More What Do I Do When...?. Allen N.. Mendler
Comprehension of the Principles, Rules, and Consequences
Chapter 4: Tips for Promoting Greater Responsibility and Problem-Solving Abilities
Focus on Building the Foundations of Responsibility: Awareness, Choice, and Planning
Use Props to Help Promote Responsibility
Ask What, Not Why
Teach Students the Power of Planning
Keep a Problem-Solving Book
Three Easy Stop-and-Think Learning Strategies: Think Aloud, Problem-Solving, and Millionaire
Empower Aggressive Students—But Set Limits
Help Poorly Organized Students
Encourage Journaling
Use a Suggestion Box
Chapter 5: Tips for Motivating Students
Motivate Your Students With Preferred Learning Activities
Eliminate the Language of Failure
REPRODUCIBLE: Motivational Messages
Surprise Your Students, and Give Them Approval When They Do Not Expect It
Homework Suggestions
Chapter 6: Tips for Handling Tough Moments
Learn Not to Take Offensive Behavior Personally
Use P.E.P. for Consequence Implementation
Handle Power Struggles Step-by-Step
Quick One-Liners—What I Should Say When
Positive Student Confrontation
Walk, Talk, and Move When Problem-Solving With Active or Aggressive Students
Handling Sleepy Students
Ask “Mind-Shift” Questions When a Student Is Losing Control
Chapter 7: Tips for Handling Difficult Situations
Handling Extremes of Behavior
Turn Excuses Into Actions
Ask a Student Who Is Being Difficult to Teach the Class
Handling Theft
Discourage Excessive Tattling
Use These Three Keys to Confront Bullying: Be Firm, Consistent, and Low Key
Handling Group Misbehavior
Audio- or Videotaping the Class
Traffic School
Handling Students Who Are Turned Off and Have Shut Down
Chapter 8: Tips for Helping Students Handle Tough Moments and Difficult Situations
Six Steps in Teaching Alternatives to Hurting Others
Teach “Real” Standing Up for Yourself
Variations on I-Messages
No Hitting Below the Belt
Use Self-Monitoring Methods to Teach Self-Control
REPRODUCIBLE: Self-Monitoring Chart
Use Acronyms to Teach Students Acceptable Behavior
REPRODUCIBLE: Helpful Acronyms
Use Coupons That Allow for Limited Rule-Breaking
“Kiss Up” Responses That Adults Like to Hear
The Confusion Technique
PART 4—TIPS FOR SPECIFIC PROBLEMS AND CIRCUMSTANCES—QUESTIONS AND ANSWERS
Chapter 9: Questions and Answers
Chapter 10: Concluding Thoughts
About the Author
Allen N. Mendler, Ph.D., is an educator, school psychologist, and the parent of three children. He has worked extensively with children of all ages in regular education and special-education settings. Dr. Mendler has consulted in many schools and in day and residential centers, including extensive work with youth in juvenile detention. Dr. Mendler’s emphasis is on developing effective frameworks and strategies for educators, youth professionals, and parents to help difficult youth succeed. As one of the internationally acclaimed authors of Discipline With Dignity, Dr. Mendler has given many workshops and seminars to professionals and parents, and is highly acclaimed as a motivational speaker and trainer for numerous educational organizations.
Dr. Mendler is the author or coauthor of several books, including As Tough As Necessary, What Do I Do When … ? How to Achieve Discipline With Dignity in the Classroom, and Power Struggles: Successful Techniques for Educators. His book Connecting With Students provides numerous practical strategies that help educators connect with even their most difficult students. His articles have appeared in many journals, including Educational Leadership, Kappan, Learning, Reclaiming Children and Youth, and Reaching Today’s Youth. Dr. Mendler has been recognized for his distinguished teaching, and was a recipient of the coveted Crazy Horse Award for having made outstanding contributions to discouraged youth. He lives with his family in Rochester, New York.
He is cofounder of Discipline Associates, which provides training and staff development to educators and youth providers in the areas of behavior management and motivation.
Introduction
Chad no longer does any of the classwork that he finds boring. Beth complains endlessly, talks to peers constantly, and is forever asking irrelevant questions. When upset, Luis curls up under his desk and starts kicking it or makes noises. Rachelle picks at her arm until it bleeds and pierces her ears and lips in class. Bob often draws on himself and frequently sleeps in class.
Is it any wonder that most educators are exasperated as they try to simultaneously raise academic achievement while having to deal with unruly, disruptive behavior? A May 2004 study by Public Agenda found that more than one in three teachers said they either have seriously thought about leaving teaching because they are tired of