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Educational Leadership for Democratic Schools
Unformatted Document Text:  E. Implication for Action: Outline what concrete changes, activities, policies, research, or other outcomes can result from this work. Judicious Discipline did much to establish a new school culture in the research schools. It provided all students, educators, administrators and staff with a common language of civility that was used to solve social problems and think about what was "right" and "good." Practicing Judicious Discipline helps everyone to construct a context that they perceive as fair, free, and caring. When we truly believe that this is the state of our environment, we are more likely to think of ourselves as having value; and as a result, we will be less likely to act out against people and things in that environment. The educator who uses Judicious Discipline avoids power struggles and encourages students to be responsible for their actions. The teacher remains on the same side as the student and is rarely viewed by the student as the problem or the adversary. The teacher remains student-centered. The teacher maintains the role of mentor and guide when the student is in trouble. The teacher remains ever the educator, armed with knowledgeable resources for teaching and learning. The teacher embraces student behavior problems as a "teachable moment;" another opportunity to teach about what is "right" and what is "good." When educators make that paradigm shift, that philosophical giant leap to Judicious Discipline, they feel proud and happy every time a student calls out, “Teacher!” Section II: Outcomes and Methods A. Learner/participant outcomes: Describe what you intend the participants to learn during the session. The goals of this presentation are: To share the results of a five-year study of the effects implementing Judicious Discipline had on schools, students and educators. To provide evidence that Judicious Discipline can help students move to higher levels of moral development and use a common “language of civility” to advocate for themselves and solve social problems.

Authors: Gathercoal, Paul.
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E. Implication for Action: Outline what concrete changes, activities, policies, research, or
other outcomes can result from this work.
Judicious Discipline did much to establish a new school culture in the research schools.
It provided all students, educators, administrators and staff with a common language of civility
that was used to solve social problems and think about what was "right" and "good."
Practicing Judicious Discipline helps everyone to construct a context that they perceive as
fair, free, and caring. When we truly believe that this is the state of our environment, we are
more likely to think of ourselves as having value; and as a result, we will be less likely to act
out against people and things in that environment.
The educator who uses Judicious Discipline avoids power struggles and encourages
students to be responsible for their actions. The teacher remains on the same side as the
student and is rarely viewed by the student as the problem or the adversary. The teacher
remains student-centered. The teacher maintains the role of mentor and guide when the
student is in trouble. The teacher remains ever the educator, armed with knowledgeable
resources for teaching and learning. The teacher embraces student behavior problems as a
"teachable moment;" another opportunity to teach about what is "right" and what is "good."
When educators make that paradigm shift, that philosophical giant leap to Judicious
Discipline, they feel proud and happy every time a student calls out, “Teacher!”
Section II: Outcomes and Methods
A. Learner/participant outcomes: Describe what you intend the participants to learn during
the session.
The goals of this presentation are:
To share the results of a five-year study of the effects implementing Judicious Discipline
had on schools, students and educators.
To provide evidence that Judicious Discipline can help students move to higher levels of
moral development and use a common “language of civility” to advocate for themselves
and solve social problems.


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