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Discipline Quest
Staff Training
“FANTASTIC” MIDDLE SCHOOL
TOP 10 THINGS OUR STUDENTS SAY
THAT DRIVE US CRAZY
10.”I don’t ‘do’ notes.”
9.
“My AR book?”
“I didn’t bring it- my teacher never makes me read it
anyway!”
8.
“You want me to actually write this stuff down?”
“Like on a piece of Notebook paper?”
7.”Could you keep it down
Ms. Smith?”
“I’m trying to text Trisha about my weekend.”
6. “HUH? You really meant for
me to stop talking……..”
“…….Like All PERIOD?”
5. “What?”
“Where’s my homework?”
“Oh, you were serious about that?”
4.
“Are we doing anything today?”
3.
“Why are you so mad, Mr. Jones?”
“This is a different piece of gum.”
2.
“Pencil?”
“I don’t need no stinkin’ pencil.”
…..AND THE # 1 THING OUR STUDENTS SAY
THAT DRIVE US CRAZY
1.
“So what if I’m failing?”
“Everyone knows that grades don’t count until
high school.”
HOW DO WE USE THIS CRAZINESS
TO OUR ADVANTAGE??
Use each “testing the waters” behavior as a
chance to re-teach and re-direct?
What if we…….
Positive and Consistent
Use each challenge in the classroom as an
opportunity to build a relationship?
What if we…….
What if we…….
Make every decision at “Fantastic MS” based on STUDENT LEARNING?
“Fun-ness” activity # 1•On a 3x5 card, share the following:
•Based on your (limited or vast) experience, share how you have used a minor “testing authority” moment to work with and build a relationship with a student.•…….. AND kept the focus on LEARNING!
•Share a few examples
Safe and Civil Schools video
“Fun-ness” activity # 2•On a 3x5 card:
•Share two favorite “proactive” strategies that you use when students are “less than enthusiastic” about learning or even quite resistant.
•Other euphemisms: Re-Direction Strategies, Classroom Interventions, Behavior Interventions, “Learning Opportunities,” “Reflective Moments”
•Share a few strategies
Unfortunately, some students misbehave
What are our options?
INTERVENTIONS VS
CONSEQUENCES
INTERVENTIONSTeacher actions intended to re-direct misbehavior and
instruct students about appropriate behaviors
(Minor Behaviors)
CONSEQUENCES
Action taken when behavior is severe or persistent enough to warrant a punitive response.
(Major Behaviors)
What does this look like in your classroom?
MINOR Problem Behaviors = INTERVENTIONS
(ex: no supplies, off-task, inappropriate comments, writing on a desk, academically non-compliant, tardies, cheating, plagiarism, forgery, etc..)
Includes Behaviors related to Classroom Atmosphere and Academic Performance.
2. Teacher communicates with a parent or guardian as appropriate
1. Seek to understand the behavior….. Ask questions and listen
4. Support/Advice from counselors and administrators
3. Classroom interventions* (multiple, creative)
Interventions for “MINOR” behavior…
5. Frequent and consistent positive feedback (5:1 positive to negative)
In a perfect world……..
Behavior improves!!!!!
Learning SKY-ROCKETS!!!!!
3 CATEGORIES OF BEHAVIOR THAT ARE AUTOMATIC REFERRALS:
1. ILLEGAL ACTIVITIES
3. FIGHTING, BULLYING, HARRASSMENT
2. MAJOR DEFIANCE or DISRESPECT
MAJOR Problem Behavior = CONSEQUENCES
Procedures for “BIG 3” behavior…..
1. EMERGENCY: Immediate Removal
○If an ESCORT is needed, call the office or get a nearby teacher to help.
○Send or bring student(s) to the office
2. URGENT: Pick-Up Required○Discreetly contact the office○Communicate the urgency of the situation○An administrator or security will be called
to your room
What would you consider “emergency” vs “urgent” situations??
3. SEND A REFERRAL TO THE OFFICE
New Referral Form
SINCE WE’RE TALKING ABOUT REFERRALS………..
1. MAJOR Problem Behaviors(“Big 3”)
TWO REASONS TO WRITE A REFERRAL:
TWO REASONS TO WRITE A REFERRAL:
2. CHRONIC MINOR BEHAVIORS: When similar minor behaviors have persisted or intensified over time even after multiple interventions have been implemented and documented.
