Teaching Self-Control

Teaching A Curriculum for Responsible Behavior Second Edition “This is excellent! [Teaching SelfControl] is very readable and understandable, and it addresses long-term solutions rather than simple disciplinary measures.”

Susan Gorin Executive Director, National Association of School Psychologists

“This is not another armchair theory of self-control, but one that is based on actual studies with students.

It is a strength-based functional approach—very realistic, reader friendly, easy to teach, and enjoyable for students.”

Nicholas Long, Ph.D. Professor Emeritus, American University; President, The Life Space Crisis Institute

Lee Greene Editor, Principal Magazine, National Association of Elementary School Principals

Teaching Self-Control: A Curriculum for Responsible Behavior is a practical and comprehensive curriculum that helps teachers minimize classroom disruptions by teaching students self-control and responsibility. The ready-to-use lesson plans are easily integrated into existing content areas and can be used in self-contained or inclusive classrooms to actively involve students in learning 20 selfcontrol skills that include: • Managing anger and aggressive reactions • Controlling impulses and demonstrating patience

Second Edition

Teaching

• Coping with mistakes, failures, and frustration • Participating appropriately in cooperative or competitive activities • Getting along with peers and adults Martin Henley, Ph.D., is a professor of education at Westfield State College and director of the Pegasus Center for Education. His 27 years in education include teaching sixth grade and special education classes, directing a Head Start program, and administering an inclusive school for autistic students. Dr. Henley lives in western Massachusetts with his wife, Teresa, daughter, Maggie, and dog, Daisy.

solution-tree.com Cover art and design by Arc Group Ltd. Text design and composition by T.G. Design Group.

Martin Henley

“I have seen nothing as comprehensive as this curriculum for preventing misbehavior.”

What is a teacher to do when confronted with students who lack basic social skills for controlling their behavior and getting along with others? The solution is simple and direct: teachers can do what they do best—teach. The same skills that teachers bring to mathematics, reading, and science can be incorporated into a social skills curriculum that builds self-control.

Teaching Self-Control: A Curriculum for Responsible Behavior

Education/Social Skills

A Curriculum for Responsible Behavior

by Martin Henley

Copyright Š 2003 by Solution Tree (formerly National Educational Service) 304 West Kirkwood Avenue Bloomington, IN 47404 (812) 336-7700 FAX: (812) 336-7790 e-mail: info@solution-tree.com www.solution-tree.com

All rights reserved, including the right of reproduction of this book in whole or in part in any form.

Cover design by Arc Group Ltd. Text design and composition by T.G. Design Group

Printed in the United States of America

ISBN 978-1-932127-12-6

ii

CONTENTS About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii Chapter 1:

Self-Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Emotional Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Teaching Self-Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 What Is Self-Control? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 A Self-Control Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Empowering Young People . . . . . . . . . . . . . . . . . . . . . . . . . 12 How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Chapter 2:

Self-Control Inventory . . . . . . . . . . . . . . . . . . . . . . . . . .

The Self-Control Inventory . . . . . . . . . . . . . . . . . . . . . . . . .

The Student Self-Report Form . . . . . . . . . . . . . . . . . . . . . . .

The Family Report Form . . . . . . . . . . . . . . . . . . . . . . . . . . .

Linking Assessment to Instruction . . . . . . . . . . . . . . . . . . .

17 18 19 20 21

Chapter 3:

Teaching Self-Control . . . . . . . . . . . . . . . . . . . . . . . . . .

Promoting Self-Control in the Classroom . . . . . . . . . . . . .

Cooperative Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Peer and Cross-Age Tutoring . . . . . . . . . . . . . . . . . . . . . . . .

Children’s Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Role-Playing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Learning Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

An Instructional Model for Teaching Self-Control . . . . . .

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

23 26 27 28 29 31 32 35 36 37

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TEACHING SELF-CONTROL Chapter 4:

Positive Behavioral Supports . . . . . . . . . . . . . . . . . . . .

Preventive Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Nonverbal Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Verbal Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Corrective Behavioral Supports . . . . . . . . . . . . . . . . . . . . .

Punishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

39 40 40 41 45 50 52 52

Chapter 5:

Introduction: Sample Units . . . . . . . . . . . . . . . . . . . . . .

Phase I Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Phase II Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Positive Behavioral Supports . . . . . . . . . . . . . . . . . . . . . . . .

53 54 55 56

Chapter 6:

Controlling Impulses . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Re-education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Managing Situational Lure . . . . . . . . . . . . . . . . . . . . . . . . .

Demonstrating Patience . . . . . . . . . . . . . . . . . . . . . . . . . . .

