GoodMorning Pleasefilloutacardwithyourfirstnameandtentitsowewill knowyour

name.
IamDr.KatherineBrandon,associateprofessorintheCollegeofEducationatConcordia
University Chicago.WithmetodayistheDeanoftheCollegeofEducation,andmybest
friendandhusband,Dr.KevinBrandon.Pleaserefertousbyourfirstnames:Kathy&Kevin.

Thinkaboutthisyet.

Pleasewritearesponsetohowyouwouldhandlethisincidentinyourclassroom.Put your
pawuponceyouaredone.
Please placethispaperintoyourredfolderfacedownfornow.Wewillcomebacktoit
later.

Callfortwoor threevolunteers
Dospongeactivity drysponge chargethemtochangethespongeinsomeway watch
toseewhattheydo.Talkaboutwhattheydid.
Sothequestionishowdowechangeourchildreninthedisciplineprocesswithout
destroyingthemorourselves?WeapplytheWord ChristthelivingwaterforHeisthe
onlyonewhowillchangetheminternally.

WeshouldbeginwithhowGodcreated us.LetsreadGenesis.
GodcreatedtheworldandthepinnacleofHiscreationwaspeople.HemadeuslikeHim.
Wehavebeengivencreative genius,
ourmindshavetheabilitytoremember inmanyanddeepways.
Wecangrow inunderstandings,knowledgebases,andskillsbutatthecoreweare
innovativeandcreativelikeGod.
Wealsolove,imperfectasourloveis,itispartofthenatureofpeopletolove.

LetslookfurtheratGenesis
ThefallintosinshowsusourdisobediencecamefromthedesiretobeGodandnotjust
likeHim.Wewereremovedfromthegardentopreventourtakingfruitfromthetreeoflife
andsoremaininsinforeternity.Godplannedfornewlifefrombeforecreationeven
began.WhythendidHecreatemankindknowingtheywouldfallintosin?Wewilltalk
aboutthatmoreinabit.
LetsexploreRomanschapter1.
WhatclearlycomesfromthispassageisthatweknowGod wecallthatthenatural
knowledgeofGod.Itmaybedimorincompletebutitresidesinallofusuntilweturnitoff
withworldlybeliefs.Thisknowledgeisnotasavingknowledge.Mostsocietieshavemoral
codesbaseduponthisnaturalknowledgeofGodandhislaw.LutherLetsexaminenatural
law.

Naturallawisacontroversialpointformanypeople.However,itisatenetthatLuther
believedinbecauseoftheBible.LetsreadRomans2.
LutherdidnotbelievethatweneedtohaveChristianleadersforinstance,butweneed
peoplewhoareabletoreasonfromnaturallawthemoralorrightthingtodo.Hebelieved
thatnaturallawwasinplacepriortotheBiblefromthebeginningofcreationandthatlaw
isrevealedthroughtheformofhumanexistenceandthefunctionofhumans.Forinstance,
maleandfemaleshavespecificfunctionsuniquetogender thosefunctionsdictatethat
malesandfemaleswerecreatedtosharelifetogether=procreation.
Whenwetalkaboutnaturallaw wearetalkingaboutboththeconscienceandthe
abilitytoreasonthatGodgavetohumankindaspartofourmakeup.Sinhowever,has
corruptedourunderstandingsofthenaturallawandourabilitytoreasoncorrectlyabout
thenaturallaw.Sinhasalsocorruptedourabilitytohearclearlyourconscienceatwork.

LetslookattheseBiblepassages.Assignversesandreadinorder
Godhascommandedustoobeythelawout ofloveforHim.Herevealedhislawtousin
HolyScripture.Explorethesepassages.
Whatarethekeyideasofthesepassages?Discuss
Sobecauseofsin,eventhegoldenruleandthelawoflovehasbecomeegocenteredand
notasGodintendedittobeforhumans.Oftenweseeevenselfhatredaspartofour
behaviorpatternsmakingfollowingthatruleevenmoredifficult.Whenweattemptto
followthegoldenruleorthelawoflovewefindittwistedinselfishdesireforreciprocity
theneedforotherstodoforusaswell.Ourmotivationhasbeencorrupted.Theselawsare
onlyunderstandablebyhumanswhenviewedthroughtheactionsofourSaviorbecauseof
ourcorruptednatures.ItisonlythroughtheHolySpiritthatwecantrulyreachoutinlove
toothersinaselflessway.
SoindealingwithbothourChristianandnonChristianchildrenwecanexpectthemto
havenaturallawatworkintheirlivesbutitwillbeacorruptedbysinandtherelativismof
theirpersonalculture.

