Title: Managing Classroom Behaviour 21st Century Challenges, Approaches and Solutions
1Managing Classroom Behaviour 21st Century
Challenges, Approaches and Solutions
2Minimising Disruptive Student Behaviour
- Janilee Abrikian
- PALS Jamaica
- April 19, 2006
3Putting School Violence in Context
- Everyone is trying to analyse it
- Some say it is more prevalent than ever
4Putting School Violence in Context
- The reality is that we are more and more alarmed
by violent children.
5Putting School Violence in Context
- Of more concern than the debate over an increase
or a decrease, is the mix of the nature of
violence which seems to have changed in the
direction of more violent acts.
6The Faces of School Violence
- School violence wears many faces kicking
pushing, shoving, grabbing, verbal abuse, gang
activity, bullying and intimidation, gun use,
assault
7Relation to Social Trends
- 1) Where violence is a pervasive part of life,
the school bears less blame for violence. - 2) In a generally peaceful society, where schools
are violent, schools bear more blame and are
expected to solve the problem to a greater extent.
8Relation to Social Trends
- To what extent is school violence a school
problem? - Should the school be seen as the primary place to
stem violence?
9Putting School Violence in Context
- In general, schools thought to promote violence
- Have high rates of exposure to violence and
victimisation. - Display an inability to effectively monitor and
discipline children, especially for the seemingly
minor conflicts which occur between children at a
high rate on a daily basis.
10Putting School Violence in Context
- Teachers/schools cannot immediately or directly
alter the social factors that create students
problems
11Putting School Violence in Context
- But if we understand the factors that contribute
to the problem, we will be - better able to
- Place student failure and disruptive behaviour
(including violent behaviour) - Create environments that reduce rather than
intensify their effects.
12Putting School Violence in Context
- Undeniably, behaviour is influenced by factors
outside the control of the school. - Teacher effectiveness has a significant impact on
how students behave and learn and how they
feel about themselves.
13School Factors Influencing Student Misbehaviour
- Overcrowding
- High student-teacher ratios
- Insufficient curricular course relevance combined
with low student achievement and apathy which
gives rise to disruptions.
14School Factors Influencing Student Misbehaviour
- Poor facilities design
- Adult failure to act because they fail to
identify potentially inflammatory problems are
reluctant to admit a problem believe that
nothing will work simply do not know what to do.
15School Factors Influencing Student Misbehaviour
- When discipline problems occur in school, to what
extent can they be traced to dysfunction in the
interpersonal climate and organisational patterns
of the school, rather than to malfunctions in the
student?
16The Search For Solutions
- Working to increase discipline, order and safety
in schools requires all parties to examine the - Attitudes
- Behaviours
- Values
- that define them.
17The Search For Solutions
- Meaningful behaviour change will need to include
discussion about underlying beliefs related to
issues of power, control and authority.
18The Search For Solutions
- Meaningful behaviour change will need to include
discussion about teachers instructional and
management goals and the congruence between these
and their management strategies.
19The Search For Solutions
- Teachers skills in dealing with inappropriate
student behaviour has to be a major focus in
combating unproductive student behaviour.
20Classroom Teaching Two Major Tasks
- Classroom teaching has two m ajor task structures
organised around the problem of - A) Learning
- B) Order
21Classroom Teaching Two Major Tasks
- Learning is served by the instructional function.
- Order is served by the managerial function of
organising classroom groups, establishing rules
and procedures, reacting to misbehaviour
22Classroom Management Skills Key
- Teachers classroom management skills are a key
factor in influencing students achievement and
behaviour. - The key to successful classroom management is
prevention of problems before they start.
23Responsive Classroom Management
- Classroom management has always had to be DYNAMIC
and RESPONSIVE to changing situations.
24Responsive Classroom Management
-
- Some of the old approaches are relevant.
- We need new paradigms to help us address and
reduce the problems that exist today.