Verbalizing Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Resisting Tempting Objects . . . . . . . . . . . . . . . . . . . . . . . . .

Skill 1: Managing Situational Lure . . . . . . . . . . . . . . . . . . .

Skill 2: Demonstrating Patience . . . . . . . . . . . . . . . . . . . . .

Skill 3: Verbalizing Feelings . . . . . . . . . . . . . . . . . . . . . . . .

Skill 4: Resisting Tempting Objects . . . . . . . . . . . . . . . . . .

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

59 60 61 61 62 63 65 69 73 79 81

Chapter 7:

Following School Routines . . . . . . . . . . . . . . . . . . . . . . . 83 Organizing School Materials . . . . . . . . . . . . . . . . . . . . . . . . 84 Accepting Evaluative Comments . . . . . . . . . . . . . . . . . . . . 85 Making Classroom Transitions . . . . . . . . . . . . . . . . . . . . . . 85 Skill 5: Following Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Skill 6: Organizing School Materials . . . . . . . . . . . . . . . . . . 91 Skill 7: Accepting Evaluative Comments . . . . . . . . . . . . . . 94 Skill 8: Making Classroom Transitions . . . . . . . . . . . . . . . . 97 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Chapter 8:

Managing Group Situations . . . . . . . . . . . . . . . . . . . .

Maintaining Composure . . . . . . . . . . . . . . . . . . . . . . . . . .

Appraising Peer Pressure . . . . . . . . . . . . . . . . . . . . . . . . . .

Participating in Group Activities . . . . . . . . . . . . . . . . . . .

Understanding How Behavior Affects Others . . . . . . . . .

viii

101 101 102 102 103

Table of Contents Skill 9: Maintaining Composure . . . . . . . . . . . . . . . . . . . .

Skill 10: Appraising Peer Pressure . . . . . . . . . . . . . . . . . . .

Skill 11: Participating in Group Activities . . . . . . . . . . . .

Skill 12: Understanding How Behavior Affects Others . .

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

105 108 112 116 119

Chapter 9:

Managing Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Adapting to New Situations . . . . . . . . . . . . . . . . . . . . . . .

Coping With Competition . . . . . . . . . . . . . . . . . . . . . . . .

Tolerating Frustration . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Selecting Tension-Reducing Activities . . . . . . . . . . . . . . .

Skill 13: Adapting to New Situations . . . . . . . . . . . . . . . .

Skill 14: Coping With Competition . . . . . . . . . . . . . . . . .

Skill 15: Tolerating Frustration . . . . . . . . . . . . . . . . . . . . .

Skill 16: Selecting Tension-Reducing Activities . . . . . . . .

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

121 121 122 123 124 126 129 132 136 138

Chapter 10:

Solving Social Problems . . . . . . . . . . . . . . . . . . . . . . .

Focusing on the Present . . . . . . . . . . . . . . . . . . . . . . . . . .

Learning From Past Experience . . . . . . . . . . . . . . . . . . . .

Anticipating Consequences . . . . . . . . . . . . . . . . . . . . . . .

Resolving Conflicts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Skill 17: Focusing on Present Situations . . . . . . . . . . . . . .

Skill 18: Learning From Past Experience . . . . . . . . . . . . .

Skill 19: Anticipating Consequences . . . . . . . . . . . . . . . .

Skill 20: Resolving Conflicts . . . . . . . . . . . . . . . . . . . . . . .

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

139 139 140 140 141 143 146 149 153 156

Chapter 11:

Resiliency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mentor Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . .

School Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Community Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . .

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

157 161 161 162 163

Appendix A:

Self-Control Inventory . . . . . . . . . . . . . . . . . . . . . . . . . 167

Appendix B:

Student Self-Report Form English Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Spanish Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

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TEACHING SELF-CONTROL Appendix C:

Family Report Form English Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Spanish Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180

Appendix D:

Behavior Management Plan Sample Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

Appendix E:

Standardization of Self-Control Inventory . . . . . . . 187

x

ABOUT THE AUTHOR Martin Henley, Ph.D., is a professor in the Education Department at Westfield State College and director of Pegasus Center for Education. He is a Vietnam veteran.

After his war service, he was awarded two fellowships to Syracuse University where he earned an M.A. in special education with an emphasis in urban education and a Ph.D. in special education with an emphasis on students with emotional and behavioral disorders. His public school teaching career included positions in inner-city elementary schools and in special education; he was a Head Start director, and principal of Jowonio, an inclusive school for students with autism and serious emotional problems.