Soweliveourlivesinaparadox.
TheLawisacurb thatprovidesorderandmoralfoundations.Italsofunctionsasmirror to
showusoursin.Thisisimportantasweremainsinnerswhilewearesaints.Oncebaptized,
wearefreedfromthelaw,however,weneedthelawforboththemirrortoremindusof
oursinandforaguidegivingusappropriaterules inthewayweshouldlivebothvertically
(betweenGodandus)andhorizontally(ustoourneighbors).
TheGospelisGodsfavorandgrace giventousthroughthegiftofJesus.ThroughHis
sufferinganddeath,HistakingofoursinuponHimselfthatwecanbecalledGodschildren.
WearemaderightwithGodandwehaveanewparadoxinthatwearebothsaintand
sinner.Stillsinningyetredeemedandrighteous.Thisisanostringsattachedgiftoffered
throughthemeansofGrace:GodswordandtheSacraments.Thismysteryisperhapsthe
mostdifficultforchildrentorealizeandliveintherightway.Thelawshouldrulethebody
whiletheGospelshouldruleourconscience.Satanattemptstousethelawtodriveusto
despairhardeningourheartstounbelieforsupplantingthelawfortheneedfortheGospel
orSatancheapensthegiftoftheGospelallowingstudentstoignoreagladresponsetothe
Gospelinservicetowardothers.
And,itisacriticalpointforteachers.
WhydidGodgoaheadwithcreationofmanevenknowingthefallwouldcome?Because
Helovedus,despiteoursin.
GodsloveistheheartoftheGospelandloveiswhatmustdriveourworkwithchildren.If

10

youhavenotloveforyourstudentsandtheirfamilies,youarelikeasoundinggongand
willnotbuildtherelationshipsnecessaryforyoutopresenttheGospeltoyourchildren.
Wemustteach bothlawandGospelbecauseoftherealityofChristianliving.

10

TherealityofaLutheranSchoolisembodied intheconceptsofthetwokingdoms.Godis
presentinbothkingdomsandisauthorandpreserverofbothkingdoms.
Withapartnermakeavenn diagramtocompareandcontrastthesetwoconcepts.Put
yourpawupwhenyouaredone.
Discuss compareyourleftsidewiththislist.Whatdidyouincludethatwasdifferent?
ThekingdomoftheleftistheoldcreationwithGodhiddensotospeak.Itisakingdomthat
musthavethelawandbedrivenbylawtomaintainpeacefulandorderlysociety.Itisthe
worldlyworldweliveinandintheendoftimewillbemadenewtomeldwiththekingdom
oftheright.Itisalsothevisiblechurchwhichcontainsunbelieversaswellasbelievers.
Discuss compareyourrightsidewiththislist.Whatdidyouincludethatwasdifferent?
ThekingdomoftherightisourspiritualkingdomofwhichChrististhehead.Itismakeup
oftheinvisiblechurchandisoutsideofcreationasitisnotpartofthesinfulworld.Initwe
aremaderightwithourheavenlyFatherthroughthesavingworkandgraceofourLord
Jesus.Thiskingdomexistsnowandforever.Init,thelawisnotincumbentuponusand
cannotjudgeus.OnlyChristhasthatpowerandforthoseofushecallshischildrenwe
neednotfearthatlaworjudgment.

11

Takeaminutetothinkaboutthe conceptswehavejustcoveredandthentake13minutes
discussioninpairshare.Turn toapartnerorgroupofthreeandaskthemaquestionor
makeastatementaboutlaw,Gospel,ortherightandleftkingdoms.
GroupShare
Movetonextslideforquestion

12

Sowhatdoesthismean?....agreatLutheranquestion!
Wemustfunctioninbothkingdomsinourclassroomandmodeltheneedsforboth
kingdoms.WemustteachbothlawandGospelandotherkeythemesofLutheranbeliefs.
ThekingdomoftherightsaysthatwearefreebeingsforgivenandlovedbyGod.In
gratitudeforthatwonderfulforgiveness,wedisplayGodpleasingbehaviorsasournatural
lawthroughconscienceandreasontellusthedifferenceinrightfromwrong.Weare
supportedinthisthroughtheBiblicallaw thetencommandments asguidetokeepour
livesintunewiththenaturalorderGodplacedintotheworld.
However,wemuststillliveinthesinwrackedworldoftheleftkingdomwhererealityis
thatwedonotliveasGodwouldwishustolive.Wehurteachother sometimes
deliberately,wegethurtbyunintendedandintendedactions,inallyoucanfindyourday
notahappyonewhensinisprevalentintheclassroom.Aggressionisnotonlyallowedbut
encouragedinTV,Movies,andvideogames andsometimesinparentingandteaching.
Yet,thesechildrenweworkwitharelovedbyGod.Sowemustalsoloveeventhe
unlovablechild,whoisbentonhurtordestructiondrivenbymotivationwedonthavea
clueabout.AsLutheraneducators,Godhasplacedusintopositionstoleadourchildren
intounderstandingthekingdomoftherightwhilestilllivinginthekingdomoftheleft.
Teachingisthecornerstoneofgooddisciplineandclassroommanagement.Itisthrough
ourteachingandmodelingChristianlifethatourstudentsdeveloptheirunderstandings

13

andbehaviorpatternsofhowtolivetheirlivesinChristandtheworld.

