Disciplinary Approaches That Work In Schools & Classrooms Comfort The Disturbed And Disturb The Comfortable James M. Downey Copyright 2010-All Rights Reserved.

Discipline: Verb: 1. To train (someone) to obey rules or a code of behavior, using punishment to correct disobedience. 2. to train by instruction and exercise; drill. 3. to bring to a state of order and obedience by training and control. 4. to punish or penalize in order to train and control; 5. to correct or chastise. Noun: 1. the practice of training people to obey rules or a code of behavior, using punishment to correct disobedience. 2. training to act in accordance with rules; 3. to drill military discipline. 4. activity, exercise, or a regimen that develops or improves a skill. 4. punishment inflicted by way of correction and training.

Wikipedia: Discipline In its original sense, discipline is referred to systematic instruction given to a disciples to train them as students in a craft or trade, or to follow a particular code of conduct or "order". Often, the phrase "to discipline" carries a negative connotation. This is because enforcement of order – that is, ensuring instructions are carried out – is often regulated through punishment. Note: a “disciple” was often considered an apprentice in training to learn an art, craft, trade or artisan skill.

Discipline Discipline: The process of learning to make better decisions and solve problems. Externalization: Discipline established by enforcement of rules, routines, teaching and direction toward effective decision-making and problem-solving. Internalization: Dicipline in decision-making and problem-solving that no longer needs enforcement from outside of the individual. Self-Discipline:A sense of direction and control over one’s actions that is employed in decision- making and problem-solving.

Comfort The Disturbed And Disturb The Comfortable Students come to school with a lot of psychological and sociological issues. Many are fearful. Some come from abusive or neglectful homes. Some are prime targets for bullying. At different stages of development there are different levels of anxiety, confusion, limit testing, and rates of growth. Most are struggling to find themselves! New research shows that some of the assumptions made about children’s abilities to handle and obey rules is dependent upon neurological development, which is a product of health, nutrition, family & home conditions, genetics and levels of neurological stimulation. All disciplinary approaches MUST consider the levels of anxiety--discomfort a child is experiencing in the school setting. (c.f. Erikson’s Developmental Stages)

Comfort The Disturbed And Disturb The Comfortable Students that show patterns of breaking rules, disrupting classrooms, creating havoc are: – Exhibiting Anxiety & Discomfort – Testing Limits/Reality Testing – Unaware About Social Boundaries – Inexperienced In Solving Social Problems – Coming From Home Environments Stuctured Differently – Have Not Established Firm Intrapersonal Values – May Be Confused (Cognitive Dissonance) About Rule Enforcement – May Be Confused About Roles & Identity – Establishing Patterns That Will Become Integrated

Comfort The Disturbed And Disturb The Comfortable If we comfort those students coming to school with anxieties, worries and confusion, we will see less disciplinary problems coming from those children. If we disturb those students that come to school quite comfortable with acting out, threatening others, bullying others, and creating havoc, then we will create a community where such behaviors are not welcomed or supported. If we make the parents of these children uncomfortable by holding them accountable, things will improve at school and at home. If we are willing to make referrals to DHS and FINS for those that do not respond to disciplinary efforts, then we are helping students, families and our communities.

2004 Kentucky Elementary School Discipline Study 1. Establish Clear Expectations 2. Set High Goals For Achievement & Behavior 3. Daily Communication With Parents 4. Form A Student Assistance Team (Peers) 5. Provide Case Management/Social Work 6. Provide Mental Health Interventions 7. Redesign In-School Suspension Room/Process 8. Develop External Learning Opportunities www.buildingblocksforyouth.org Northern Lights: Northern Elementary School COMPARE THESE EFFORTS WITH WHAT IS OFFERED IN THIS PROGRAM

BASIC DISCIPLINARY PRINCIPLES 1. The discipline is immediate and decisive, causing the student to experience consequences immediately. 2. The discipline is corrective in nature, meaning it causes the misbehavior to cease and desist. 3. The discipline is directive in that it provides a way for students to choose more effective ways of coping. 4. The discipline is universal and equitable, applied in the same manner regardless of which student is involved. 5. The discipline results in demonstrative change on behalf of the student. 6. The discipline involves parents each and every time there is a breach of the rules, no matter how slight or small.

BASIC DISCIPLINARY PRINCIPLES Development of Personal Principles Children are struggling to make sense of the world by developing a set of personal principles by which they can assess, examine and react to the world as they encounter it. Effective discipline helps them to do so.

BASIC DISCIPLINARY PRINCIPLES Development Of Professional Principles Educators must apply professional principles to all that they do while teaching or disciplining students. The goal is to create a safe, healthy and nurturing environment within which students can learn, teachers can teach, and all members of the learning community will benefit.

BASIC DISCIPLINARY PRINCIPLES The discipline is immediate and decisive, causing the student to experience consequences immediately. Any disciplinary action that delays the consequences for more than 30 minutes after being caught commiting an infraction is ineffective. It’s akin to spanking a puppy for pottying on the floor three days after it was done. Children need immediacy in discipline. There needs to be a direct connection between the rule infraction and the consequences. The absence of such a connection merely creates an inconvenience for the offending student, rather than making that student UNCOMFORTABLE with his or her decision to break the rule(s).

BASIC DISCIPLINARY PRINCIPLES The discipline is corrective in nature, meaning it causes the misbehavior to cease and desist. If the disciplinary approach does not cause the offending behavior to stop, then it is not discipline. The offending student needs to become aware--with significant discomfort associated with the awareness--that any further misbehavior will have increasingly DISCOMFORTING consequences. There needs to be a message conveyed to the offending student, as well as to observing students, that any breaking of rules will be addressed, and addressed in such a manner as to cause the offender to stop the offensive behavior immediately. If the misbehavior does not cease, the approach has failed!