One administrative option is……
PROGRESSIVE DISCIPLINE
Consequences may be assigned if:
Parents/guardians have been contacted on more than one occasion and have been a part of the problem solving process, and
Multiple classroom level interventions have been implemented and documented, and
PROGRESSIVE DISCIPLINE
Similar inappropriate behavior has continued or intensified
(no learning curve what-so-ever!)
Using Progressive Discipline must be a team decision between the teacher and the administrator
No matter how good of a teacher you are,
Kids will still make bad decisions
and challenge you.
COMMUNICATE
What we can do to Maximize student success….
•Establish clear classroom rules and expectations
•Consider getting student input
COMMUNICATE
•Call or Email parents- Direct communication is an expectation!
• Seek support and advice from counselors and administrators
a
COMMUNICATE
• Ask students questions and listen
COMMUNICATE
• Give lot’s of positive feedback
2. KEEP STUDENTS IN CLASSROOMS ……..LEARNING!
(Consider that some students do what they do just to get sent out!!)
What we can do to Maximize student success….
3. DOCUMENT, DOCUMENT, DOCUMENT
What we can do to Maximize student success….
• All Interventions and Communication
• This identifies behavior patterns, allows for additional support for struggling students
•As well as for the teacher ready to drop-kick the kid!!
•pink or blue INTERVENTION forms
New discipline reporting system: SWIS
(Turn in daily to Jane)
•Used to document MINOR behavior issues and all interventions implemented
•All MAJOR behaviors are also entered into SWIS (from referrals)
Intervention forms
SWIS report
DISCIPLINE
That’s All I Have to Say About That
Almost
OK, let’s get back to the TOP 10 THINGS
OUR STUDENTS SAY THAT DRIVE US
CRAZY And take a different
Approach…..a
TOP 10
OPPORTUNITIES
FOR
“Fantastic” STAFF
TO MAKE A DIFFERENCE
What our students are REALLY telling us…..
10. “I don’t ‘do’ notes.”
”Do you care enough to HELP keep me from FAILING?””Tell me that you BELIEVE I can do it?”
9. “My AR book?”
“I didn’t bring it- my teacher never makes me read it anyway!”
”Are you going to let me get away with this……?”
“……or do you really believe that failure is not an option?”
8. “You want me to actually write this stuff down?”
“Like on a piece of notebook paper?”
”Hello? Please remember that I am still a kid and will test you.”
7.”Could you keep it down Ms. Smith? I’m trying to text Trisha about my weekend?”
”Define my boundaries and hold me accountable when I’m disrespectful to you.”
”And PLEASE call my parent or guardian.”
6. “HUH? You really meant for me to stop talking……..”
….All hour?”
”If you let me get away with acting clueless…….. Then you must think I’m clueless.”
”PLEASE tell me that I’m too smart to act this way!”
5. “Are we doing anything today?”
”Get me excited about what we’re going to learn today!”
”I don’t get this stuff.”
“I haven’t tried in so long, I don’t even know where to begin!”
4. “What? Where’s my homework?”
“Oh, you were serious about that?”
4. “What? Where’s my homework?”“Oh, you were serious about that?”
”I’d rather be called lazy than stupid. It hurts less.”
”Please care enough to ask me if there’s something going on in my life that is “bigger” than school right now.”
3. “Mr. Jones, Why are you so mad?”“This is a different piece of gum.”
”How far can I push you until you push me out the door?”
”If you send me out….. I am done learning and I ‘win!’”
”And PLEASE call my parent or guardian!”
2. “Pencil?” “I don’t need no stinkin’ pencil .”
”Please don’t let me to ‘opt out’ of learning because I’m not prepared.”
“If what you are teaching is important, then give me a pencil and expect me to learn it!”
1. “So what if I ’m fail ing…..
………Everyone knows that grades don’t count until high school.”
“Share your passion with me.”
“Teach me to love learning!”
“BELIEVE IN ME!”
If this is what our students are telling us,
Then we should probably LISTEN!
a
WE BELIEVE!
“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate.
It’s my daily mood that makes the weather.As a teacher, I possess a tremendous power to make a child’s 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 de-escalated and a child humanized or dehumanized.”
Ginott, Child Psychologist and Teacher
