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=The Curwin and Mendler Model=

//Discipli​ne with Dignity//
Richard Curwin and Allen Mendler assert that one-size-fits-all approaches to discipline are not effective. Their article //Discipline with Dignity: Beyond Obedience,// describes the effectiveness of responsibility-based models of discipline as opposed to obedience-model techniques. Obedience-based models of discipline utilize punishment as deterrents, creating fear that something bad will happen when rules are broken and providing rewards for doing what is expected. Responsibility models, on the other hand, require teaching students the skills of decision making and providing opportunities for seeing appropriate behaviors in action from good role models. It is Curwin and Mendler's theory that suggests students actually change their behavior when they are given instruction on how to behave in the future, rather than simply being admonished for behavior in the past. This approach to behavior management strives to manage behavior without curtailing motivation.

Dignity and Hope
Curwin and Mendler maintain that the primary goal of all students is to protect their dignity or sense of self-worth and that misbehavior occurs when a child's dignity has been damaged to the point that they have lost hope of school being a worthwhile experience. It is their belief that teachers can and must provide students with opportunities for success in school through the establishment of rules and consequences with a social contract that ensures a sense of dignity and hope.

The At-Risk Student
Curwin and Mendler focus their work on improving the behavior and chances for success for at-risk students. The behaviorally at-risk student exhibits behavior that prevents them from learning, putting them at risk of failure. These students have become immune to forms of obedience-based approaches to discipline: lecturing, detention, isolation (time-out or in-school suspension). These forms of punishment have damaged the students sense of dignity and hope. Often, these students withdraw or act as if they don't care. Students with chronic behavior problems see themselves as losers and have stopped trying to gain acceptance in normal ways. If their dignity has been damaged repeatedly at school they will lash out at others. In order to maintain some sense of dignity, they tell themselves it is better to stop trying than to continue failing, and that it is better to be recognized as a troublemaker than be seen as stupid. They have learned that it feels better to misbehave then to follow the rules.

Creating an Environment that Fosters Dignity and Hope
Hope can be regained and dignity restored when rules and consequences are based on a set of core values that the student identifies with so that they take ownership of their learning environment and responsibility for their actions. Core values and related rules suggested by Curwin and Mendler include:

It is crucial that teachers model behaviors that correspond with the established core values.
 * **Value:** School is a place where we solve our problems peacefully. **Rule:** No put-downs allowed.
 * **Value:** School is a place where we protect and look out for one another rather than attack or hurt one another. **Rule:** Keep your hands and feet to yourselves.
 * **Value:** School is a place where we learn we are responsible for what we do. **Rule:** I am responsible to make the best decisions possible and there are consequences for my behavior.
 * **Value:** School is a place where we learn that my way is not the only way. **Rule:** Respect the opinions and feelings of others.

In support of building up a student who might otherwise be struggling in their personal life, Curwin and Mendler disagree with a zero tolerance policy in schools. In their article //Zero Tolerance for Zero Tolerance//, they state that rules and consequences need to have built in consideration for the circumstance. While some students exhibit behavior problems that by all accounts are unacceptable, others do the wrong thing for the right reason.

Framework for Discipline
Rather than a hard and fast set of rules that apply to all, Curwin and Mendler's beliefs are based on using a framework that allows for consideration of the individuals needs and circumstances. This framework consists of three Dimensions: The Prevention Dimension, the Action Dimension, and the Resolution Dimension.

The Prevention Dimension is the first step in building a classroom discipline plan. The teacher considers plans for possible classroom and behavior situations and pre-determines the action to be taken. By thinking through situations and actions ahead of time, the teacher is prepared and can be more confident while managing a class. //Discipline with Dignity// details seven suggestions for planning the Prevention Dimension, suggestions that include knowing yourself as a teacher, knowing your students, knowing your discipline alternatives and implementing social contracts. When planning consequences, they should be made clear ahead of time, be fair and consistent, while always striving to keep the student motivated and not lose confidence.

The Action Dimension is the steps a teacher will take when misbehavior occurs. By working with your plans created in the Prevention Dimension, the teacher reduces stress as the unacceptable behavior is defined and the consequences are known. The Action Dimension should include positive actions, such as praise and encouragement.