BASIC DISCIPLINARY PRINCIPLES The discipline is directive in that it provides a way for students to choose more effective ways of coping. Not every student will respond to the same disciplinary act. Students above the age of 10, in general, do not respond to corporal punishment very well. In fact, with most teenagers, corporal punishment is something to be endured, and is often worn as a badge of status among peers. Corporal punishment is also an “easy way out” affording the student a way to get “through” the process rather than learning from it. The needs of the individual student is of particular concern. Some students will respond with a mere discussion of the issues. Others will only respond when they are disturbed by the set of consequences. It is important for the disciplinarian to identify what works with each student.

BASIC DISCIPLINARY PRINCIPLES The discipline is directive in that it provides a way for students to choose more effective ways of coping. In any case, the discipline meted out needs to prompt the student to think about the action, the consequences, the decision-making process that led to the breaking of the rules, and the level of disturbance caused by their actions. Disciplinarians must recognize the discipline moment as a learning experience for the student. While this does not mean that every student should receive warnings, second chances, or leniency, it does mean that these approaches should be considered as possibilities. But there should be a CLEAR and CERTAIN message to the student: No Further Infractions Will Be Tolerated, SO YOU MUST MAKE BETTER CHOICES!

BASIC DISCIPLINARY PRINCIPLES The discipline is universal and equitable, applied in the same manner regardless of which student is involved. This does not mean that every student receives the same disciplinary approach. It DOES mean that discipline is applied with consistency, with fairness, and differentiated for each student’s needs. There must not be any perceived or real differences in the fashion discipline is applied between a student that is on the honor roll and an average achiever. Nor should there be any differences for those students that play organized sports (very common). And specific attention must be given to assure equitable application based on gender: girls and boys must comply with the rules in an equitable manner and enforcement must also be equitable. (Title IX: Federal Civil Rights)

BASIC DISCIPLINARY PRINCIPLES The discipline is universal and equitable, applied in the same manner regardless of which student is involved. Universal = Consistency of Enforcement Equitable = Fair To The Individual & Fair To The Community Universal = Applied To All Students Equitable = Understanding Student Needs Universal = No Exceptions To The Rules Equitable = Employing Discipline Strategies That Work Universal = Applying Rules Under All Circumstances Equitable = Adjusting Discipline To Circumstances

BASIC DISCIPLINARY PRINCIPLES The discipline results in demonstrative change on behalf of the student. If a student is returned to classes after discipline, there needs to be a palpable change in the behavior of that student. If not, the discipline approach has failed and alternatives must be implemented IMMEDIATELY. A student needs to know that change is expected. There is no leeway for “frequent flyers” that receive discipline, but continue to break the rules. If a student breaks one rule, is disciplined, but then continues to break other rules, there needs to be recognition of the behavior pattern as “attention-seeking,” which usually means a different level of intervention is required.

The discipline results in demonstrative change on behalf of the student. DIFFERENT LEVELS OF INTERVENTION - Begins With A Parent Conference * Student Services/Social Worker Attendance - Assesses Home Conditions * Abuse/Neglect Must Be Ruled Out * Interim Homelessness Must Be Assessed/Ruled Out * Poverty Issues Must Be Addressed - No Student May Be Allowed To Fall Between The Cracks BASIC DISCIPLINARY PRINCIPLES

The discipline involves parents each and every time there is a breach of the rules, no matter how slight or small. Notifying the parents each and every time the student is involved in a disciplinary matter is part of the “disturb the comfortable” approach. Parents are often less concerned about school behaviors because they are not directly affected by them. If, however, the parents must respond to the misbehaviors every time, there is a higher prospect of cooperation from the parent just because of such interruptions of their time--especially at work. Parents that are not made aware of such misbehaviors are often “surprised” by being called to school for major, more serious infractions.

Seven Major Out-Of-School Factors Low Birth-Weight and Non-Genetic Prenatal Influences on Children Low Birth-Weight and Non-Genetic Prenatal Influences on Children Inadequate Medical, Dental, and Vision Care, Often a Result of Inadequate or No Medical Insurance Inadequate Medical, Dental, and Vision Care, Often a Result of Inadequate or No Medical Insurance Food Insecurity and Nutrition Food Insecurity and Nutrition Environmental Pollutants Environmental Pollutants Family Relations and Family Stress Family Relations and Family Stress Neighborhood Characteristics Neighborhood Characteristics Extended Learning Opportunities Extended Learning Opportunities http://epicpolicy.org/publication/poverty-and-potential

Seven Major Out-Of-School Factors Low Birth-Weight and Non-Genetic Prenatal Influences on Children Low Birth-Weight and Non-Genetic Prenatal Influences on Children – Has long-lasting medical, developmental and psychological effects on children – Has indications for school readiness and delay of entry into school/classrooms – Creates need for early interventions, such as those seen in major metropolitan areas, but seldom seen in rural settings or impoverished neighborhoods – A matter of national public health concern regarding pre-natal care, especially for teen pregnancies and low-income families

Seven Major Out-Of-School Factors Inadequate Medical, Dental, and Vision Care, Often a Result of Inadequate or No Medical Insurance Inadequate Medical, Dental, and Vision Care, Often a Result of Inadequate or No Medical Insurance – Similar to low birth weight, has long-lasting physical, developmental and psychological effects – Affects student ability to read, stay focused, develop social skills, and adapt to classroom environments – Problems related to lack of overall medical care can have lifelong impact, including creating a cycle for future generations

