How Do I Finalize a System of Discipline Designed Especially For Me and My Students?

1. How Do I Finalize a System of Discipline Designed Especially For Me and My Students?

2. What is my philosophy of discipline? 1) What is classroom discipline and why is it considered important? • Classroom discipline refers to teachers’ efforts to help students conduct themselves responsibly 2) What is the purpose of Discipline? What do we want it to accomplish? • Discuss how you would like your students to conduct themselves and how you would use discipline to encourage that behaviour? What are benefits of discipline?

3. My Theory of Discipline Steps taken to develop certain attitudes Tactics for responding effectively when students misbehave A style of teaching that promotes purposeful effort Class rules that establish limits on behaviour Addressing conditions that often lead to misbehaviour Promote student self-control, responsibility and cooperation What are the necessary components of an effective discipline system

4. How do the components affect behaviour? • There are three important components intended to suppress misbehaviour in the classroom found in all affective discipline systems. • Proactive- prevents misbehaviour; class rules, engaging activities, teacher enthusiasm, clear expectations and procedures, teacher modeling. • Supportive- prolong students interest; circulating among students, interacting with them. • Reactive- exerting influence after misbehaviour occurs; time-outs, practicing correct behaviours, speaking personally with students.

5. My Professional Demeanor Learn students’ names quickly and chat with each them as often as possible Use I messages and always speak respectfully- no sarcasm- Work to develop a sense of class community Develop bonds of trust Involve your students in making class rules/expectations Show students it is all right to make mistakes Be constantly mindful of students needs for security, hope enjoyment and competence Discuss how you will adhere to professionalism, ethics and legalities in teaching. Also how will you maintain a style of communication with your students that promotes good relationships and respect

6. Specifics of a Discipline Plan Desired classroom behaviour Rules of Behaviour Prevention of Misbehaviour Support for Proper Behaviour Intervention When Misbehaviour Occurs Communicating with Students

7. Deborah Sund’s third grade discipline plan Debora’s plan contains a set of rules, consequence –positive and negative- and procedures to apply the consequences. Her plan takes into account.. the students needs, her needs her particular dislikes Emphasizes Rules and Consequences

8. Ms. Sund’s Class Rules • On the first day of school she asks her students to tell her how they would like to be treated by others in the classroom and what they especially dislike. Together they come up with statements they call “rules.” The following are examples of what typically comes up during the discussions.. • Be considerate of others • Do our best work • Use quiet voices in the classroom • Use signals to request permission or receive help

9. Students also input ideas on appropriate positive and negative consequences for following/disobeying the rules. Positive+ Negative− • Smiles, winks, nods • Public acknowledgement • Special privilege for the whole class (ie: watching a movie, early recess) • A complimentary note or phone call to the parents • “Pirate eye” Stern glance with disappointed or puzzled expression • Point out that a rule is being broken “I hear a noise” • Tell them what they are doing wrong and ask them to correct the behaviour • Separate from the group • Last resort a call home.

10. Prevention Intervention • Show respect • Look for the positive and enjoyable qualities in each student • Take time to know each student on a personal level • Maintain an inviting classroom • provide opportunities for movement and interaction • Keep the parents informed • End each day on a positive note • Move close to the student • Show interest in the student’s work • Provide help or modify the activity if its causing difficulty • If necessary invoke agreed upon negative consequences.

11. Gail Charles 8th grade discipline plan Gail has been teaching for 25 years, she found that punishing and reprimanding students left her exhausted and frustrated and the students resentful. “I am more effective and enjoy my work more when I organize the curriculum to accommodate, even embrace my adolescent students and then work cooperatively with them.” Her plan takes into account.. The students need to feel accepted and valued Her needs: positive class tone, patience, respect, enthusiasm Cooperation – student & teacher collaboration in establishing rules and class activities. Emphasizing prevention and cooperation between teachers and students

12. Mrs. Charles class rules Together they write a plan for how the class will work and behave in the class. For their first homework of the year she assigns them to reflect on previous school years and answer the following questions.. • When have you felt most successful in school? • What did the teacher do to help you feel successful? • What kinds of class activities have you found most helpful and enjoyable? • What suggestions do you have for creating a classroom in which all can work, learn and do their best? In groups the students compare their answers and as a class they compile a classroom agreement that each student and their guardian signs

13. Prevention Intervention • Engaging and rewarding activities • Interact personally with every student • Student involvement in the classroom • Mini-lessons that address common needs in the class • Student choice during projects • Show respect • Modeling good behaviour • Always on alert for signs of disengagement • Making eye contact with students • Moving closer in proximity • Private or classroom discussions for collaborative problem solving when larger issues arise • No personal attacks, points out what negative behaviour is happening and why it is forbidden • Focus on not punishing but helping students develop responsible behaviour for success

14. The formula for success is now in your hands. • Reflect on these two prototypes for a class discipline model, compare their similarities and differences and what you like about each one. How are these prototypes similar/different to your discipline system, is their anything in yours that you would now change?