Discipline

Discipline is always a matter of concern. We want children to become self-disciplined. In order to do that we must model appropriate behavior ourselves. Students are quick to pick up on inconsistencies between what we, as a staff, say, and what we actually do. For that reason, we must function as a unit. Every staff member must remain consistent and enforce school rules. If a student behaves inappropriately in front of you, and you take no action, the child understands that you approve of the behavior. That is not the message we wish to convey.

Each classroom should develop a list of 4-5 classroom rules. These should be broad and cover a wide range of behavior. Similarly, a listing of consequences should be developed. These should be both positive and negative. Remember that students respond to positive incentives better than negative punishments. An attractive set of positive incentives can go a long way in reducing behavioral problems. Nothing will, however, eliminate them.

The focus at Speas is on accepting responsibility for one’s actions. Each student is responsible for his/her own behavior. As staff members, it is our job to constantly teach this simple fact. If a child behaves appropriately, reward them for making a good choice. Conversely, when they misbehave, help them understand they chose poorly. Do not enter into an argument or debate about who is at fault. Maintain your position as the one in charge.

Some clarification here is very important. Staff members must act on what they witness happening. We cannot act solely on the basis of what another child reports to us, no matter how reliable he/she may be. Take time to investigate any situation fully. In the absence of a confession or admission of guilt, discipline referrals should not be written on incidents not witnessed by an adult. This does not mean that you ignore what was reported. It may mean that you speak with the child about what you believe to be true. You may also wish to inform the parents of the children involved. Most importantly, you must plan ahead to prevent similar occurrences.

Many behavioral issues can be dealt with before the children ever arrive at school. Do not merely react to what happens. Be proactive in your planning. Classrooms that have exciting hands-on lessons have fewer discipline problems. Lessons that are shorter and different in method from the ones preceding them hold student interest. This provides less time for inappropriate behavior. Lessons that touch on a variety of learning styles are more likely to engage an at-risk student. All of this boils down to the importance of planning. Planning good lessons takes time and effort. It is what separates effective and ineffective teachers.

Taking a few moments each morning to review rules and procedures will reduce inappropriate behavior. When dealing with students, do not yell at them or grab them. Teachers should refrain from physical interventions with children unless it is necessary for the safety of the child, adults or other students. Maintain your self-control no matter how much they have lost theirs. Remember that the best discipline comes from you, not from the office. When you refer a child to the office, the problem becomes one for the office to settle. The teacher relinquishes control at that point.

Discipline referrals should be part of each teacher’s discipline plan. They should be a normal consequence when a student reaches that point on the plan. Teachers should follow their plan, always letting the student know what the next consequence will be if the behavior is not checked. Then there is no surprise to the student, and the teacher can easily defend her actions. It can be demonstrated that she followed her plan and the child was aware of what the consequences would be on each step of the plan.

Referrals should never be a threat or written in anger. They should be brief and to the point. Do not write multiple page referrals. The names of any other children involved should be omitted. Refer to them only as “a student” or “students.” Referrals should not be used as threats, nor should they be written when the other students are aware of what you are doing. Referrals should be sent to the office. Students should be kept in the classroom. The office will call for the student when he/she is needed. In the case of out of control or openly disruptive students, have another teacher watch your class so you can bring the student to the office immediately. If you need help in transporting the student, please contact the office for an administrator. Another student should never escort an out of control student to the office.