Seven Major Out-Of-School Factors Food Insecurity and Nutrition Food Insecurity and Nutrition – Manifests in a wide variety of ways Constant snacking and possession of food in class Constant snacking and possession of food in class Malnutrition due to eating what is available rather than what is nutritious Malnutrition due to eating what is available rather than what is nutritious Development of dependence and eating habits involving high fat/high carbohydrate foods Development of dependence and eating habits involving high fat/high carbohydrate foods Increases rates of diabetes, obesity, gout, arthritis Increases rates of diabetes, obesity, gout, arthritis Involves issues of basic economics at family levels Involves issues of basic economics at family levels Involves issues of community economics Involves issues of community economics May influence decision-making (c.f. Maslow) May influence decision-making (c.f. Maslow)

Seven Major Out-Of-School Factors Environmental Pollutants Environmental Pollutants – Community Environment Pollutants Exposure to harmful chemicals, industrial contaminants, agricultural components Exposure to harmful chemicals, industrial contaminants, agricultural components – School Environment Pollutants Mold, mildew, dust, fiberglass, gypsum, asbestos Mold, mildew, dust, fiberglass, gypsum, asbestos Bacterial contaminations from HVAC Bacterial contaminations from HVAC Cleaning solvents and supplies Cleaning solvents and supplies – EPA Indoor Air Quality Initiatives Reduce asthma and respiratory illnesses Reduce asthma and respiratory illnesses Help control contagious respiratory diseases Help control contagious respiratory diseases Helps reduce absenteeism Helps reduce absenteeism

Seven Major Out-Of-School Factors Family Relations and Family Stress Family Relations and Family Stress – Family dysfunction is manifested at school – Alcoholism, substance abuse and addiction – Chronic disease and family dynamics – Incarceration of parents/caretakers – Homelessness/interim homelessness – Lack of parental supervision/neglect – Abuse and neglect (educational neglect) – Oppositional disorders/family discipline – Court involvement/DHS involvement

Seven Major Out-Of-School Factors Neighborhood Characteristics Neighborhood Characteristics – Safety issues: gangs, drugs, theft, murder – Sanitation/environmental issues – Housing codes and enforcement – Rental/home ownership conditions – Availability of consumer choices – Community policing/public perceptions – Recreational facilities and opportunities – Quality of life standards

Seven Major Out-Of-School Factors Extended Learning Opportunities Extended Learning Opportunities – After school programs – Availability of safe, quality child care services – Pre-school availability – Early intervention services – Head Start, WIC, public health services – Summer school and enrichment programs – Recreation programs and opportunities – Library services and programs – Cultural activities, including field trips – Transportation

Seven Major Out-Of-School Factors OSFs--Out-Of-School Factors--have profound impact upon the school in terms of discipline, achievement, school culture, community values, parental involvement, perception of the school/district and the outcomes for education efforts. Yet, these OSFs are often neglected, ignored and/or omitted from the school disciplinary and academic approaches. If we want to see schools perform better, we need to address the OSFs!

Kohlberg’s Stages Of Discipline Stage 1 - Power: Recalcitrant Behavior Students engage in a power struggle, resist authority, are possessive, tend towards being territorial. Attention seeking through negativity is common. Disruption of class seems to be a goal. Anger generates more recalcitrant behaviors. Assertive, controlling responses are effective disciplinary responses. POWER & AUTHORITY MUST BE SHOWN

Kohlberg’s Stages Of Discipline Stage 2 - Self-Serving: Reward & Punishment Students are primarily motivated by rewards or the threat of being made uncomfortable by consequences. Behavioral modification works well. Isolation approaches work if the child is socially dependent. Incentives and reward systems are essential. Students sometimes will seek to manipulate the reward-punishment environment, instigate disruptions, and seek attention via mildly negative behaviors. Almost no sense of self-discipline. CLASSROOM STRUCTURE IS EVERYTHING

Kohlberg’s Stages Of Discipline Stage 3 - Interpersonal Discipline: Mutual Interpersonal Stage Students are very social and dependent upon the status of relationships. Students seek to please others and be pleased. Attention seeking is usually positive and healthy. Responds well to recognition, oral praise, notes on returned work, and moments of relative intimacy (i.e. a special time to talk to the teacher). May develop “teacher’s pet” approach which will bring possible peer ridicule. Do not respond well to assertive, power-based discipline. RELATIONSHIPS ARE EVERYTHING

Kohlberg’s Stages Of Discipline Stage 4 - Self-Discipline: Social Order Doing the right thing, at the right time, in the right place is normal for these students. Self-discipline and internalized motivation is also normal. Need facilitation over discipline. Sometimes embarrassed by recognition. Bothered by classroom distractions and disruptions, but does not usually confront peers: will confront teachers. Stays on task and needs little supervision. FACILITATION & ENVIRONMENT

SCHOOL READINESS BEHAVIORS These are behaviors that students need to participate in a learning community. These behaviors are different for each level of education because additional layers of these behaviors are learned at each grade level. Pre-K to K: Waiting turns, seeking attention appropriately, sharing, handling disappointments, gratification delays, handling fears & anxieties. Grades 1 to 4: Raising hands, waiting for recognition (not blurting), not interrupting, sharing resources, working with groups, reporting conflicts, coping with conflicts, resolving differences, & all previous behaviors. Grades 5 to 8: Handling interpersonal conflicts, handling intrapersonal conflicts, dealing with change, coping with fears, critical examination of material & all previous behaviors. Grades 9-12: Critical thinking, abstract thinking, adaptation to puberty, avoiding distractions, coping with challenges (threats), resolving urges, delaying impulse gratification, working cooperatively & anger management & all previous behaviors.

