Guided Discipline provides a systematic approach to classroom management and discipline. Teachers learn to organize their classrooms for student success, reduce behavioral problems through strategic intervention and support, and maximize every student’s opportunity to learn. Through Engaging Schools’ training, teachers learn research-based practices, such as responsive behavioral conferencing, cultural competency, invitations to cooperate and self-correct, and accountable and restorative consequences. After implementing Guided Discipline, schools report improved attendance, self-management, and self-discipline among their students. Schools also report school climate improvements; fewer classroom disciplinary referrals; and lower rates of dropouts, late arrivals, absenteeism, and suspensions. For Guided Discipline, Engaging Schools offers:

  • Customized plans for individual schools or districts. We work with district leaders, principals, and leadership teams to customize plans that include professional development, coaching, and consulting.
  • A four-day Guided Discipline institute for schools and districts.

Through training in Guided Discipline, teachers learn how to:

  • Organize and manage their classrooms to create optimal conditions for learning.
  • Implement a preventative, problem-solving, and restorative approach to discipline.
  • Respond effectively to a wide array of student behavior in the classroom.
  • Depersonalize challenging behaviors.
  • Invite cooperation and defuse confrontations and power struggles.
  • Provide targeted behavioral supports and interventions in and outside the classroom.

Students whose teachers use Guided Discipline learn:

  • Skills and habits that help them minimize behaviors that interfere with learning.
  • Self- and social awareness, self-management, effective communication, responsible decision-making, and active participation.
  • How to be productive, supportive members of an engaged classroom community.

When schools implement Guided Discipline, they gain:

  • Faculty and staff members who understand and are committed to Guided Discipline — and who have the skills to implement and sustain its strategies and practices.
  • The capacity of teachers to play a central role with tier one and tier two behavior supports and interventions in a schoolwide multi-tiered PBIS or RTII system.
  • A reduction in referrals and suspensions.
  • Increased leadership capacity to coach and support teachers with classroom management and discipline.

“Highly self-disciplined adolescents outperformed their more impulsive peers on every academic-performance variable, including report card grades, standardized achievement test scores, admission to a competitive high school, and attendance.” Angela L. Duckworth and Martin E.P. Seligman, Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents

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