25Goals of Reducing Student Misbehaviour
- One way to determine the goal or goals of
reducing student misbehaviour is to answer the
question - What do I want to accomplish in responding to
inappropriate behaviour?
26Goals of Methods to Reduce Unproductive Behaviours
- To instill self-discipline.
- To enhance intra- and inter-personal
relationships. - To help students to make better choices.
- To help students develop social skills.
27Goals of Methods to Reduce Unproductive Behaviours
- To create a classroom climate in which all
students can achieve. - To make learning fun for all.
- To improve productivity in the classroom.
- To give students life skills.
- To develop individual ability for problem
solving.
28A Framework
- A classroom in which all students are accepted by
the teacher and their peers. - A classroom in which classroom rules and
procedures have been carefully taught and
consistently monitored. - A classroom where students are involved in
interesting work at which they can succeed. - A classroom where problem solving is taught and
used consistently.
29Framework The classroom, A community
- 1) A classroom in which all students are accepted
by the teacher and their peers.
30The Classroom A Community
- When children experience belonging and feel that
they are valued, they become involved in their
own education and they seldom need to misbehave.
31The Classroom A Community
- Psychological Safety
- A climate where individuals are free to express
diverse opinions without fear - Individual and cultural differences are accepted,
not judged - Students feel protected against unprofessional
criticism, intimidation, verbal abuse, bullying,
and violence
32The Classroom A community
- Mutual respect.
- When students are working together respectfully,
teachers do not have to spend a great deal of
time addressing inappropriate behaviour. - Teachers will have control of their class, but
they will not have to act in a controlling manner.
33The Classroom A community
- Classroom Climate and School Climate
-
- Student learning and student development are
significantly influenced by the quality and
characteristics of the classroom climate ( and
school climate).
34The Classroom A community
- Classroom Climate
- Teachers are responsible for establishing and
maintaining positive classroom climates.
35The Classroom A Community
- Meeting Needs
- Students behave appropriately and effectively in
environments that meet their basic personal and
psychological needs.
36Framework Proactive Strategies to Minimise
Student Misbehaviour
- 2) A classroom in which classroom rules and
procedures have been carefully taught and
consistently monitored.
37Minimising Behaviours
- Most of the work in minimising student
misbehaviours takes place in the area of rules,
procedures, routines, organising groups.
38Management Strategies - Categorisation
- Classroom management strategies can be divided
into two broad categories proactive and reactive.
39Reactive Approaches
- Reactive approaches are the behaviours that the
teacher uses in response to problems and
conflicts when they arise.
40Proactive Approaches
- Proactive approaches have to do with the planning
in which the teacher engages before contact with
his or her students and the techniques to prevent
discipline problems from occurring.
41Proactive Approaches
- The difference lies in the teachers ability to
prevent discipline problems.
42Proactive Strategies
- Proactive teachers teachers dont just react to
the school environment, they shape it. They take
charge. - Teacher action can prevent or alleviate almost
all discipline problems.
43Proactive Approaches
- Proactive approaches include
- Effective classroom organisation
- Effective group process behaviours
- Effective classroom rules and procedures
- Resilience training
- Stress management
44Classroom Rules
- Be clear in teaching classroom rules.
- Monitor student behaviour.
- Give corrective feedback.
- Reteach rules that students frequently fail to
follow.
45Why Rules May not Work
- Students dont know the rule or do not understand
it. - The rule is too vague or too general.
- The rule keeps changing.
- The rule violates a strong need or value.
46Increasing Student Acceptance of Rules
- Students need to be involved in developing rules.
- Rules need to be clearly stated.
- Few rules.
- Students must accept rules.
- Monitor effectiveness of rules.
- Parent acceptance of rules.
47Effective Procedures To Minimise Student
Misbehaviour
- There are five general areas in which teachers
need to teach their students how to act
48Effective Procedures Minimise Student Misbehaviour
- Use of classroom space and facilities.
- Procedures during class activities.
- Procedures during small-group work.
- Behaviours outside of the classroom.