SOCIAL EDUCATION Social Education--such as abstinence only, DARE, teaching manners & etiquette, etc.--has been touted by many politicians. However, major studies indicate that most of these efforts are ineffective or not lasting. Studies indicate that there are 3 times during a student’s schooling when such efforts might be effective: Transition 1: From Home to Pre-K or K Transition 2: From Elementary to Middle School Transition 3: From Middle School to High School Berliner: University Of Arizona

allthingslearning.wordpress.com CLASSROOM MANAGEMENT

Brophy (1983) identifies 3 general perspectives necessary for good classroom management: Willingness of the teacher to accept responsibility for classroom control - Authority-Accountability Willingness of the teacher to accept responsibility for classroom control - Authority-Accountability Long-term, solution-oriented approaches to problems (rather than short-term, desist/ control responses - Problem Identification-Problem Solving Long-term, solution-oriented approaches to problems (rather than short-term, desist/ control responses - Problem Identification-Problem Solving Check to see if symptomatic behavior is caused by underlying personal problems (impulsivity, lack of awareness, home problems, etc.) - Behavioral Diagnosis-Behavioral Planning Check to see if symptomatic behavior is caused by underlying personal problems (impulsivity, lack of awareness, home problems, etc.) - Behavioral Diagnosis-Behavioral Planning Brophy, J. (1983). Effective classroom management. The School Administrator, 40 (7), 33-36.

Brophy (1983) indicates 3 general principles for good classroom management: Insight (Cognitive) -- The teacher spends time with problem students individually, getting to know them personally, attempting to instruct and inform them. Insight (Cognitive) -- The teacher spends time with problem students individually, getting to know them personally, attempting to instruct and inform them. Control (Behavioral) -- The teacher offers incentives, negotiates contracts, calls attention to and reinforces desirable behavior. Control (Behavioral) -- The teacher offers incentives, negotiates contracts, calls attention to and reinforces desirable behavior. Self-Concept/Personal Adjustment (Intrapersonal) -- The teacher encourages discouraged students, builds self-esteem by arranging for and calling attention to success, improving peer relationships, etc. Self-Concept/Personal Adjustment (Intrapersonal) -- The teacher encourages discouraged students, builds self-esteem by arranging for and calling attention to success, improving peer relationships, etc. Brophy, J. (1983). Effective classroom management. The School Administrator, 40 (7), 33-36.

Classroom Management Physical Layout Of Room Physical Layout Of Room – Physical Condition Of Walls, Floors, Desks & Fixtures – Arrangement Of Seats, Tables, Desks, Bookcases & Shelves – Colors: Earth Tones For Walls; Bright Colors For Posters – Lighting--Natural & Electrical – Safety: Dangerous Materials Secured – Safety: Unobstructed Egress & Exit – Indoor Air Quality & Airflow – Intake & Output For Student Work – Technology Location & Access

It is unfortunate that teachers are not usually afforded a lot of time at the beginning of the school year to plan the classroom space. It is also infortunate that many teachers, esepcially in the secondary settings, do not have choices about the furniture selection for the classroom. More time needs to be spent on these matters to aid in discipline and instruction. But room condition also plays an important role. Industrial psychologists have done studies about the use of color, the conditions of a room and even the flow of air as factors in productivity, comfort and stimulation.

Classroom Management Defined Routines & Expectations Defined Routines & Expectations – School Readiness Behaviors – Bullying Prevention – Respectful Exchanges & Communication – Posted Rules & Character Education Short Version (Reminders) & Long Version (c.f. Ron Clark) Short Version (Reminders) & Long Version (c.f. Ron Clark) – Zero Tolerance Of Inappropriate Physical Contact Fighting, Pushing, Slapping, Sexual Harassment Fighting, Pushing, Slapping, Sexual Harassment – Academic Routines: “Bell Ringer”/”Do Now” “Bell Ringer”/”Do Now” Engaging Lessons: Multiple Actions/Activities Engaging Lessons: Multiple Actions/Activities Limit: 20 Minutes On Any Focused Activity Limit: 20 Minutes On Any Focused Activity Brain-Based Learning Brain-Based Learning

Classroom Management Short Rules Short Rules – List Of Most Pressing Issues – Reminder Of Basic Expectations Long Rules Long Rules – Lists All Classrom Rules – Posted So All Students Can Read/See Them – Useful As A First Step Of Disciplinary Action Ask Misbehaving Students About Rules Ask Misbehaving Students About Rules Ask Misbehaving Students To Re-Read Rules Ask Misbehaving Students To Re-Read Rules Ask Misbehaving Students To Reflect Upon Reading Rules Ask Misbehaving Students To Reflect Upon Reading Rules Ask Misbehaving Student About Why He/She Is Breaking Rules Ask Misbehaving Student About Why He/She Is Breaking Rules

Classroom Rules Developmental Stages Of Rules Developmental Stages Of Rules – Reactionary Response: Ages 3-6 Cries When Disciplined Cries When Disciplined Hurt Feelings: Needs Contact/Comfort Hurt Feelings: Needs Contact/Comfort Learns From Rule Repetition Learns From Rule Repetition – Concrete Response: Ages 5-9 Rules Are Absolute Rules Are Absolute Rules Can Be Broken If Not Caught Rules Can Be Broken If Not Caught Rules Are Not Changeable/Flexible Rules Are Not Changeable/Flexible – Concrete-Abstract Response: Ages 9-14 Rules Depend Upon Mood/Mode Rules Depend Upon Mood/Mode Rules Can Be Broken But Are Generally Accepted Rules Can Be Broken But Are Generally Accepted Rules Can Be Flexible But Need Circumstances Rules Can Be Flexible But Need Circumstances Rule Enforcers Can Be Manipulated Rule Enforcers Can Be Manipulated