13

ThesearesomeofthekeyteachingthemesforcreatingLutherandisciplesthatyoushould
incorporateintoyoureverydaylessons.Assignversestolookup.Readanddiscusseach
verse.
We,asLutherans,recognizeGodsdivineworkandblessingsinourproclamationofthe
NiceneCreed.PleasesomeonereadColossians.Whatisthispassagesaying?Manygroups
ofChristiansseparatethematerialworldfromthespiritualbutweshouldnotdothat.
Parablesteachheavenlythingsthroughearthlystoriesbutearthlythingscanalsotell
spiritualstories.ThetwokingdomsarecloselyrelatedinfaithfullivesofChristians.
WhatdoesRomansandsecondCorinthianssayaboutfreedom?Helpingstudent
understandtheseconceptsiscriticaltoselfregulationandtherecognitionthatourfreewill
islimitedbythesinfulworldinwhichwelive.Whatdoyoufinddifficultaboutthistheme?
Righteousness lookatHebrews.
QuestionsthatchildrenhaveaboutlivingasaChristianneedtofirstherethequestion,
Whydoyouwanttoknow?IsthequestionoffaithbeingaskedbytheOldAdamorthe
NewYou.Somequestionscannotbeansweredinawaythatsatisfiesthemind,whichat
timescanbeastumblingblocktoourfaith.Forinstance,whydidGodletthathappento
thosepeople?WecannotanswerthatquestionbecauseitisaquestionfromOldAdam
challengingGodspurposeforgoodnessinallthings.Thatisoursinfulnaturenotanew
faithfulquestion.Itisalsothemajorblockformanyadultswhohavehardenedtheirhearts
toGod.Ihaveheard,IcannotbelievethatGodislovewhoallowsthistohappen.Thatis

14

astatementofunbelieffromourOldAdamnotastatementoffaithfromourNewYou.
God readfirstCorinthians.WemainlyseetherevealedGod,throughtheScriptures,in
Christ.But,thereisourhiddenGodaswellwhichisofcourseingloryandpowerbutactually
reflectedinChristbyhumility,service,andcompassion.OurstudentsneedtoseeGodinthe
revelationsofChristnotinspeculationsaboutwhichhemightbeorhowhemightlook.This
shouldnotbethefocusofourteachingbutseeingthespiritualinordinaryevents.
TheologyofCross/ TheologyofGlory LetsreadHebrews.Thecrossmustbethefocusof
ourunderstandingofGod.GodsacrificedHisownsonandthatiswhereweshouldfindGod.
Notinthepowerofnature,ormiracles,orthejudgement,orthemanifestationofpower.It
isinthecrossthatGodshowsusHisnature.Love.Whenyourstudents(orevenyourselflose
focus)comebacktothecrosstoseewhoGodis.
ChristianLibertythenismanifestedintherighttodowhatwethinkisrightbutalsointhe
servicetoothers.Luthersaiditthisway,AChristianisaperfectlyfreelordofall,subjectto
none.AChristianisaperfectlydutifulservantofall,subjecttoall.
Vocationishowweliveoutourlifeofservice.Whetherweworkonafarm,inafactoryor
office,servingaspublicservantorwhateverwedo.Whenwedoittotheverybestofour
abilityinservicetoGodandothersallisdonetohonorGod.Allhonorablevocationsshould
beesteemedandnoneareaboveanother.Rightnowyourstudentshaveavocation a
callingaslearner.InthiscallingbothyouandyourstudentsaretobethefaceofGodto
serveoneanotherandtoprepareforfutureserviceintheadultworld.Disciplineinthe
classroomisnotacursebuttohelpusallgrowinunderstandingofjudgementand
forgiveness.Thisisnotoptionalforlearners,theyneedtolearntogrowincreativity,
imagination,desiretolearnmore,andinquisitiveness.

14

Useahabitschart discusswithapartnerwhatiscurrentlydoneschoolwide andinyour

ownclassroom eachfilloutyourown.

Discussasawholegroup school&classcurrentpractice

Completethenextcolumn.Sharewiththewholegroup.

15

Letslookatthesepassages.Whatdoeseachofthepassagessay?
Groupdiscussionhowshouldthisimpactourlessonsintheclassroom?
NoticethatActsdemonstratesthatworkingwithpeople notjustdeclaringbecomes
somethingweneedtoteachourstudents.DeclaringthatJesusistheChristwhosuffered,
died,androseisnotenough.Weneedtotalkwithandhelpdevelopunderstandingtolead
peopletodeclareadesiretobebaptized.
Remember,youneverreallyknowwhentheGospelwillworkorhasworkedinaheart,so
repetitionmaybecriticaltoyourstudentsdevelopmentoffaithandunderstanding.

16

Yes,teachthelawforit isaguideforourlives
AsLuthersSmallCatechismsaysinQuestion85 Thelawteacheswhatwearetodoand
nottodo;ThelawshowsusoursinandthewrathofGodanditcondemns;thelawmust
beproclaimedtoallpeoplebutespeciallytounrepentantsinnersbutitisnotsaving.
Thelawshowsuswhatgoodworkslooklike,outlinesvirtuestostrivefor,givesusaformat
inwhichtosharelovetoothers.But,itisNOTSaving!

