What do i do when mendler

In this revised and updated 4th edition, Discipline with Dignity provides in-depth guidance for implementing a proven approach to classroom management that can help students make better choices and teachers be more effective.

Emphasizing the importance of mutual respect and self-control, the authors offer specific strategies and techniques for building strong relationships with disruptive students and countering the toxic social circumstances that affect many of them, including dysfunctional families, gangs, and poverty.

Educators at all levels can learn. Read more. Introduction: What Is Discipline with Dignity? Core Beliefs and Principles.

Richard L. Curwin — was an author, trainer, speaker, and experienced education practitioner who worked with teachers, administrators, and parents throughout the United States, Canada, Europe, Asia, South America, and the Middle East.

His works explored issues of student discipline, motivation, and behavior and classroom management. He served as a 7th grade educator, a teacher of emotionally disturbed children, and a college professor. Curwin and his colleague, Allen N. Mendler, founded Discipline Associates and created the Discipline with Dignity program.

Allen Mendler, educator and school psychologist, works extensively with children in regular and special education settings. His emphasis is on developing effective frameworks and strategies for educators, youth professionals, and parents to help youth with learning and behavior problems succeed. Mendler is highly acclaimed as a motivational speaker and trainer on topics pertaining to challenging students, and has given numerous workshops and seminars to professionals and parents.

Brian Mendler is a certified K—12 and special education teacher. He has extensive experience working with challenging students in general education, self-contained, and inclusion settings.

As an adjunct professor at St. If you can't read, you can listen to pre-recorded books. No problem, just plug in the desired address and your phone or GPS will get you there. Can't do basic math? Just whip out the trusty calculator.

It may well be that the relevance of everything we teach can be questioned! Watching my seven-year-old twin grandchildren bowl recently, I was struck by how automated bowling alleys have become and how automation can get in the way of acquiring and using skills.

When I was a kid, keeping a bowling score helped make math relevant. Nowadays, it is actually impossible to keep score on your own even if you desire, because a computer does it immediately after you throw the ball.

When I tried to correct my grandson's belief that a spare was as good as a strike since all the pins were knocked down, he lost patience because the attempted explanation took longer than a few seconds.

The best solution to this problem is to make every lesson relevant to each student. However, given the impossibility of achieving that goal, I offer a few teaching tips that can mostly make that dreaded question about relevance a thing of the past. Tell your students that not everything you teach will always make sense.

Let them know that you will always do your best to explain when they might use what you are teaching them, but that you might not always know. For example: "Not everything I teach will always make sense to you right away. Upon hearing the "When will I ever use this? But if you give me a list of everything you plan to do and accomplish, I'll do my best to let you know when we cover something that I think you might use.

You might need it next week, next year or never. But it is going to be on Friday's test, not because I want to make you miserable, but because at the end of the year, it is going to be on the state test, and if you want to pass, you need to know it.

At one of my seminars on motivating unmotivated students, an algebra teacher gave me a paper he gives to all of his students on their first day in his class. He calls it "Algebra Attitude Adjustment.