Classroom Rules Developmental Stages Of Rules Developmental Stages Of Rules – Abstract-Phase Response: Ages 11-17 Rules Are Interpreted Rules Are Interpreted Rule Enforcers Can Be Manipulated Rule Enforcers Can Be Manipulated Reality Testing Reality Testing Limit Testing Limit Testing Boundary Testing Boundary Testing Relationships Are Primary Relationships Are Primary – Abstract Response: Ages 16-25 Generally Rules Are Flexible Generally Rules Are Flexible Continued Manipulation Continued Manipulation Control Of Rules Is Necessary Control Of Rules Is Necessary Relationships Are Primary Relationships Are Primary Peer Relationships Come Above All Else Peer Relationships Come Above All Else Erikson, Ausubel, Horney, Malinowski, Piaget & Kohlberg

http://willsavive.blogspot.com/2010/10/eriksons-eight-stages-of-psychosocial.html Erik Erikson’s Stages Of Personality & Development

http://www.psywww.com/intropsych/ch11_personality/eriksons_psychosocial_stages.html

David Ausubel’s Theory Of Control http://www3.uakron.edu/witt/adol/families.htm Karen Horney’s Theory Of Motivational Conflicts & Ethics http://www.businessdialogue.com/artofpersonality/motivationalcenters.html

Ausubel & Horney On Satellization

Ausubel’s Assimilation Theory http://cmap.ihmc.us/docs/psychologicalfoundations.html

http://emilywalker.efoliomn.com/piaget-bruner-vygotzky http://www.muskingum.edu/~psych/psycweb/history/piaget.htm In light of new brain research, Piaget’s and Kohlberg’s models need to be expanded significantly, especially regarding the development of the brain and moral values for adolescents.

http://wps.prenhall.com/hss_kassin_essentials_1/15/3935/1007493.cw/index.html Piaget’s Developmental Stages

http://sites.wiki.ubc.ca/etec510/Jean_Piaget's_Developmental_Stage_Theory Kohlberg’s Moral Development http://en.wikipedia.org/wiki/Lawrence_Kohlberg' s_stages_of_moral_development Piaget’s Developmental Stages

Malinowski’s Structural- Funcationalism, based upon drives and needs in the practical sense. http://www.vanderbilt.edu/AnS/Anthro/Anth206/malinowski.htm http://changingminds.org/explanations/needs/maslow.htm Maslow’s Hierarchy Of Needs

Classroom Management Modeling Appropriate Behaviors Modeling Appropriate Behaviors – Teachers/Adults Must Model – Positive Behaviors – Organization – Effective Communications – Effective Listening – Respect Toward Students – Respect Toward Colleagues – Respect Toward Authority – Contribution To Classroom – Giving Nature – Nurturing Others – Ability To Be Positive/Face Adversity – Sense Of Humor http://julieannerhodes.com/2010/03/model-behavior-jamie-olivers-food-revolution.html

Classroom Management Direct Accountability Direct Accountability – Students Are Held To Standards Academic Standards Academic Standards Behavioral Standards Behavioral Standards Disciplinary Standards Disciplinary Standards – Consequences Are Immediate No Delays In Accountability No Delays In Accountability No Delays In Consquences No Delays In Consquences No Delays In Parent Contact No Delays In Parent Contact – Individual Accountability Individual Responsibility To Class Individual Responsibility To Class Individual Responsibility To Self Individual Responsibility To Self Individual Responsibility To Community Individual Responsibility To Community – Group Accountability Caring Responses From All Members Caring Responses From All Members Group Discipline Is Necessary Group Discipline Is Necessary – Teacher/Administrator/System Accountability http://everyjoe.com/work/how-important-is-individual-accountability-198/

Classroom Management Eradication Approaches Eradication Approaches – Ignoring Small Infractions – Time Out - Activities – Extra Assignments (e.g. Lines) – Detention - After School – Parental Conference Via Phone – Parental Presence In Classroom – Aides In Classroom – Peer Interventions http://www.stjamespreschoolsf.org/community/educational-involvement/

Classroom Management Isolation Approaches Isolation Approaches – Time Out - Isolation From Group/Class – Work Alone: Alternative Activity – Sent To The Hallway – Removal From Classroom – Expulsion From Classroom If a student is sent out of class: no return until problem is solved with the teacher!

Classroom Management Rigorous Curriculum Expectations Rigorous Curriculum Expectations – Expect Success – Expect Work All Class Period – Expect A Strong Work Ethic – Exceed Curriculum Minimums – Set & Reinforce Classroom Routines Engagement, Differentiation & Relevancy Engagement, Differentiation & Relevancy – Make Lessons Relevant To Student Experiences – Build Upon Student Prior Knowledge – Use Cooperative Learning & Task Roles – Multiple Task Stations/Periods – Add Fun Whenever Possible – Assign Study Partners vs.

Classroom Management Acknowledgement Of Appropriateness Acknowledgement Of Appropriateness – Rewards, Praise, Recognition & Reinforcement – Incentives & Prizes – Games, Challenges, Debates Genuine Relationships & Nurturance Genuine Relationships & Nurturance – Honesty – Genuine Concern For Each Individual – No Rewards For “Fluff” – Genuine Building Of Self-Esteem Parental Involvement Parental Involvement – Classroom Visits, Phone Calls, Notes Home – Classroom Parents, Parent-Teacher Nights – Parent Observations – Parents Notified For Every Disciplinary Action

