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Jane Nelsen – Positive Classroom Discipline

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Jane Nelsen – Positive Classroom Discipline

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How behavior management is approached and strategies suggested.

The tools and concepts of Positive Discipline include:

1. Mutual respect. Adults model firmness by respecting themselves and the needs of the situation, and kindness by respecting the needs of the child.

2. Identifying the belief behind the behavior. Effective discipline recognizes the reasons kids do what they do and works to change those beliefs, rather than merely attempting to change behavior.

3. Effective communication and problem solving skills.

4. Discipline that teaches (and is neither permissive nor punitive).

5. Focusing on solutions instead of punishment.

6. Encouragement (instead of praise). Encouragement notices effort and improvement, not just success, and builds long-term self-esteem and empowerment.

https://www.positivediscipline.com/about-positive-discipline

How does this individual’s approach relate to the learning theories?

The premise of this model is to help people find a sense of belonging and significance following FIVE CRITERIA:

1. Helps children feel a sense of connection. (Belonging and significance)

2. Is mutually respectful and encouraging.  (Kind and firm at the same time.)

3. Is effective long - term. (Considers what the child is thinking, feeling, learning, and deciding about himself and his world – and what to do in the future to survive or to thrive.)

4. Teaches important social and life skills.  (Respect, concern for others, problem solving, communication, and cooperation as well as the skills to contribute to the home, school or larger community.)

5. Invites children to discover how capable they are. (Encourages the constructive use of personal power and autonomy.)

https://positivediscipline.org/about-positive-discipline

Is this approach you would use? Yes

1. Is Kind and Firm at the same time. (Respectful and encouraging)

2. Helps children feel a sense of Belonging and Significance. (Connection)

3. Is Effective Long-Term. (Punishment works short term, but has negative long-term results.)

4. Teaches valuable Social and Life Skills for good character. (Respect, concern for others, problem-solving, accountability, contribution, cooperation)

5. Invites children to discover how Capable they are and to use their personal power in constructive ways.

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Incorporated in 2004, the Positive Discipline Association (PDA) is an independent nonprofit organization and the only credentialing body overseeing Positive Discipline training and certification in the world. The PDA was established to oversee a global certification system to identify candidates who have met certification standards and maintain a registry of those trained in Positive Discipline. Therefore, Parent Educators, Classroom Educators, and those using Positive Discipline achieve the highest standards through training, mentorship, applied practice , and ethical guidelines. The PDA provides online and in person training options in multiple languages to serve the needs of Positive Discipline Certified Trainers and Educators seeking professional development through continuing education for their own growth and learning.

Positive Discipline is a model based on Adlerian Psychology. It can be used by parents, teachers, couples, business and community leaders to learn to create responsible, respectful, and resourceful relationships in their communities. Based on the best selling Positive Discipline books by Jane Nelsen, Lynn Lott, and co-authors, this model can be applied to both children and adults to become contributing members of their communities.

The premise of this model is to help people find a sense of belonging and significance following FIVE CRITERIA:

1. Helps children feel a sense of connection. (Belonging and significance)

2. Is mutually respectful and encouraging. (Kind and firm at the same time.)

3. Is effective long - term. (Considers what the child is thinking, feeling, learning, and deciding about himself and his world - and what to do in the future to survive or to thrive.)

4. Teaches important social and life skills. (Respect, concern for others, problem solving, communication, and cooperation as well as the skills to contribute to the home, school or larger community.)

5. Invites children to discover how capable they are. (Encourages the constructive use of personal power and autonomy.)

Note: The FIVE CRITERIA are also applicable to adult relationships.

A HISTORY OF POSITIVE DISCIPLINE

The Positive Discipline Parenting and Classroom Management Model is based on the work of Alfred Adler and Rudolf Dreikurs. Dr. Adler first introduced the idea of parenting education to United States audiences in the 1920s. He advocated treating children respectfully, but also argued that spoiling and pampering children was not encouraging to them and resulted in social and behavioral problems. The classroom techniques, which were initially introduced in Vienna in the early 1920s, were brought to the United States by Dr. Dreikurs in the late 1930s. Dreikurs and Adler refer to the kind and firm approach to teaching and parenting as "democratic."

In the 1980s, Lynn Lott and Jane Nelsen attended a workshop facilitated by John Taylor. Lynn began training interns to teach experientially and wrote (with the help of her interns) the first Teaching Parenting Manual. Jane was the director of Project ACCEPT (Adlerian Counseling Concepts for Encouraging Parents and Teachers), a federally funded project that had received exemplary status while in its developmental phase. Jane wrote and self-published the book, Positive Discipline, in 1981. In 1988, Jane and Lynn decided to collaborate on the book which is now titled, Positive Discipline for Teenagers, and began to teach parenting and classroom management skills experientially. Lynn and Jane also wrote Positive Discipline in the Classroom and developed a manual filled with experiential activities for teachers and their students.