- How to behave at the beginning and end of the
school day.
49Establishing Control Through Class Routines
- Establish a few simple procedures.
- Teach them to students.
- Be consistent.
50Teaching Procedures
- Effectively teaching procedures to students is
similar to good athletic coaching.
51Teaching and Monitoring Classroom Procedures
- Discuss the need for the procedure.
- Solicit student ideas.
- Have students practise the procedure until it is
performed correctly. - Reinforce the correct behaviour.
52Framework Instructional Management Skills to
Minimise Disruptive Behaviour
- 3) A classroom where students are involved in
interesting work at which they can succeed.
53Maximising On-task Behaviour and Academic
Achievement
- Giving clear instructions.
- Beginning a lesson.
- Maintaining attention.
- Pacing.
- Using seatwork effectively.
- Summarising.
- Providing useful feedback and evaluation.
- Making smooth transitions.
541. Giving Clear Instructions
- When presenting a lesson, clear instructions for
the activities should be provided. - A significant amount of disruptive behaviour
stems from students not knowing how they are to
proceed or how they can get assistance when they
need it, or what they should do once they have
completed the activity.
552. Beginning a Lesson
- Teachers need to find effective ways to get
students attention. - The goals and activities for the lesson should be
clearly described and a motivating activity
should also be part of beginning the lesson.
563. Maintaining Attention
- Although teachers complain that it is hard to
hold students interest, teachers need to
stimulate more consistent attention than what
often happens.
574. Pacing
- The teacher can vary his or her tempo. Breaking
activities into short segments is a useful
technique. - In lessons over 30 minutes, short, structured
breaks can be allowed. - Teachers will be more effective if they vary
their style of instruction.
585. Using Seatwork Effectively
- Be seatwork, we mean those times when the
teachers has assigned an activity to student
which they do on their own, at their desks.
595. Using Seatwork Effectively
- Seatwork should be designed to provide students
with meaningful pracatice while enabling teacher
and student to assess the students progress. - Seatwork should therefore be checked and
monitored by the teacher.
605. Using Seatwork Effectively
- Teachers should have optional learning activities
ready for when students have finished the primary
task, thereby continuing to keep them on task.
615. Using Seatwork Effectively
- The teacher should also look into whether all
students should get the same seatwork. - Students can also engage in group work.
626. Summarising
- It is useful to focus students on talking about
what they learned for example during one day at
school. - This will help student focus on what they have
learned and how that learning relates to specific
learning goals or to their own lives.
637. Providing Useful Feedback and Evaluation
- Student performance is enhanced when students are
given specific feedback about their performance. - Generalised feedback like Nice work and Good
are not specific. Feedback should be honest.
648. Making Smooth Transitions
- Classrooms should be arranged for efficient
movement. - The teacher should have his or her materials
ready for the next lesson, the next part of the
lesson, the next class. - Time lost in transitions from one lesson to
another (in the elementary classroom) could be
significant.
65Framework Problem Solving to Minimise
Disruptive Behaviour
- 4) A classroom where problem solving is taught
and used consistently.
66Power Methods. Do They Work?
- Many teachers rely on power to control behaviour.
- How do students respond to power methods?
67Why Do Teachers Resort To Authoritarian Methods?
- Lack of skills/tools?
- It is an easier way of controlling to students?
- The culture of the school?
- Makes teacher feel powerful?
- Large class size?
- Physical environment?
- Insecurity?
- Pressing needs of the curriculum?
- Their own socialisation?
68Authoritarian Control Versus Natural Authority
- Teachers can replace their authoritarian control
with natural authority. - Natural authority That readily-accepted
leadership associated with obvious competence,
interest and concern.
69Benefits
- There are benefits to teachers and to students in
giving up authoritarian control. - What are these benefits?
70Benefits to Fewer Teacher-directed Behaviours
- Students learn to take responsibility for their
behaviour. - Students learning tends to be more permanent.
- Students develop multiple problem-solving skills.