The Resolution Dimension is the course of action a teacher will take when dealing with a student who continues to misbehave or act out. The situations and outcomes of this dimension should be part of the planning in the Prevention Dimension. Teachers should take into account school rules and guidelines when planning for this dimension. Curwin and Mendler suggest resolutions to out of control behavior problems include mediation by a third party - a guidance counselor, principal, or other school support person. Family intervention is another alternative, having the parents meet with and work with the teacher and the student to develop a resolution.

Social Contracts
Social Contracts are one of the seven parts of the process that make up the Prevention Dimension of the Curwin and Mendler Discipline Model. The goal of the Prevention Dimension is to determine what can be done to prevent discipline problems. A Social Contract is decided by both the teacher and the students. A Social Contract is a "process of working together to come to an agreement upon guidelines for living together in the classroom is basic to effective classroom discipline" (Charles, 182). These rules are created so students and teachers know what behavior is acceptable in the classroom. There are six elements that are used when creating the contracts; flag rules, negotiable rules, rules for the teacher, student developed rules for students, a vote to determine which rules to enforce, and finally the consequences. Flag rules are set in place by only the teacher and these make up the least possible conditions for a properly run classroom. Negotiable rules are ones that are formulated by both student and teacher. Having the students help set standards for the teachers helps them to commit to the rules because they know everyone is following rules. The student-developed rules element creates an atmosphere where students are able to provide more input on the social contract. Once all the rules are set into place they are voted upon and must be accepted by 75% of the students (Curwin and Mendler, 76).

The next step after the teacher and the students create the first five elements for proper behavior is to create consequences for when these guidelines are broken including consequences for the teacher. Consequences are used instead of punishment to maintain the students’ dignity. Curwin and Mendler also believe that punishment destroys a students motivation to learn. They have provided the following guidelines for creating consequences, which: (Charles, 182)
 * are clear and specific
 * have a range of alternatives ("fair but not equal")
 * are not punishment
 * are related to the rule
 * preserve the student's dignity
 * increase internal locus of control when appropriate
 * increase student motivation

It is vital that the consequences created be carried out. Students need to know and take some comfort in knowing that there are repercussions if they misbehave.

After the social contract is formed the teacher is responsible for testing the students to make sure that the contract can be carried out. The students are required to pass the test at 100 percent before the contract is set into place. If there is not complete success than the rules need to be revisited and students will be given the test once again. Once the test is passed the social contract is then provided to other members of the faculty including the principal, other teachers, including substitute teachers and the school counselors. Parents are also provided with the contract. The Social contract should be modifiable. Therefore, if the teacher finds that the contract is not working they should have another meeting to alter or delete the rules and consequences.

Curwin and Mendler believe that most schools set in place a single punishment (no option for an alternative) for misbehavior because it helps avoid favoritism. However, they feel that being "fair but not equal" is a better concept. It is important that these alternatives come into play when a student breaks one of the rules of the social contract. For example, it may be smarter to give a warning to a student who has never before broken that rule. Whereas if it were a student who has broken the same rule just last week they should be given one of the stricter alternative consequence. In this manner, the teacher is protected if the student with the more severe consequence complains about the other student’s consequence.

Providing Opportunities for Success
With the establishment of core values and corresponding rules and consequences, teachers can now provide opportunities for students to succeed. Teachers should develop lessons on as many topics as possible that have personal importance and relevance to the student. Subject matter that holds importance for the student will motivate them to succeed. Engaging students in activities that provide a sense of achievement will help to rebuild their dignity and a sense of hope.

__Question for class:__

What kind of problems do you foresee if you were to have a range of consequences? (Ex. If a student were to refuse the consequence)

Does Curwin & Mendler's theory support differentiated learning? In what ways/how could it be implemented?

Is this theory better suited for a certain age/grade level?

By Katie Nellen, Mary Silagy and Joan Mruk Developed for Rutgers course 522:Student Learning Development and Behavior Management for the School Library Media Specialist