Classroom Management Acute Awareness Of External Factors Acute Awareness Of External Factors – Financial Stressors At Home – Child Care Responsibilities – Overloading Of Chores – Family Dysfunction: Illness, Addiction, Violence – Homelessness, Interim Homelessness – Educational Neglect – Nutrition – Hygiene – Overall Health

http://www.bma.org.uk/health_promotion_ethics/domestic_abuse/vioheal.jsp?page=3

Classroom Management Brain-Based Strategies & Instruction Brain-Based Strategies & Instruction – Age & Level Appropriateness – Engaging & Stimulating – Technology Use – Music, Songs & Raps – Mnemonic Devices & Games – Physical Activities – Games & Challenges – Relational Learning – Relevance – Socratic Questioning – Puzzles, Crosswords & Word Searches – Frequent Changes In Activities – Multiple Intelligences & Differentiated Learning Styles

Classroom Management Physical Layout Of Room Physical Layout Of Room Defined Routines & Expectations Defined Routines & Expectations Modeling Appropriate Behaviors Modeling Appropriate Behaviors Direct Accountability Direct Accountability Eradication Approaches Eradication Approaches Isolation Approaches Isolation Approaches Rigorous Curriculum Expectations Rigorous Curriculum Expectations Engagement, Differentiation & Relevancy Engagement, Differentiation & Relevancy Acknowledgement Of Appropriateness Acknowledgement Of Appropriateness Genuine Relationships & Nurturance Genuine Relationships & Nurturance Parental Involvement Parental Involvement Acute Awareness Of External Factors Acute Awareness Of External Factors Brain-Based Strategies & Instruction Brain-Based Strategies & Instruction The keys to classroom management are not standardized for each student. Because each student brings indivdiual needs, individual stressors, and individual personality traits, each situation must focus on the student, except when there is a group action.

Most Important Step In Classroom Management: MBWA: Management By Walking Around

Practical Goals Of Discipline In Loco Parentis In Loco Parentis Prevent Drop Out Prevent Drop Out Facilitate Student Learning Facilitate Student Learning Create Safe School Environment Create Safe School Environment Maintain Positive Learning Environment Maintain Positive Learning Environment Build Positive Community Relationships Build Positive Community Relationships Build Positive Teacher-Student Relationships Build Positive Teacher-Student Relationships

Classroom Disciplinary Tactics Post Short Rules Post Short Rules Post Long Rules Post Long Rules Establish Classroom Culture Establish Classroom Culture Build Positive Relationships Build Positive Relationships Review All Rules & Expectations - Beginning Week Review All Rules & Expectations - Beginning Week Review All Rules & Expectations - Frequently Review All Rules & Expectations - Frequently Recognize & Praise Positive Behaviors Recognize & Praise Positive Behaviors Provide Positive Attention Provide Positive Attention Ignore Minor Infractions Ignore Minor Infractions Move Closer To Misbehaving Students Move Closer To Misbehaving Students

Classroom Disciplinary Tactics Speak To Misbehaving Students Quietly Speak To Misbehaving Students Quietly Warn Misbehaving Students Warn Misbehaving Students Have Misbehaving Students Re-Read Posted Rules Have Misbehaving Students Re-Read Posted Rules Move Misbehaving Students Move Misbehaving Students Provide Misbehaving Students With Timeout Provide Misbehaving Students With Timeout Isolate Misbehaving Students Isolate Misbehaving Students Speak With Misbehaving Students In Hallway Speak With Misbehaving Students In Hallway Remove Misbehaving Student To Hallway Remove Misbehaving Student To Hallway Exclude Misbehaving Students From Classrooms Exclude Misbehaving Students From Classrooms

Most Important Step In School Management: MBWA: Management By Walking Around

School Disciplinary Tactics Parental Notification Parental Notification Discuss Student Behavior Discuss Student Behavior Identify Student Needs Identify Student Needs Diagnose Causative Factors Diagnose Causative Factors Counsel Student About Alternatives Counsel Student About Alternatives Discuss Problem-Solving Methods Discuss Problem-Solving Methods Seek Insight From Student Seek Insight From Student Avoid Manipulation Avoid Manipulation Assure Consistency/Immediacy Assure Consistency/Immediacy Parent-Teacher Conference Parent-Teacher Conference Apply Social Consequences Apply Social Consequences Apply Comfort/Disturb Principle Apply Comfort/Disturb Principle Behavioral Modification Contract Behavioral Modification Contract Alternative Processes Alternative Processes Scheduling Changes Scheduling Changes Teacher Detention Teacher Detention In-School Suspension In-School Suspension FINS Referral FINS Referral External Counseling Referrals External Counseling Referrals Social Work Interventions Social Work Interventions External Suspension External Suspension Expulsion Expulsion

School Disciplinary Tactics Parental Notification Parental Notification – All Discipline Results In Notification – Discuss Parental Responsibilities – Discuss Home Behaviors – Discuss Concomittant Parental Discipline Discuss Student Behavior Discuss Student Behavior – Ask Student About Behavior – Ask Student About Feelings – Discuss Student-Teacher Relationship Identify Student Needs Identify Student Needs – Identify Learning Needs – Screen For Learning Difficulties – Discuss Stressors & Stress

School Disciplinary Tactics Diagnose Causative Factors Diagnose Causative Factors – Discuss/Identify Home Issues – Screen For Homelessness Interim Homelessness Interim Homelessness – Screen For Abuse/Neglect Counsel Student About Alternatives Counsel Student About Alternatives – Discuss Decision-Making Processes – Identify Wiser/Effective Alternatives Discuss Problem-Solving Methods Discuss Problem-Solving Methods – 7 Steps Of Effective Problem-Solving Seek Insight From Student Seek Insight From Student – Internalization – Acceptance Of Responsibility – Acceptance Of Disciplinary Action

School Disciplinary Tactics Avoid Manipulation Avoid Manipulation – Charmers – Extortionists – Exchangers – Explaners Assure Consistency/Immediacy Assure Consistency/Immediacy – Discipline Applied With Equity – All Students Suffer Consequences – All Rules Enforced Parent-Teacher Conference Parent-Teacher Conference – Scheduled With Teacher – Administrator Present – Problem-Solving Approach – Consultation: No Confrontation