- Students become more creative in finding new
modes of behaviour.
71Benefits to Fewer Teacher-directed Behaviours
- Students are more empowered to make choices.
- Saves time which can be spent on learning other
skills. - Creates a positive learning environment.
72A Gentler Society
- Eventually, all of these student and teacher
outcomes lead to a gentler society.
73Change in Teachers Role
- How does the teachers role change when students
become involved in problem solving?
74Change in Teachers Role
- Teacher becomes a facilitator and a motivator.
- Teacher empowers students.
- Teacher fosters critical thinking.
- Self-esteem is built.
- Student confidence is built.
- Creativity is encouraged.
75Problem Solving to Minimise Student Misbehaviour
- Involving students in examining their behaviour
with a view to developing mutually-acceptable
strategies that will alter that behaviour. - It requires time to negotiate and agree on
methods for changing the behaviour.
76Problem Solving- A step-by-step Approach
- Step 1
- Establish a warm and personal
- relationship with the student and be willing to
get emotionally involved.
77Problem Solving Between Teacher and Student
- Step 2
- Deal with the specific, current behaviour.
-
- - What happened?
- - What did you do?
78Problem Solving Between Teacher and Student
- Step 3
- Help the student to make a value judgment about
his behaviour - - Is this behaviour helping you?
- - Is it helping others?
79Problem Solving Between Teacher and Student
- Step 4
- Together, work out a plan for changing the
behaviour. - - What can you do differently?
- - What do you need me to do?
- - What do you need other students to do?
80Problem Solving Between Teacher and Student
- Step 5
- Get a commitment from the student to carry out
the plan - - Are you going to do this?
81Problem Solving Between Teacher and Student
- Step 6
- Follow up by checking to see if the plan is
working - Step 7
- Do not punish the student by being negative and
do not accept excuses if the inappropriate
behaviour continues.
82Problem Solving A Major Method
- We all do it.
- However, how systematically are problem-solving
approaches implemented in classroom management
plans? In schoolwide management plans?
83Class Meetings
- Class meetings allow both teacher and students to
resolve problems openly. - Teachers will need to prepare their students for
the concept of class meetings.
84Class Meetings - Rationale
- The opportunity to discuss things that people
like that are working well, as well as things
that need to be changed.
85Class Meetings - Guidelines
- Should be held whenever considered necessary.
- Whether or not there are issues of concern to be
discussed, hold a class meeting at least once a
week.
86Class Meetings - Guidelines
- Sit in a circle if possible.
- Problems relating to the whole group will be
discussed. - Problems that concern two or three individuals
will not be discussed in class meetings. - It is the issue that must be addressed, not a
person.
87Class Meetings - Guidelines
- An agenda will be prepared before the meeting.
Older students could prepare their agenda item
before hand, and e.g. put it into the designated
container in between meetings. - Students may write their agenda item on the
chalkboard and sign their name on it. - If children cannot write, the can tell the
teacher the mater they want to discuss.
88Class Meetings - Guidelines
- The items will be discussed according to the
ordering of the agenda. - The goal of the meeting is to find a positive
solution to the problem, so discussions must no
focus on punishment.
89Class Meetings - Guidelines
- If someones behaviour is the topic of
discussion, the student needs to agree to have
his or her behaviour discussed. - Feedback should be sensitive.
90Class Meetings - Guidelines
- The student may choose to leave the room while
the others strive to come up with ways to help
the student. The information will then be shared
with the student.
91Class Meetings - Guidelines
- Alternatively, the student may choose to discuss
the behaviour with the teacher and a small group
of students. - The results of this discussion will be shared
with the class at the next class meeting.
92Class Meetings - Guidelines
- Students responsibilities during the meeting
include listening to the speaker, not talking
while someone else is talking, staying on topic
and contributing ideas.
93Classroom Meetings
- How comfortable do you feel about holding
classroom meetings as a way of addressing
problems? - How must I change my attitude if I am to use a
classroom meeting approach? - What skills must I develop if I use classroom
meetings? - What training must I give my students before I
start? - What support do I need from the principal?