In addition to his teaching duties at Westfield State College, Dr. Henley has held various administrative positions including coordinator of special education undergraduate programs, director of graduate and continuing education special education programs, and chairman of the undergraduate college honors program. Dr. Henley is a frequent presenter at professional conferences and has published numerous articles on school discipline and violence prevention. He co-authored Teaching Students With Mild Disabilities with Roberta Ramsey and Robert Algozzine. Other books include Creating Successful Inclusion Programs and Classroom Management: An Integrated Approach.

Dr. Henley lives in Westfield, Massachusetts with his wife, Teresa, daughter, Maggie, and dog, Daisy. He is an avid runner and golfer.

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FOREWORD

C

hildren are not born with the skill of self-control. It is a skill that needs to be taught and learned. This is a complicated task because children are emotional, not rational, beings. During times of frustration, their emotions drive their behavior, causing a variety of problems for adults.

Historically, teaching self-control was not an issue for teachers, because the majority of students developed the foundations of self-control at home and the school needed only to reinforce them. But times have changed. Now thousands of students who have been neglected, rejected, and abused by their caregivers enter the classroom without the comfort and choice of being able to control their behavior during stressful times. Their negative attitudes and inappropriate behaviors, such as teasing their peers, not completing their assignments, and challenging authorities, guarantee they will have few teachers advocating their cause or promoting new programs for them.

What is alarming is the predictability of their pattern of self-defeating behavior. Without any educational intervention, these students will never experience the excitement of school achievement, the sense of autonomy, the joy of friendships, and the feeling of self-esteem. Without a caring and inclusive school staff who can see the misdeed of these impulsive students and teach them the skills of responsible behavior, there is little hope for them.

I congratulate Martin Henley for writing such a successful curriculum for teaching self-control in the classroom. This is not another armchair theory of self-control, but one that is based on actual studies with students. It is a strength-based functional approach—very realistic, reader friendly, easy to teach, and enjoyable for students. This curriculum not only promotes group cooperation and acceptance of others, but it is also the missing link for enhancing academic learning. As students learn to control their aggressive impulses and demonstrate new social skills, they will receive more peer and

Solution Tree

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TEACHING SELF-CONTROL teacher approval, which in turn creates more energy and motivation to succeed at school. In plain language, the Teaching Self-Control curriculum provides a win-win situation for students and staff. 窶年icholas Long, Ph.D. Professor Emeritus, American University President, The Life Space Crisis Intervention Institute

xiv

Teaching A Curriculum for Responsible Behavior Second Edition “This is excellent! [Teaching SelfControl] is very readable and understandable, and it addresses long-term solutions rather than simple disciplinary measures.”

Susan Gorin Executive Director, National Association of School Psychologists

“This is not another armchair theory of self-control, but one that is based on actual studies with students.

It is a strength-based functional approach—very realistic, reader friendly, easy to teach, and enjoyable for students.”

Nicholas Long, Ph.D. Professor Emeritus, American University; President, The Life Space Crisis Institute

Lee Greene Editor, Principal Magazine, National Association of Elementary School Principals

Teaching Self-Control: A Curriculum for Responsible Behavior is a practical and comprehensive curriculum that helps teachers minimize classroom disruptions by teaching students self-control and responsibility. The ready-to-use lesson plans are easily integrated into existing content areas and can be used in self-contained or inclusive classrooms to actively involve students in learning 20 selfcontrol skills that include: • Managing anger and aggressive reactions • Controlling impulses and demonstrating patience

Second Edition

Teaching

• Coping with mistakes, failures, and frustration • Participating appropriately in cooperative or competitive activities • Getting along with peers and adults Martin Henley, Ph.D., is a professor of education at Westfield State College and director of the Pegasus Center for Education. His 27 years in education include teaching sixth grade and special education classes, directing a Head Start program, and administering an inclusive school for autistic students. Dr. Henley lives in western Massachusetts with his wife, Teresa, daughter, Maggie, and dog, Daisy.

solution-tree.com Cover art and design by Arc Group Ltd. Text design and composition by T.G. Design Group.

Martin Henley

“I have seen nothing as comprehensive as this curriculum for preventing misbehavior.”

What is a teacher to do when confronted with students who lack basic social skills for controlling their behavior and getting along with others? The solution is simple and direct: teachers can do what they do best—teach. The same skills that teachers bring to mathematics, reading, and science can be incorporated into a social skills curriculum that builds self-control.

Teaching Self-Control: A Curriculum for Responsible Behavior

Education/Social Skills

A Curriculum for Responsible Behavior

by Martin Henley