School Disciplinary Tactics Apply Social Consequences Apply Social Consequences – Restrict Privileges/Participation – Isolate From Other Students – Monitor Student Activity – Monitor Student Behavior – Frequent Check-Ins – Behavior Sign-Off Sheets Apply Comfort/Disturb Principle Apply Comfort/Disturb Principle – Comfort The Disturbed – Disturb The Comfortable – Tailor Consequences

School Disciplinary Tactics Behavioral Modification Contract Behavioral Modification Contract – Student, Teacher, Administrator & Parent Develop Contract Terms – Identifiable Expectations – Identifiable Consequences School & Home School & Home – Identifiable Incentives – Indentifiable Rewards Alternative Processes Alternative Processes – Student Court – Peer Counseling – After School Manners Classes – Saturday Detention – Campus Counseling Interventions – Campus Social Work Interventions

Insight, awareness, change, alternatives, better decision- making, better problem-solving, social consequences and AUTHENTIC (real) relationships with students are essential to establishing and maintaining good discipline in the classroom, in the school and across a school district.

School Disciplinary Tactics Scheduling Changes Scheduling Changes – Change Class Period/Peer Group – Change Teacher Assignment (Rare) Teacher Detention Teacher Detention – After School 1-4 Hours – Student Arranges Rides Home – Parent Notification In-School Suspension In-School Suspension – Complete Social Isolation – Student Obtains Work Assignments – Student Earns Return To School – No Contact With Others Isolated Lunch Isolated Lunch Isolated ISS Room Isolated ISS Room Isolated Bathroom Isolated Bathroom ISS should be seen as a hellish bore that keeps a student completely incommunicado until such time as he/she is willing to demonstrate compliance, remorse and agree to obey the rules. Release from ISS is earned by obeying all ISS rules and conditions. Failure to do so earns another day in ISS. If that fails, then seek an alternative!

School Disciplinary Tactics FINS Referral FINS Referral – Lack Of Parental Support – Poverty Issues – Borderline Neglect – Educational Neglect – Behavior Problems At Home – Family Dysfunction – Addiction Interventions External Counseling Referrals External Counseling Referrals – Counseling Services Individual Individual Family Family – Parent Effectiveness Training – Anger Management

School Disciplinary Tactics Social Work Interventions Social Work Interventions – Home Visitation – Home Assessment – Abuse/Neglect Screening – Addiction Screening – Academic/Vocational Intervention – Poverty Services External Suspension External Suspension – Last Resort Tactic – Must Be Meaningful Expulsion Expulsion – Extreme Tactic - Not Recommended – Should Result In Placement – Juvenile Court Referral

Long-term suspensions and expulsions are strategies based on the stereotypical, nostalgic days of the 1950s. These strategies have not worked since the 1960s and lead to dropouts and increased disciplinary issues. Other interventions/tactics need to be used first

Legal Issues Gender Parity - Title IX Gender Parity - Title IX Due Process - Hearings/Rights For Suspensions & Expulsions Due Process - Hearings/Rights For Suspensions & Expulsions Due Process - Classroom Exclusion Due Process - Classroom Exclusion Due Process - SPED/504/ADA-1990 Due Process - SPED/504/ADA-1990 Rights Of Learning Community Rights Of Learning Community Rights Of Individual vs. Rights Of Classmates Rights Of Individual vs. Rights Of Classmates Privacy Rights Privacy Rights Bill Of Rights Issues Bill Of Rights Issues Protection & Creating A Safe School Environment Protection & Creating A Safe School Environment

Three Levels Of Bullying Behaviors Level I Bullying Behaviors are sometimes referred to as “NUISANCE BULLYING.” This form tends to be the least reported, least noticed and often overlooked.Level I Bullying Behaviors are sometimes referred to as “NUISANCE BULLYING.” This form tends to be the least reported, least noticed and often overlooked. Level II Bullying Behaviors are more overt, more aggressive, tends to draw attention and sometimes results in adult intervention, but may not result in discipline unless there is an illegal act witnessed. Some of these behaviors should prompt referral to juvenile authorities for criminal prosecution.Level II Bullying Behaviors are more overt, more aggressive, tends to draw attention and sometimes results in adult intervention, but may not result in discipline unless there is an illegal act witnessed. Some of these behaviors should prompt referral to juvenile authorities for criminal prosecution. Level III Bullying Behaviors are mostly criminal acts, such as Assault (Terroristic Threats), Battery, Coercion, Extortion, Stalking, Cyberstalking, Slander, Libel, Defamation, Civil Rights Violations or Kidnapping and Illegal Detention.Level III Bullying Behaviors are mostly criminal acts, such as Assault (Terroristic Threats), Battery, Coercion, Extortion, Stalking, Cyberstalking, Slander, Libel, Defamation, Civil Rights Violations or Kidnapping and Illegal Detention.

Level I: Common, Non-Criminal Bullying Level I: Common, Non-Criminal Bullying – Verbal Expressing physical superiority Expressing physical superiority Blaming the victim for starting the conflict Blaming the victim for starting the conflict – Nonverbal Making threatening gestures Making threatening gestures Defacing property Defacing property Pushing/shoving Pushing/shoving Taking small items from others Taking small items from others Physical Bullying Level I Physical Bullying is often described, and excused, as horseplay, goofing around or “just playing.” But these behaviors, explanations and/or excuses should not be accepted in school.