94Problem Solving A Major Method
- Problem solving responds to a number of
socio-emotional needs of students. - Problem solving helps remediate a wide range of
skill deficits experienced by many students who
consistenly behave unproductively.
95Other Approaches
- Self-management
- Social skills training
- Contracting
- Cognitive skills training
- Conflict resolution programme
-
96Self-Management
- Focus on specific, observable behaviour
- Focusing on the specific, observable behaviour is
the first step for systematically altering a
students behaviour.
97Self-management
- Involves assisting a student in establishing a
system for monitoring and recording his or her
own behaviour. - Creates an internal locus of control for student
which will become generalised.
98Self-management
- E.g. Students who are consistently late, absent
or uninvolved in activities, talking out of turn,
making disruptive noises . - Teachers role help student accurately describe
behaviour, work out a plan.
99Getting Control Of My Behaviour
- What did I do?
- What were the circumstances? Where? Who was
involved? - Why did I do what I did?
- What did I think the payoff to me would be?
- What happened when I did what I did?
100Getting Control Of My Behaviour
- Was the outcome what I expected?
- Was the outcome positive or negative for others?
In what way? - If the outcome was negative, what can I do in
future to avoid that outcome and produce a more
positive outcome? - Write some guidelines to guide your future
actions.
101Social Skills Training
- A student who has persistent and serious
behaviour problems is demonstrating a lack of
certain social skills. - Responses to these students means helping the
students develop new behaviours to replace the
old ones.
102Cognitive Skills Training
- Challenge the way students think about problem
solving. - Violence in schools often erupts as impulsive or
irrational reactions to immediate problems. - Teach means-ends thinking, in which students
learn how to reach a goal by step-by-step
planning, identifying potential obstacles and
accepting that problem solving often takes time.
103Cognitive Skills Training
- Teach analytical thinking, in which students
learn how to weight the appropriate pros and cons
when deciding whether to carry out an act. - Teach alternative solution thinking, in which
students learn to find new solutions to a
problem.
104Cognitive Skills Training
- Teach consequential thinking, in which students
learn to consider different outcomes that might
result from a given action.
105Contracting
- Negotiating a behaviour contract with student.
- This is about finding a way to help the student
follow the rules.
106Conflict Resolution Programme
- Central themes include cooperatioin,
communicaton, affirmation and conflict resolution - Skills effective communication, mediation
negotiation, problem solving, active listening
and critical thinking and competent social
skills.
107Conflict Resolution Programmes
- Learning to Live Together Programmes.
- The CR skills are applied in the context of
values and norms such as empathy caring about
others cooperation respect for human dignity
and diversity, life and health minimising
violence and promoting peace
108Violence in Schools The Crisis
- Do you need a violence prevention and conflict
resolution programme? - Depends on how much of a problem already exists.
109Violence in Schools The Crisis
- The vision? Ensuring that basic safety needs are
met. - Providing a school environment conducive to
learning and socialisation.
110Violence in Schools The Crisis
- Effective prevention is systematic and long term.
- Cannot be an add-on.
- Has to be an integral part of the curriculum.
111Violence in Schools The Crisis
- Teachers establish the first line of schools
safety. - They should be supported in creating safe
classroom atmospheres. - Schools should provide training and technical
assistance to teachers and staff in the following
areas
112Violence in Schools Training and Technical
Assistance
- Conflict prevention, management and resolution.
- Anger management.
- Victim support.
- Crisis/critical incident management.
- Bullying, harassment recognition, prevention and
intervention
113Violence in Schools Training and Technical
Assistance
- Who should, how to, and where to refer students
and families to social service agencies. - Classroom management.
- How to identify and defuse potentially violent
situations.
114Violence in Schools Training and Technical
Assistance
- How teachers and other staff members own
behaviour may diffuse or escalate conflict. - How to identify troubled students.
