to my future classroom is the three dimensions of discipline. The three dimensions are: prevention, action, and resolution. In figure 3.2, Curwin and Mendler break down these dimensions into a simple list that explains how to deal with discipline. I think that this list is very helpful as it is a concrete model of how to organize a problem.
2. Another aspect that I hope to apply in my future classroom is developing a social contract for the classroom. In our memt 341 class, we had a similar activity in which we started to build our classroom community by establishing our classroom norms. This gave us, the students, a sense of choice and responsibility. I really liked how the reading gave suggestions on what to say instead of saying something negative in a situation.

# data[].attributes.body
Two aspects from the Curwin and Mendler reading I could use in my future classroom would be the idea of a social contract and the prevention dimension. I really liked the social contract because it gave students more of a say in the rules and consequences they would be faced with. I believe giving students more of a choice will essentially eliminate future misbehavior within the classroom. I also liked the prevention dimension because it is the best way to stop misbehavior in the classroom from ever happening. It gives students the benefit of the doubt before anything might go wrong but also prepares you and your students for what might happen if misbehavior were to happen.

# data[].attributes.body
One aspect from the Curwin and Mendler reading that I would really like to apply to my future classroom is the idea of creating a social contract. This helps both the students and teacher develop values, rules, and consequences that they want to uphold in the classroom. In creating the contract, students can begin to see how important it is to respect everyone's ideas and opinions, as everyone is coming together to contribute ideas. I also think that the three dimensions, prevention, action, and resolution, are extremely helpful in boosting students' dignity and teaching them responsible behaviors.

# data[].attributes.body
One point that Curwin and Mendler talked a lot about is allow the students to have choices in the classroom. I think it is important for them to be independent, so they can grow as a person. It helps the teacher and students by allowing students to help make classroom rules and make them feel valued and important.
Another aspect I found to be useful in the future is using the stages for prevention. I found these stages to all be important, but especially stage 4: teach responsibility and caring. We somewhat do this at the daycare I work at, but I think it teaches students more to have a one-on-one discussion with them and ask "why did that make you so angry" or "what do you plan to do to solve the problem." This shows that you as the teacher cares, but you also are putting the responsibility on the student to fix his/her problems and to make mature decisions.

# data[].attributes.body
The aspects that I took from the Curwin and Mendler reading that I feel could apply to my future classroom were, as many other classmates, the social contract and the freedom to make choices as a student. I believe that these two aspects go hand in hand. I liked this idea because it allows the students to take part in a community that they will be a part of for months at one time - the classroom. I agreed with authors on the fact that making all the rules as the teacher is not the most efficient way to run a classroom, especially for the students. The authors state that when students feel as if the teacher treats them as a human being opposed to a small child, the student is more likely to respect the teacher. One quote that I took from the reading was, "When students see the classroom as the large supermarket that values efficiency over humanity, many will fight back." To me, this quote hit home for myself because as a student, I did and still do feel as if I am viewed as a human who struggles, make mistakes, and is trying my best, I perform best in the classroom as opposed to feeling as if I always have to be accurate and efficient in my school work. I hope to apply this same mindset to my own future classroom.

Curwin, Richard L.. Discipline with Dignity, 3rd Edition: New Challenges, New Solutions (p. 70). Association for Supervision & Curriculum Development. Kindle Edition.

# data[].attributes.body
Two aspect from the Curwin and Mendler reading that I can see myself applying to my future classroom are allowing the children a choice when it comes to their consequences, and allowing them to be part of developing a social contract. From my experience in the classroom I have found that giving a student a choice with their consequences allows them to take responsibility for their actions as well as their consequences, and they tend to respond more to them. I have also found that when students have a hand in the rules that will be used in the classroom they are more likely to follow them.

# data[].attributes.body
One aspect from the Curwin and Mendler reading that I will apply to my future classroom is the responsibility model. The responsibility model is basically, "students cannot learn responsibility without choices and without an opportunity to make mistakes and learn from them" (Curwin, Mendler, p. 39). I believe this would be a good addition to my classroom because learning responsibility at a young age can be a great asset later in life. Though it will not be huge decisions in elementary school, I believe the children would really benefit from this.

The second aspect from the Curwin and Mendler reading that I will apply to my future classroom is sound principle and values. Sound principle and values, "provide the reason(s) for rules and provide answers to questions about why we have them" (Curwin, Mendler, p. 71). I believe that this would a great addition to my future classroom because it is important for the children to understand why we have certain rules and why we should follow them.

# data[].attributes.body
1. Curwin and Mendler believe that you should allow students to make choices in the classroom whenever you can. This will allow students to feel as if their opinion is valued and that they have a say in their education. I see this fitting into my classroom through assessment. After a student finishes reading a story and they must create a project to represent what they learned in the story, I will give them options of different projects that let them show me what they learned. I had several teachers use this method in elementary school and even in high school. I appreciated this style of assessment because I could choose to present what I learned through art. I will also implement this strategy when determining consequences. When a student misbehaves, I will ask the student what they think their consequence should be and then if I think it is acceptable, that will be their consequence. If I do not think it is acceptable, we will work together to revise their idea to make it better and/or more relevant to the action.
2. Curwin and Mendler also believe that a class should create a social contract together that outlines rules based on values and identifies consequences if students do not follow the rules. I will implement this process on the first day of school, as Linsin recommends and it will establish that the whole class is on the same page about what we want our classroom to be like and how we will get it there. This is a system that creates the feeling of a classroom community. I will take the student's ideas about what values are important to them and I will work with to create fair rules to enforce these values as well as fair and relevant consequences if the students do not follow the rules.

# data[].attributes.body
1. "A discipline prevention plan should integrate consequences, rules, and values"
2. "Effective discipline should encourage activities, curriculum, and interactions"