17

TheGospelteaches whatGodhasdone,andstilldoes,foroursalvation;
TheGospelshowusourSaviorandthegraceofGodbringinghopeandforgiveness;
TheGospelmustbeproclaimedtosinnerswhoaretroubledintheirmindsbecauseoftheir
sins.
TheGospelbringsjoyandknowledgethatJesuslovesmeandnothingelseinthisworld
reallymatters.
OnlytheGospelSaves

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TheBook ofConcordtalksaboutDistinction,whichmeansunderstandingthedifference
betweenlawandGospelandbalancingtheiruse.
1 isthetextlaworGospel?Thelawhasno consolationandtheGospelhasnoconditions.
RememberthepurposeofScriptureistoshowuswhatGodhasdone notwhatwedo.
StrayfromthatandyouwillmessupyourbalanceinlawandGospel.Jesusfulfilledthe
lawforusinHisobedience,trust,love,&sacrificeHesaves noneofwhichwecando
ourselves.
Soreflect whatisthepurposeofthestoryofShadrach,Meshach,andAbednego?One
minutewithapartnerShare
HowabouttheparableoftheProdigalSon talkaboutthat
Share

19

AsourworldbecomeslessChristian,helpingourstudentstostandstrongandbecome
whatGodintendedforustobe becomescriticalinourteachingpatterns.
Ineverylessonforreligionclassyourchildneedstohearbothlawandgospeltaught
regardlessofthelessonfortheday.RememberthepurposeoftheBible:Toshowuswhat
Godhasdoneandcontinuestodo.
Inyourtablegroupsorpairs,discusshowyoucantalkaboutlawandespeciallytheGospel
inalessonyoumightteachonastoryfromtheBible.PickanOldTestamentstoryandbe
readytosharethoseideasinafewminutes.

20

BacktothatgoodLutheranquestion
Howcanweapplythisinclass?
Goal?Changethehearttochangebehavior youcancontrolstudentswithrules,discipline
andevenpunishmentbutitwontchangetheheart justlikethespongeatthebeginning
ofourdaystudentswillretainthehearttheystartedthedaywithunderthelaw.Thelaw
getsquickresultsbutonlytheGospelcanchangehearts.
Letslookatawarningtouswhoworkwithchildren.Letsreadthefirstpassageof
Matthew18.Howdoweleadourchildrenintosin?Whataretheconcernsoftheteacher
here?
LetslookatMatthew18thesecondpassage.ThisisoutliningaparticularwayforChristian
tohandleconflictwithotherChristianpeople.Itisanadulttoanadult.But,ithelpsusto
seesomewaysbecanbeingtodealwithissuesbetweenyouandstudentsandstudentsto
students.Wewilltalkmoreaboutthisprocessfordisciplineinteaching.
First,letstakealookatsomeresearchregardingdiscipline.

21

GroupDiscussion.Americansliketheideaofbootstraptheology.Whatdoyouthinkis
meantbythat?
Letscontrastthatwiththeservantssandals.Whatdoyouthinkthismeans?

Weneedtohelpourstudentslearnindependenceinmanyareasofstudy.Wewantthem
totietheirownshoes,takecareofpersonalneeds,feedanddressthemselves.Developing
independencemeanstheydontmovebackintoourhomeaftertheygraduatefromcollege
butbuildanadultlifeoftheirown.However,inthisbuildingofindependenceinother
areasourstudentscanbegintobuildbeliefsinthebootstrapmyth.Icandothismyself!I
dontneedGod.KeepingtheproperbalanceoflawandGospelandthiswillbelesslikelyto
happentoyourstudents.Thisleadstoarroganceandprideinpeople.Wethenforgetthat
wearetoserveasChristserved.

Whenyouaskyourstudents ifyoudiedtodaywillyougotoheaven theanswerswillbe

variousandoftennotfoundedintheworkofChrist.DiscussandexploretheMeansof
Graceinyourteachingandateveryteachablemomenttokeepthefocusontheservant
role.TheseareallfoundoutsideofusandaregiftsfromGod.Helpyourstudentstofocus
onwhatGodinChristhasdoneandfaithwillanswersurelythatYes!Iwillgotoheaven
becausetheBibletellsmeso,Ihavebeenbaptized,andbecauseChristgivesHimselfto
me.ThistypeoffaithisnotourworkbuttheworkoftheHolySpirit.Worksarenotfaith

22

soChristianswithdifficultpersonalitieswillgetangry,impatient,evenbesullen,andquickof
temper.Thatmaynotchangeinoutwardappearancesbutthatdoesnotmeanthepersonis
notsaved.ThatweleavetoGod.AnytalkoffaiththatisnotaboutJesusisnotfaithbut
law.HisistheonlysavingworkandthatmustbetheproperdistinctionoflawandGospel.