Level II: Common, Sometimes Criminal Bullying Level II: Common, Sometimes Criminal Bullying – Verbal Threatening physical harm Threatening physical harm Instigating problems between others Instigating problems between others – Nonverbal Damaging property Damaging property Stealing Stealing Starting fights Starting fights Scratching or biting Scratching or biting Pushing, tripping, or causing a fall Pushing, tripping, or causing a fall Assaulting Assaulting Physical Bullying

Level III: Common, Mostly Criminal Bullying Level III: Common, Mostly Criminal Bullying – Verbal Making repeated and/or graphic threats (harassing) Making repeated and/or graphic threats (harassing) Practicing extortion (such as taking lunch money) Practicing extortion (such as taking lunch money) Threatening to keep someone silent: “If you tell, it will be a lot worse!” Threatening to keep someone silent: “If you tell, it will be a lot worse!” – Nonverbal Destroying property Destroying property Setting fires/pulling fire alarms Setting fires/pulling fire alarms Physical cruelty Physical cruelty Repeatedly acting in a violent, threatening manner Repeatedly acting in a violent, threatening manner Assaulting with a weapon Assaulting with a weapon Physical Bullying Levels II & III can be related to gang activity, drug activity or feuds that have run over from the neughborhoods or cyberspace.

Emotional Bullying Level I: Common, Non-Criminal Bullying Level I: Common, Non-Criminal Bullying – Verbal Insulting remarks Insulting remarks Calling names (may include street names) Calling names (may include street names) Teasing about possessions, clothes, physical appearance Teasing about possessions, clothes, physical appearance – Nonverbal Giving dirty looks, insulting facial movements Giving dirty looks, insulting facial movements Holding nose or other insulting gestures, including the middle finger Holding nose or other insulting gestures, including the middle finger

Emotional Bullying Level II: Common, Sometimes Criminal Bullying Level II: Common, Sometimes Criminal Bullying – Verbal Insulting family, including playing the “dozens” Insulting family, including playing the “dozens” Harassing with phone calls, text messages Harassing with phone calls, text messages Insulting size, intelligence, athletic ability, race, color, religion, ethnicity, gender, disability, or sexual identity Insulting size, intelligence, athletic ability, race, color, religion, ethnicity, gender, disability, or sexual identity – Nonverbal Defacing school work or other personal property, such as clothing, locker, or books Defacing school work or other personal property, such as clothing, locker, or books Saying someone is related to a person considered an enemy of this country (e.g., Osama bin Laden) Saying someone is related to a person considered an enemy of this country (e.g., Osama bin Laden) Making slanderous remarks in public so that the “rumor” will get back to the person that is the subject of such remarks. Making slanderous remarks in public so that the “rumor” will get back to the person that is the subject of such remarks.

Emotional Bullying Level III: Common, Mostly Criminal Bullying Level III: Common, Mostly Criminal Bullying – Verbal Harassing because of bias against your race, color, religion, ethnicity, gender, disability, or sexual orientation Harassing because of bias against your race, color, religion, ethnicity, gender, disability, or sexual orientation – Nonverbal Destroying personal property, such as clothing, books, jewelry Destroying personal property, such as clothing, books, jewelry Writing graffiti with bias against your race, color, religion, ethnicity, gender, disability, or sexual orientation Writing graffiti with bias against your race, color, religion, ethnicity, gender, disability, or sexual orientation Emotional Bullying often rises to a level of infringing upon another person’s civil rights, which is both a criminal and civil tort under federal laws, as well as under many state’s laws. Defamation, libel and slander can also be a criminal and a civil tort under most state jurisdictions.

Social Or Relational Bullying Level I: Common, Non-Criminal Bullying Level I: Common, Non-Criminal Bullying – Verbal Gossiping Gossiping Starting or spreading rumors Starting or spreading rumors Teasing publicly about clothes, looks, relationships with boys/girls, etc. Teasing publicly about clothes, looks, relationships with boys/girls, etc. – Nonverbal Ignoring someone and excluding them from a group Ignoring someone and excluding them from a group

Social Or Relational Bullying Level II: Common, Sometimes Criminal Bullying Level II: Common, Sometimes Criminal Bullying – Verbal Ostracizing using notes, instant messaging, e-mail, etc. Ostracizing using notes, instant messaging, e-mail, etc. Posting libel in public places (such as writing derogatory comments about someone in the school bathroom) Posting libel in public places (such as writing derogatory comments about someone in the school bathroom) Spreading rumors that cause others to withdraw from a person Spreading rumors that cause others to withdraw from a person – Nonverbal Playing mean tricks to embarrass someone Playing mean tricks to embarrass someone Setting up embarrassing situations that cause exclusion Setting up embarrassing situations that cause exclusion

Social Or Relational Bullying Level III: Common, Mostly Criminal Bullying Level III: Common, Mostly Criminal Bullying – Verbal Enforcing total group exclusion against someone by threatening others if they don’t comply Enforcing total group exclusion against someone by threatening others if they don’t comply Refusing to work with students in a classroom and forcing others to do the same Refusing to work with students in a classroom and forcing others to do the same – Nonverbal Arranging public humiliation Arranging public humiliation

It is imperative that educators remember that the “system” is supposed to serve the needs of students, which is a balancing act between the rights of an individual student, the rights of the students in a classroom, the rights of the school community and the rights of stake-holders. This is not an easy balance. Most efforts tend toward the desires, impulses and/or decisions of administrators! http://www.generalstrikecomics.com/tag/student-rights/

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Disciplinary Approaches That Work In Schools & Classrooms Comfort The Disturbed And Disturb The Comfortable James M. Downey Copyright 2010-All Rights Reserved.

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Disciplinary Approaches That Work In Schools & Classrooms Comfort The Disturbed And Disturb The Comfortable James M. Downey Copyright 2010-All Rights Reserved.

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