- How to communicate and work with
parents/guardians in order to intervene in the
behaviour of troubled students.
115Violence in Schools The Role of Students
- The majority of students recognise they share in
the responsibility to prevent school violence.
(?) - They suffer the consequences.
- They provide an essential perspective on how to
promote school safety.
116Violence in Schools The Role of Students
- Therefore, students should be included in al
efforts to create safer schools.
117Violence in Schools The Role of Students
- They can participate in ongoing activities that
promote school safety - Conflict resolution
- Problem solving teams
- Mentoring programmes
- Student courts
- Community service
- Peer mediation
118Policies Promoting Positive Student Management
- It is the teachers responsibility to prevent and
effectively deal with minor misbehaviour in the
classroom.
119Policies Promoting Positive Student Management
- It is students responsibility to know that even
though they have a right to express concern if
they feel their personal learning needs are not
being met, they will not be allowed to disrupt
the learning process.
120Goals of School Discipline
- Two main goals
- To ensure the safety of staff and students.
- To create an environment conducive to learning.
121Characteristics Associated with Discipline
Problems
- Unclear rules
- Rules that are perceived to be unfair
- Rules that are not enforced consistently.
- Students do not believe in rules.
- Teachers and administrators do not agree on the
proper responses to student misconduct.
122Characteristics Associated with Discipline
Problems
- Teacher-administration relationship is poor.
- Administration is inactive.
- Misconduct is ignored.
- Large school.
- School lacks adequate resources for teaching.
123Effective School Discipline
- Effective school discipline strategies seek to
- Discourage misconduct
- Encourage responsible behaviour
- Provide all students with a satisfying school
experience.
124Effective Discipline Common Characteristics
- Discipline is developmental.
- High expectations for students a belief that
students can succeed a commitment to expend high
amounts of energy to achieve that goal. - A student-centred orientation.
125Effective Discipline Common Characteristics
- A focus on the causes of discipline problems
rather than on the symptoms. - An emphasis on preventive measures rather than
punitive measures. - A total school environment conducive to school
discipline.
126Effective Discipline Common Characteristics
- Clear and broad-based rules.
- Warm school climate.
- A visible, supportive principal.
- Delegation of discipline authority to teachers.
- Staff development on discipline philosophy and
practice.
127Effective Discipline Common Characteristics
- Close ties with parents and communities.
- An openness to critical review.
128What Makes a Discipline Policy Effective?
- There is no single solution to discipline
problems. - But, some broad-based considerations can be borne
in mind when developing and reviewing discipline
policies.
129Need To Be Innovative
- Even in orderly schools, discipline problems
still arise. - In schools that are fraught with disorder and
danger, schools have to search for innovative
measures to address the problems.
130What Makes a Discipline Policy Effective?
- Involvement.
- Statement of purposes and goals of discipline.
- Flexibility.
- Communication.
- Consistent enforcement.
- A feedback system.
131Some Considerations For Those Developing Policy
- Will policies work long term as well as solve the
short-term problems? - Do policies deal with symptoms or with root
causes? - Are policies developed through a deliberative
process?
132Some Considerations For Those Developing Policy
- Will policies teach students to be responsible?
- Is character development the ultimate goal of
discipline? - Do policies dignify or humiliate staff and
students? - Do policies ensure that all students are treated
with respect?
133Variables Impacting on Developing a Schoolwide
Discipline Policy
- The instructional programme.
- The physical environment.
- The psychological climate.
- Guidance and counselling services.
- Extra-curricular and social activities.
- Home-school connections.
- Alternatives to punishment.
- Elimination of corporal punishment.
- Aggression replacement training.
- Dealing with violence.
134Variables Impacting on Developing a Schoolwide
Discipline Policy
- The instructional programme
- When students are learning, they are likely to be
orderly. - Order by itself will not produce learning.
- Students come to school to learn.
- Curriculum goals must be achievable by students.