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Inastudyspanning50yearsofresearcharticlestherewere28factorsthatinfluenced
studentlearning themostcriticalwasclassroommanagementordiscipline. Youseefour
componentsofdisciplineherethatwewilldiscuss.Thereisonemoreandisperhapsmost
important compelling,strongcontentinstruction.butwewillonlytouchonthatatiny
bittoday
Thefirstcomponentisteacherstudentrelationshipsandstudentstudentrelationships.
Thishassometimesbeenreferredtoasreferentpowerandisthepositiveconnectionyou
havewitheachofyourstudentsandthepositiverelationshipbetweenstudents.Thisisthe
mostimportantofthedisciplinecomponents.Itisparticularlyimportantwhenyougetinto
disagreementswithyourstudents.Ifyouhavebuiltarelationshipoftrustandrespect
conflictswillbeeasiertoresolve.
Thesecondcomponentisclearparametersofacceptablebehavior.Thishas,inthe
literature,beenreferredtoaslegitimatepowerandcomesoutofthepositionofauthority
ofbeingateacher.Itistherulesyouputintoplaceinyourclassroom.Iftheymakesense
andarenottoodetailedbutclearinexpectationsthentheyhavelegitimatepower.
Thethirdcomponentismonitoringskills.Thisasbeenreferredtoasexpertpowerinthe
literatureandpointstohowwellyouhavedevelopingyourskillsasaneducatorfor
classroommanagement.Doyouscantheroomtoseewhateveryoneisdoingatalltimes,
doyoulistenforofftaskbehavior,areyouawarewhenstudentsarepassingnotes?

23

Thefourthisconsequences orcoercivepower theuseofnegativeforceforcompliance.

Someseetheseasnegativewhileotherssimply seethemasconsequences discussfora
momentinpairswhatthedifferenceis 1minute.
Share
Theliteraturereferstoafifthtypeofpowerthatteacherswield rewardpower Idonot
includethisoneasvalidbecauseinmyopinion(andintheresearchthereisanindication)
thatrewardsaretooexternaltodevelopselfdisciplineinchildren.
Youmaywonderwhyconsequencesarepartoftheneedofteachers. Shouldwenotsimply
forgive?Itisbecauseweliveinthekingdomoftheleft consequencesareareality you
speedinyourcar yougetcaught therewillbeaconsequence.Ifyoudontspeedinyour
car thereisnorewardotherthaninknowingyoudidtherightthing.Childrenmustlearnto
liveintherealworldoflefthandkingdom andrealizetheconsequencesoftheiractions.
Letslookatthesecomponentsabitmoreclosely.

23

Howdoweestablishrelationships?Thisisthelargestandmostimportantaspectof
workingwithstudents.Workinpairsandmakealistofrelationshipbuildingideas.Putyour
pawupwhenyouhaveagoodlist.
Firstislettingthestudentsknowthatyouhavepositiveexpectationsforthem.Ourhigh
achieverswillbesoinpartbecausetheyknowweexpectitofthem thereareseveral
techniquestohelpyoudevelopthisinyourclassroom.
1. Gettoknowyourchildren.Whoarethey?Whatistheirfamilylike?Whataretheir
hopesanddreams?Spendtimetalkingwithyourchildrensoyoulearnabouteachas
anindividual.Perhapsonedayaweekyouasktheprincipaltositinforlunchandyou
takeoneortwochildrenouttoaspeciallunch.
2. Callonallstudentsequitably keepachecklistandseethateveryoneisexpectedto
participate dontgradeit itisaslowchangebutwillhappen.
3. Waittogivestudentstimetothink whenyouaskaquestionyoushouldgivethe
studenttimetoanswer youmayneedapeertotimeyouastheyobserveyour
teachingorvideotapeyourselftoseeifyouaregivingthestudentsenoughwaittime.
4. Givehints&cluestohelpanswerquestions becarefulnottogivetheanswerbut
perhapsrephrasethequestion.
5. Tellstudentstheyhaveabilitytodowell,thatyoubelievetheycandowell.
6. Correctstudentsinpositiveways.Thisdoesnothavetobeanegativepartofyourday.
Firstbesureyouareincontrolofyourownemotions takeacoolingoffperiodif
necessary dispelangerandfrustrationbeforeyoubeginyourdisciplineprocess.
7. Dontcomparestudents weallsinjustsomeofsinmoreboldlythanothers.When
wecompare,weareimplyingthatsomestudentsarebetterthanothers.Aslippery

24

slopeatbest.
8. Becompassionate Yes,wehaveallhadthestudentwhosinsinthesamewayeveryday,
andeveryday,andeveryday!Somechildrentakealongtimetodevelopselfcontroland
selfregulation.
9. Expectchildrentosin yousin,sowhydoyouexpectbetterfromthechildrenwhoare
stilldevelopingselfcontrolandregulation?
10. Befairbutrecognizefairnessisnotalwaysfairandconsideryourexpectationsofbeing
equitable foreachchild.