In the years since, the Positive Discipline book series has grown to include titles that address different age groups, family settings, and special situations. Positive Discipline is taught to schools, parents, and parent educators by Certified Positive Discipline Trainers. Community members, parents, and teachers are encouraged to become certified facilitators through the Positive Discipline Association so they can share Positive Discipline with others.

Positive Discipline parent education classes are taught across the country, and Positive Discipline is successfully used as the classroom management model in private, religious, and public elementary schools. A demonstration school program was developed and is steadily expanding.

THE EVIDENCE FOR POSITIVE DISCIPLINE

Formal evaluation comparing Positive Discipline Schools with schools using other discipline programs is just beginning. However, studies of implementation of Positive Discipline techniques have shown that Positive Discipline tools do produce significant results.

A study of school-wide implementation of classroom meetings in a lower-income Sacramento elementary school over a four-year period showed that suspensions decreased (from 64 annually to 4 annually), vandalism decreased (from 24 episodes to 2) and teachers reported improvement in classroom atmosphere, behavior, attitudes, and academic performance. (Platt, 1979)

A study of parent and teacher education programs directed at parents and teachers of students with "maladaptive" behavior that implemented Positive Discipline tools showed a statistically significant improvement in the behavior of students in the program schools when compared to control schools. (Nelsen, 1979)

Smaller studies examining the impacts of specific Positive Discipline tools have also shown positive results. (Browning, 2000; Potter, 1999; Esquivel)

Studies have repeatedly demonstrated that a student's perception of being part of the school community (being "connected" to school) decreases the incidence of socially risky behavior (such as emotional distress and suicidal thoughts / attempts, cigarette, alcohol and marijuana use; violent behavior) and increases academic performance. (Resnick et al, 1997; Battistich, 1999; Goodenow, 1993)

There is also significant evidence that teaching younger students social skills has a protective effect that lasts into adolescence. Students that have been taught social skills are more likely to succeed in school and less likely to engage in problem behaviors. (Kellam et al, 1998; Battistich, 1999) Although specific studies of the Positive Discipline parenting program are in the early stages, programs similar to Positive Discipline have been studied and shown to be effective in changing parent behavior. In a study of Adlerian parent education classes for parents of teens, Stanley (1978) found that parents did more problem solving with their teens and were less autocratic in decision making.

Positive Discipline teaches parents the skills to be both kind and firm at the same time. Numerous studies show that teens who perceive their parents as both kind (responsive) and firm (demanding) are at lower risk for smoking, use of marijuana, use of alcohol, or being violent, and have a later onset of sexual activity. (Aquilino, 2001; Baumrind, 1991; Jackson et al, 1998; Simons, Morton et al, 2001)

Other studies have correlated the teen's perception of parenting style (kind and firm versus autocratic or permissive) with improved academic performance. (Cohen, 1997; Deslandes, 1997; Dornbusch et al, 1987; Lam, 1997).

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Positive Discipline Association - What is Positive Discipline

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Positive Discipline is a program designed to teach young people to become responsible, respectful and resourceful members of their communities.

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Positive Discipline is a model based on Adlerian Psychology. It can be used by parents, teachers, couples, business and community leaders to learn to create responsible, respectful, and resourceful relationships in their communities. Based on the best selling Positive Discipline books by Jane Nelsen, Lynn Lott, and co-authors, this model can be applied to both children and adults to become contributing members of their communities.

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Our methodology: Positive Discipline - EduMais

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Learn how EduMais uses Positive Discipline and the UERÊ-MELLO teaching methodology to provide education suited to underprivileged children’s needs.

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William Glasser developed Control Theory which states that all behavior is purposeful and that people's actions are guided by five needs: survival, fun, freedom, power, and love and belonging. He mainly used this theory as a counseling tool and applied it to many areas of society. His central thesis is presented and explored in his book, "Control Theory".

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"Control Theory" by William Glasser explores how people behave in an effort to assert control over their lives. Glasser reframes feelings as behaviors chosen to deal with challenges. For example, he suggests that "depression" should be seen as "depressing," emphasizing the active role individuals play in their emotions. The book emphasizes the importance of understanding one's behaviors in terms of control and suggests that behaviors like "depressing" are attempts to regain control.

Glasser introduces the concept of "pictures in our heads," explaining how individuals form mental images based on experiences to satisfy their needs. Successful relationships are depicted as those where individuals share common mental pictures, though compromise is essential when differences arise.

Additionally, Glasser discusses "creative reorganization," a process by which the mind generates new ideas and behaviors. He suggests that embracing this process can lead to personal growth and finding productive ways to assert control.

The book touches on various topics, including child-rearing and addiction, and concludes with a discussion on "positive addiction," advocating for activities that provide a sense of control and lead to creative thinking.

Overall, "Control Theory" offers a framework for understanding human behavior in terms of control, suggesting that awareness of one's actions can lead to more productive and fulfilling lives.