135Variables Impacting on Developing a Schoolwide
Discipline Policy
- The instructional programme
- If students cannot achieve, they will direct
their energies elsewhere. - Often, this manifests itself in inappropriate
behaviour. - So, curriculum and instruction can actually be a
cause of discipline problems. - Trying to get order where there are instructional
weaknesses is a losing proposition.
136Variables Impacting on Developing a Schoolwide
Discipline Policy
- The Physical Environment
- Clean and comfortable is good.
- Schools should also be safe for students and
staff. - Every effort should be made to protect students
and staff from violence. - Criminal acts should not be tolerated and schools
should develop policies for dealing with them.
137Variables Impacting on Developing a Schoolwide
Discipline Policy
- The Psychological Environment
- Schools should provide a psychologically safe
climate. - Many discipline problems are faced by the way we
treat students. S - Some school policies and classroom practices also
cause problems. - These in turn make keeping order difficult.
138Variables Impacting on Developing a Schoolwide
Discipline Policy
- The Psychological Environment
- When administration and staff are engaged in
practising a way of life that promotes
discipline, self-control and values, a much more
positive psychological climate will prevail. - Students are much more likely to behave if they
feel valued, are encouraged to achieve and are
given opportunities for participation in school
activities.
139Variables Impacting on Developing a Schoolwide
Discipline Policy
- Guidance and Counselling Services
- Counselling provides help with personal
problems, self-esteem development and social
skills training.
140Variables Impacting on Developing a Schoolwide
Discipline Policy
- Extra-curricular and social activities
- Discipline in schools can be improved by
involving students in extra-curricular activities
and school-sponsored social events.
141Variables Impacting on Developing a Schoolwide
Discipline Policy
- Extra-curricular and social activities
- Many of the personal and general pro-social
skills that students need for positive
interpersonal relationships can be acquired
through involvement in social activities with
peers, teachers and parents. - Students will have fun, develop friendships,
achieve goals and improve their self-esteem.
142Variables Impacting on Developing a Schoolwide
Discipline Policy
- Home-school Connections
- Seek as much parental involvement as possible.
- Seek and promote innovative ways to increase the
extent to which students and parents/guardians
connect with the school.
143Variables Impacting on Developing a Schoolwide
Discipline Policy
- Home-school Connections
- School/class newsletters.
- Classroom activities.
- Opportunities for participating in clubs
- Use parents as mentors, guest speakers.
- Create a parent lounge
- Have parenting classes.
144Variables Impacting on Developing a Schoolwide
Discipline Policy
- Home-school Connections
- Parents, an essential plan of school violence
prevention. - They can help with the design of safety plans.
- Information and training sessions can be provided
on school safety policies and programmes.
145Variables Impacting on Developing a Schoolwide
Discipline Policy
- Remember, consideration will also have to be
given to - Alternatives to suspensions.
- Elimination of corporal punishment.
- Aggression replacement training.
- Dealing with violence.
146Remember- Variables Impacting on Developing a
Schoolwide Discipline Policy
- The instructional programme.
- The physical environment.
- The psychological climate.
- Guidance and counselling services.
- Extra-curricular and social activities.
- Home-school connections.
- Alternatives to punishment.
- Elimination of corporal punishment.
- Aggression replacement training.
- Dealing with violence.
147Organisational Development Approach
- School teams to carry out improvement projects.
- Curriculum and discipline policy review and
revision. - Academic innovations.
- Climate innovations.
- Career-oriented innovations.
- Special services.
- Strong/effective school board.
148Support of Schoolwide System
- Teachers need the support of a schoolwide system
that provides interventions for students who
continue to disrupt classes when teachers have
instructed responsibly and managed the class.
149Summary. A Framework, Four core areas that can
make a Difference
- A classroom in which all students are accepted by
the teacher and their peers. - A classroom in which classroom rules and
procedures have been carefully taught and
consistently monitored. - A classroom where students are involved in
interesting work at which they can succeed. - A classroom where problem solving is taught and
used consistently.