24

Nowanuncomfortableissueweneedtoaddress.
Youneedtobehonestaboutwhatyoubelieveaboutstudents.Ifyoufirmlybelievethat
somestudentscannotberedeemed thenitwillinfluencehowyourespondtothose
students.Myownresearchindicatedthatwhatwebelieve ourdeepestphilosophical
believesinfluence(orattheveryleastarerelatedto)ourownbehaviorsinthediscipline
process.
Thisincludesbeliefsaboutstudents,ifyoubelieveachildisstupidand/orthechilds
parentsarestupid bothwillappearthatwayinyoureyesandinfluencethewayyou
respondtothechildandyourexpectationsofthechild.
Godlovesusallandwouldhaveusallbesaved.Fairnessshouldbeaddressedthrough
equity.Ifachildneedsmorehelp itmaynotseemfairtoworkmorewiththechildand
ignoreotherswhoreallycanworkontheirown,buttruefairnesswithequitymeanswe
providewhateach childneeds.
aboutlearning,ifyoubelievethatchildrenonlylearninoneway,thenyouwillteachtothe
strengthsofonlyasmallgroup.JimmyStory
andwhatwebelieveaboutthepurposeofschooling.Ifyoubelievethatschoolingisto
preparechildrenforhighschoolorpasstestsandnottherealworld(orworseourultimate
futureinheavenorhell),itwillinfluencehowoftenyoubringtheGospelintoallyour
lessons.RememberiftheonlytimeweusetheGospelisduringreligionclass youhave

25

toldyourstudentsthatfaithisasegmentedpartoftheirlivesandyouarenotbuildingthe
ideaofvocationintotheirknowledgeandbehaviorstructure.(Iamgoodinchurchbutthe
restdoesnotmatter.)
Teachersandadministratorsneedtobereflectiveaboutwhattheydoandwhytheydoitin
theclassroomandschool.Thisisatthecoreofbuildinggoodteacherstudentrelationships.
Askyourself,AmIsendingamessagetothestudentsorastudentthatimpliesIdont
believetheycandowell?
Thenextkeytobuildingselfdisciplinedstudentsareclearparameters.

25

Thesecondareaofresearchistheuseofskillsfortheteacher. Somemonitoringskillsare:
1. Locateyourself atvariousplacesintheclassroom movealot whenneededtoward
problemareas.Usealayoutthatencouragesgroupworkbutdividesupproblem
students.Usinggroupworkwillfulfillsocialneedswhilestillgettingworkdone.
2. Whenyougiveaninstruction suchasturntopage20 waitinsilenceandwatchto
seethatstudentsaredoingwhatyouask.Movetowardthosenotcomplying.
3. Thelook myownfamilywillcomplainwhenIdothisunconsciouslytothemat
home.Asilenteyecontactwithatastudentcanoftenforestallaneedfordiscipline.
4. Hearingiscriticaltocatchofftaskbehavior.Guidestudentsquicklybacktoworkwhen
youhearofftaskbehaviororactions.(Thesearetheeyesinthebackofyourhead,well
sidesreally.)
5. Selfmonitoringworksforsomechildren.Thiscanbepartofyourdecisionmaking
process.Therearelotsofarticlesonstrategiesforthisprocess.

26

1. ActiveLearningisengagement findwaysforchildrentoworkingroups,manipulate
informationwithgraphicorganizers,summaries,writing,discussion,problemsolving
DOING!Notjustlistening.
2. Useresponsecardsfor totalclassparticipation notallthetimebuthelpstokeep
studentspayingattentionandengagedwiththinkingaboutthematerial.Handout
sample websitehasmore.(Clickersystemsarefuntoo!)
3. Exercise childrencanbuildupenergyinaclassroomwhentheyareexpectedtosit
still,notmove,donttalk,generallyitamountstodontthinkeither.Recesscangive
childrenawaytogetridofpentupenergyandrelax.Exercisemomentscanoccurin
theclassaswell.Insertingaoneminuteactivityofmovementcanhelpmanystudents
focusbetter.
4. Plancarefullyforlessons thebetterpreparedthemorelikelyyourstudentswillstay
engaged.
5. Incorporatetechnologywhenitmakessense.SimulationslikePHETcanletstudents
exploretopicstooexpensiveordangerousthroughsimulations.

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ThethirdareaofResearchtellsusthatrulesmustbeclearinexpectationsandbefewin
number.Withapartner,compareandcontrasttheselistsforrulesintheclassroom.
GroupDiscussion:
Whatrulesdidyoufindproblematic?Whatrulesdidyoufeelwerenotclear?Howmany
rulesdoyoufeelyoushouldhave?Whataretheassumptionstoeachoftherules?
Bringinpoints:
Researchtellsusthatyoumuststarttheyearbytalkingaboutandteachingwhattherules
mean.Classdiscussionisgoodforthis.Setupappropriateconsequencesforeachviolation.
(Losingrecessforachildthatcannotsitstillisgoingtopunishyouasmuchasthechild)For
thefirstweekstarteachdaywithareminderofwhattherulesmeanandthe
consequencesofbreakingtherule.Weoftenmakeassumptionsthatchildrenunderstand
whatwemeanwhenweusewordsbutyoucannotmakethoseassumptions.
Whenrulesarebroken youneedtoreteachrules.Perhapsthechildhasforgottenwhat
therulemeans.But,teachthewholeclassabouttherulesagain.Ifyoudothisfaithfullythe
studentseventuallywillpointtotherulespostedinclassandshaketheirheadsatthe
offender.
Studentswantandneedstructureandsecurity.Onecannotlearninafearfulenvironment.
Wellstructuredenvironmentsmaybeabitoforganizedchaosbutnotjusttotalchaos.

