Discipline Planning and Classroom Management

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Thought for the day Ive come to the
frightening conclusion that I am the decisive
element in the classroom. Its my personal
approach that creates the climate. Its my daily
mood that makes the weather. As a teacher, I
possess a tremendous power to make a childs life
miserable or joyous. I can be a tool of torture
or an instrument of inspiration. I can humiliate
or humor, hurt or heal. In all situations, it is
MY response that decides whether a crisis will be
escalated or deescalated and a child humanized or
dehumanized. Hiam Ginott
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Discipline Planning and Classroom Management

• Mid Level Teacher Institute
• August 13,2008

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The Big Picture
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Integrated Service Delivery

Safe and Civil Schools Positive Behavior
Support PBIS EBS
Tier 3
Response to Intervention
Tier 2
Tier 1
Academic Non Academic
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Have A Plan

• Making RTI/ISD work

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School Discipline PlanEssential Ingredients

• Philosophy or Guiding Principles
• What is important?
• Why we do what we do
• Procedures
• Who does what?
• Includes referral process
• May include procedures for staff to follow when a
  major incident occurs (A/D, Fight, Assault, etc.)
  
• Will conform with process outlined in PAT
  contract
• Some include statements about corporal
  punishment, harassment, and diversity

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Philosophy (Sample)

• Positive school and classroom climate contribute
  to positive behavior. School Names discipline
  philosophy consists of five basic components
  high expectations for student behavior, clear and
  understandable rules, fair and equitable
  enforcement of these rules, reasonable
  consequences for infractions of rules, and
  consistent acknowledgment of positive behavior
  and improvement on the part of students.

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Philosophy (Sample)

• All discipline procedures will adhere to
  guidelines identified in the HANDBOOK ON STUDENT
  RESPONSIBILITIES, RIGHTS AND DISCIPLINE published
  by Portland Public Schools. This document will
  be sent home during the first two weeks of
  school, after teachers have taught and reviewed
  SCHOOL NAMEs Rules and Behavioral
  Expectations. These rules and expectations will
  be re-taught throughout the year.

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Philosophy (Sample)

• All educators should assume that students need
  explicit instruction about behavior norms in
  class, in the halls, and on school grounds.
  Teachers and the administrator should be able to
  articulate what they have done to teach their
  student about acceptable and unacceptable
  behavior. Students must be aware that all staff
  members are expected to supervise students and
  correct misbehavior when needed.

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Procedures (Sample)

• Teachers use the School Name Rules and
  Behavioral Expectations to develop rules and
  expectations for their classroom. A copy must be
  turned in to the Principal by DATE
• Teachers share their Classroom Management Plan
  with parents at Back to School Night on September
  DATE.
• Re-teaching of these rules and expectations will
  occur throughout the year, especially after
  students have been out of school for an extended
  time (winter and spring breaks). Consistent
  re-teaching will support students in their
  learning and understanding of these expectations.

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Procedures (Sample)

• Teachers will establish a routine discipline
  response for minor transgressions. This might
  include
• Proximity or other non verbal signal
• Praise someone behaving responsibly
• Gentle verbal reprimands or warnings
• Discussion/conference
• Short time-out
• Family contact or conference
• Detention
• Restitution
• Behavior contracts
• Referral to administrator

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Classroom Management

• Be clear from the beginning
• Establish procedures for common activities
• Teach and re-teach your expectations

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Organizing for Success

• Daily Schedule
• Physical Space
• Attention Signal
• Beginning/Ending Routines
• Classroom Rules

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Classroom Rules

• 3 - 6 rules
• Stated positively
• Specific
• Referring to observable behavior
• Posted prominently

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Rules vs. Guidelines

• Rules are
• Specific
• Observable
• Has consistent consequences tied to infractions

• Guidelines are
• Broad
• Subjective, open to interpretation
• More like goals ? something for your students to
  strive for

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Consequences for Rule Infractions

• Have a consequence for each rule
• Make the consequence one that is easy to
  implement
• Assign consequences unemotionally
• Address behavior, not the person (proceed knowing
  confrontation can trigger the primary brain)
• Positive relationship that models conflict
  resolution

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Your Activity

• Establish your current classroom rules
• Create a consequence for breaking that rule that
  is easy to implement
• Consider whether you want to have that rule
  reinforced by all teachers at your grade level
• Meet in small groups to discuss
• Why each rule is needed
• Why the consequence fits the action
• Role play

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More on Organizing for Success

• Student Work
• Classroom Management Plan

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Classroom Management Plans

• INCLUDE
• Level of Structure
• Guidelines for Success
• Rules/Expectations
• Teaching Expectations
• Monitoring Procedures
• Encouragement Procedures (Individual and Class)
• Pre-Planned Consequences for minor behaviors
• Procedures for Assigning Class work /Homework
• Procedures for managing Independent Work Periods
• Procedures for Collecting Completed Work
• Procedures for Keeping Records and Giving
  Feedback to Students
• Procedures for Dealing With Missing/Late
  Assignments

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When the Plan is Not Enough

• Start with data/facts/objective observations
• Get help

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When and Where to Get Help

• More on classroom management Talk to peers,
  CHAMPS
• Consult and/or refer students to building student
  staffing teams (BSC, SST)
• Intervention Resource Team
• Collaborative Support Team

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Creating Your Plan
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Your Task

• During your work sessions complete a classroom
  management plan remembering to consider any
  school-wide discipline plan expectations
• Share with two other colleagues
• Turn in to (Joan/Cynthia)

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Thank You!!

• Special Thanks to Those Schools Who Have Created
  Materials Used As Models in This Presentation