28

Nowusingtheyellowpaperdevise alistofrulesforyourclassroomthisyear.Youmaywork
asagrouporonyourown,buteachpersonshouldhaveaclassroomlistofrules.(Giveas
muchtimeasneededforthetask)
GroupDiscussion:
Sharelistsandcritiqueconcernsnoted.
Question:whatmightbethevalueofteachersintheschoolallusingthesamelistofrules?
Whatmightthelistofschoolruleslooklike?Bringintherulesimageanddiscuss what
mightbemissingfromthislistifyouaretryingtobuilddisciples?

28

Takealookatyourlist ofrulesnow.
Inpartners,developaconsequenceforeachruleonyourlist.Youmaychoosetoelectthe
consequenceinlowergradestobelesssevereornumberoftimesithasbeenviolated
determiningseverityor?
Share Whatdidyoufindthesame?Whatelsecouldyouconsider?
Herearethreetypestoconsider fromScholasticMagazineintheNewteachersurvival
guide:
Youbreakit,youfixit canbeusedtomendemotionalmessesaswellasphysicalmesses.
Achildcanrebuildablocktowerafteraccidentallyknockingitover.Astudentcanrepair
hurtfeelingswithanapologyofaction.Anapologyofactionmaybedoingsomethingto
soothetheinjury,suchasdrawingapictureorplayingagame.
Temporarylossofprivilege isasimplewaytohelpastudentremembertousethat
privilege(artmaterials,recess,grouptime)responsibly.Losingaprivilegeforaclassperiod
oradaycanhelpachildpausetorememberorrelearnarule.
Timeoutor"takeabreak" isastrategytohelpstudentslearnselfcontrol.Astudentwho
isdisruptingtheworkofthegroupisaskedtoleaveforafewminutes.Givethestudenta
chancetoregaincomposureandrejointhegrouponhisorherown.

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Everythingwehavedonesofarisleadingtothispoint.
RememberMatthew18?Letsmakeitpracticalnow.Beforeyoubeginbesureyouarein
controlofyourownemotions.
Gospelcorrection takethestudenttoaprivateareaoratleastwhereotherstudents
cannothearyou.
1. Beginwith prayerbetweenthetwoofyou askingforwisdom,patience,and
care askthestudentiftheywouldliketoleadtheprayerandencouragethem
todososhareprayertime.
2. Reviewwhathappened havingthestudentreflectandreplyaboutwhatwent
wrong theymayseetheincidentcompletelydifferentlythanyoudo.
3. Identifyandacceptthestudentsfeelings.Youneedtodemonstraterespect
andconcernforthefeelings butnotcondoningactions.Ifunrepentantatthis
pointgobacktoreviewwhatwasdonewrongagainwithyouexplainingthe
error.(Steps2and3mayneedtobedonemultipletimesuntilthestudent
admitstoerror.)
4. Reviewalternativeactions whatcouldhavebeendonedifferently?Talk
aboutchoice andmakingdecisionsthatareacceptabledecisionsleadingto
acceptableactions.
5. Talkaboutrules hereisthelaw youmayusenaturallaw whatdoesyour
consciencetellyou?Whatdoesyourmindtellyou?OrBiblicallaw what
commandmentisourguideinthisinstance?Orclassroom/schoollaw what
rulewasviolated?Thisisthetimetocomedownhardonthestudentand
convictthemoftheirinappropriatedecisionsandactions.

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6. Demonstrateequality discusswhyeveryonemustfollowthelaw discussthe

justsocietyandlivingpeacefullywithourneighbors.
7. Consequence thiscanbedonebyyou,bytheclassdetermininginadvancethe
consequence,orlettingthestudentdecidetheconsequence lesscommonbut
theyoftenwillchoosemoreharshconsequencethanyouwillandgivesyoua
chancetomitigatethedecisionandshowcare.
8. Disappointment showthatyouhaveexpectationsofpositivebehaviorandthat
correctingthestudentdisappointsyou.Atthispointyoushouldbeexpecting
themtoaskforforgiveness ifnotforthcoming askthem,Doyouhave
somethingyouwanttosaytome(or.Ifanotherpersonisinvolved)?
9. Forgiveness&Expectations Offerforgivenesstothechild.Andremindthe
studentthatyoustilllovehim/herandthatyouaresurethatthefuturehe/she
willtrytocontrolthisbehavior.
10. Followupduringclass quietlycheckwiththestudenttoseehowtheyare
doing,iftheyhaverepairedarelationshipwithanotherstudentofferpraisefor
theact.Iftherearefurtheraltercationsthatthestudenthandlesbetterbesure
toacknowledgethegrowth.
11. Disciplinelog ifnotatthatmomentbutsometimeduringthedayorbeforeyou
leaveforhome writeupallthesestepssoyoucanhavegooddocumentationof
anyincident.Thisstepisforyourprotectionasstudents(especiallythosewho
arenottrulyrepentant)maybringuptheincidentatamuchlaterdateand
parentscanendupcomingtoyou.Youcanthenlookuptheincidentandshare
whatwentonandhowitwasresolved.(Someteacherswillaudiotapethese
correctionmomentstosharewithparents.)
Dontgiveuponanystudent thisprocessisgradualandchangeinstudentscanbe
slow.Prayforallyourstudentseachday.
Unrealistic! Whohastimeforthis?Talkinthegroup.
Commentsorquestions?

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Avoidcallingthingsbadorgood.NothingisgoodwithoutGod,everythingisbadeven
thingswemayseeasgoodwithoutGod.Childrencangetafalseperspectiveintheuseof
,thisisgood!or,thatisbad.Itcancreatemisunderstandingswithparentsaswell.
youcalledmychildbadwillneverbeagoodstarttoaconversationaboutadiscipline
issue.
One ofthefirstsinsintheworldwastheattempttojustifysinwiththewordbutthe
womanyougaveme
LetslookatfirstJohn1:9 youwillrecognizethistext itsumsupwhatshouldbeour
behaviortowardoursin.Confessandbeforgiven.
Donotallowyourselftogiveexcusesforsininyourownlife.ThrowyourselvesonGods
mercyandacceptthatmercy.
Donotacceptthebutfromyourstudentseither.Iftheydidwrong,thereasondoesnot
justifythewrong.Itisnecessarytomakethisveryclear.Thestudentneedstogettothe
pointofaskingforforgivenessandgivingnoexcuses.Yeah,buthestarteditshouldnotbe
somethingyoulistento.Talkwitheachchildabouttheirownbehaviorandnotaboutwhat
othershavedone.Stayfocusedontheirownbehavior.
Whyisthisacriticalissue?

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Thefamilyprivacyactforbidsyoutoshareinformation aboutstudentswithotherpeople
withoutthepermissionofthatstudentsparents.Whenyouallowaccusationsandtattling,
thanchildrenarenotbeingprotectedfrompossiblefalsehoodorevengiventheprivacyto
admittheirownmistakes.Thatbreaksthelaw.
Doyouusea123strikesmethodofdiscipline.Putitontheboardforeveryonetosee?
YouarebreakingFERPA.Putastaronaclassroomchartforbeinggood?Youarebreaking
FERPA.
OtherwaysyoucanbreaktheFERPAlaw.
Doyouallowyourstudentstocorrectforagradetheirclassmatespaperwork?Youare
breakingFERPA.Doyouputpapersonthebulletinboardofstudentswhodowell?Youare
breakingFERPA.
TalkwithapartneranddetermineotherwaysyoumaybreaktheFERPAlaw.Sharewiththe
largergroup.

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It takesthewholeschooltobeonthesamepage.
Teachers,youcannotgointoyourroomandshutyourdoorandpretendthatnothingis
goingwrongoutsideofyourclassroomdoor.
Theprincipalcannotbetheonlyonetodisciplinestudents faculty,staffand
administrationshouldallbeonthesamewavelength researchtellsusthatwhenthe
wholeschoolworkstogetherasoneinadopting&implementingadisciplinepolicythe
cultureandclimateoftheschoolchangesaswell.

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Adecisiontreecansometimesbe usefultodevelopingaprocess.Ihaveusedadecision
treetoselecttextbooks,havestudentsgradetheirownpaper(insteadofarubric),and
otheractivities.Whatitdoesishelpyoufocusonthecriticalpointsofaprocess.For
example:bringupsecondimage.Thisdecisiontreecanhelpstudentsidentifyshapes.
Usingthepinkcoloredpaper,designadecisiontreeaboutyourdisciplineprocess.Youstart
withaquestionandprovidethepossibleanswersindicatingthenumberofarrowsthat
comefromthequestion Whatmightbeapossiblefirstquestionregardingadisciplinary
issue?
(Iwouldsuggestyoustartwiththequestion: IsthisalaworGospelissue?orDoIapply
laworGospelhere?)
Comparedecisiontrees seeiftheycanbeconsolidatedtoone.

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Showimages.
SchoolDisciplinePlan someoftheimagesyouseehereuseprocessesthatwouldbreak
FERPA keepinmind adisciplineplanmustbeinlinewithfederallaw.Wewilltalkmore
aboutthislawinafewminutes.
Asawholegroup,whatcouldyoudotodevelopawholeschooldisciplineplan?

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Myorangecardhasmywebsiteandemailaddressonit.Ifyouhave aquestionorwishto
contactmepleasefeelfreetodoso.Youcanrevisitourdayand thematerialsweused
whichareallonthewebsite.Ihopeyoufoundthedaytobeuseful.

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