behavior man­~enaV1l[)rS you expect from you in return

defined policy is nvirorun(!nt in which

plan ensures your on teaching, and

l ...... '".."1rP the strategies ;Discipline. Obviously, rich a classroom disci­es effective techniques tit your teaching style. your policy regarding its have a need and the portive and corrective

:haviors. 't just copy the sugg~s­judgment to deterrrune

lation. s an integral part of any :acdy how their children

, and what will happen

Ie following three areas:

lwing the rules

ing the rules

'rective actions from and give you a basis

r discipline plan, you

Meeting First-Day Objectives 45

SampLe DiscipLine Plan Letter

Classroom Disdptine Plan Room 5 Mr. Bronson

Dear Parent(s):

These are the rules, of my classroom. These rules will be in effect at aU times:

Follow directions. Keep hands, feet, and objects to yourself.

. No teasing or name caLling is allowed. flo not leave the room without permission.

a student chooses to break a ruLe, the foLLowing corrective actions be imposed:

time a student breaks a rule: time:

Reminder Five minutes away from group Ten minutes away from group Teacher calls parents with student Send to principal

time: time:

ehavior, such as fighting or verbal abuse.wfU result in the imposition of the Severe CLause~ Send toprindpaL.

behave appropriatety wiU be supported with verbal rein­;'tive notes sent home, smaLL rewards, class parties, and

priviLeges. djscussed this plan with your child, b!lt I wouLd appreciate review it together, then sign and return the form below.

.... ­ .... -...... - "" ............. - ..... - ......... -.................. --­ ... ....

#~s~ptine plan and have discussed it with my child.

tOes Hot Do Her Best Work

Involving Parents in the Homework Process 103

Sample Parent Resource Sheet: What to Do When Your Child Refuses to Do Homework

Solving Homework Problems

What to Do When Your Child Refuses to Do Homework

When your child wouLd rather battle with you than do homework, it's time to set firm Limits. Your child may openLy refuse to do homework or tie to you or the teacher about why it hasn't been done. You must make it clear that choosing not to do homework is choosing not to enjoy certain priviLeges.

State clearly how you expect homework to be· completed. Say, '1 expect you to do aLL of your homework every night. Under' no circumstances will I tolerate your refusil19 to do your assignments."

Back up your words with action. Say, "You can choose either to do your homework or to Lose these priviLeges: You witl not leave this house. You will not watch TV,

to musk, or use the teleph(me. You witt sit here untiL all of homework is done. The choice is YOUTS.

Y Stick to your It may take your child severaL days to realize that you

your child when homework fs completed. "You've been getting aU of your homework done. You should

of yourself."

.....t"I\,::t1',,,,,is a written, signed agreement between you and your states a reward or a point toward a prize wiLL be earned y that homework is brought home and completed. (The

the.child, the more Quickly the prize is earned.)

continue, request that additional discipline be pro­for incomplete assignments. Your child wiU learn is supporting your efforts.

104 PARENTS ON YOUR SIDE

Sample Parent Resource Sheet: What to Do When Your Child Fails to Bring Home Assignml

Solving Homework Problems

What to Do When Your Child Fails to Bring Home Assignments

When your child c()ntinuaLly fails to bring home assigned homework, take action.

1. Sta.te that you expect all homework assignments to be brought home. Say, "I expect you to bring home all assigned work and aLL the books you need to. complete it. If you finish your homework at school, I expect you to bring it home so that I can see it."

I i 2. Work With the teather to make sure you know what homework

has been assigned. Students can use a weekly assignment sheet to record assignments.!

1< Ask the teacher to check and sign the sheet. When your child com­,I pletes the assignments, you sign the sheet and have your child

return it to the teacher.

3. Provide praise and support when assignments are brought home. Say, "It's great to see that you remembered to bring home aLL of your homework. I knew you could do it."

4. Institute mandatory homework time. If your chUd still fails to bring home assjgnments, institute mandatory homework time, which requires spending a specific amount of time on aca.delTlic a(;tivities (reading,. reviewing text­books or .class notes) whether homework is brought home or not. When students team that they are expected to study in any case, they will be encouraged to bring home their assignments.

5. Use a homework contract.. This rnotivatoris a written, signed agreement between you and your child that states a reward or a point toward a prize wiLL be earned for each day that homework is brought home and completed. (The younger the child, the more quickly the prize is earned.)

6. Contiltt theteather. If the forgetfulness continues, discuss with the teacher the possi­bility of imposing loss of privileges at school Your child wiLL know that you and the school are working together to ensure responsible behavior.

Involving Parents in the Homework Process 109

Involving Parents in the HOlTlewo~ Process REMINDERS

DO

,. Let parents and students know exaetly howyouwiLlde~l with homework. Send home your homework policy before you give the first homework assignment.

,. Give parents tips for helping their children do homework.

,. Send home positive homew(uk notes to parents.

,. Assign a homework study buddy for each student.

,. Let parents know about upcoming tests.

,. Plan your homework when you plan your classroom lessons.

,. Require students to write down all homework assignments in an assignment book or on an assignment sheet.

,. Make sure that all your homework assignments are appropriate to the age and skill level of the student.

,. Make sure that students understand how to do each homework assignment. Explain the assignment before students go home.

,. CotLect and comment on aLL homework. Students must know that you are paying attention to the work they do.

,. Comment in a positive way on how each student did on an assignment, whenever possible.

(continued)

Documentation on 31

Johnson, Kim

Lois Simon

Date/Time

9/15 10:45

9/15 1:20

1:40

2:00

Documenting Problems 135

time, and place of incident

lJes'CrIJ)ticm of problem

/2 x 5112 Inch Index Card

Period 4

Kim cut math class. Phoned Mr, Johnson. Said he won't Let. her go out with friends if it .happens again.

Kim cut class. Sent note to Mr. Johnson.

Kim cut class. Sent note to Mr. Johnson to. arrange atonfer­ente. No response <t.S of 10/26.

Called Mr. Johnson. left message to returncaLt.·No respo~e.

Principal sent note· to arrange conference.

Documentation in Small Notebook or Computer File

Grade 4

Place Rule Broken Action Taken

Classroom Refused to return to seat Reminder

Classroom Running in class Lose 10 minutes recess

Classroom Called out without raising hand

Lose 20 minutes recess

Hallway Ran out of line for drink of water

Reminder

Gym Continued playing after whistle blew

No gym next week

Conducting a Problem-Solving Conference 163

Problem-Solving Conference Planning Sheet

Problem..Solving Confere.ce'~~"ittgVStae.t Teacher _____.--__--~-:-...;;.......~~

Student's Name ____'--_,..,."...._ _:_...-:-_:_..._____~__-_,_

Parent(s) or Guardian ___...,......._..,.-_'--...............,..........~_..,..,-_

Date of conference _--_-.......".-~_......"....,..,....,,.,...,....--~~....,

2. Describe the specific problem and pre$entpettil1enttlliqJ~n.,­ ',,'",,'.' '"'" '

3. Describe what you have. already.·.. dl'JnE!...~G~Wei~e.·prG~.e.,n.•; .. , . ,;. ~ ,.- : ' .'

4. Get parental input ~n the problem.

5. Get parental input on n()wtQ.soIyethePl'O~te{l1,

6. Teu the parent what you WJUddtGhetpsolvethe problem.

7. Explain what you need the parent to do tosbivethe problem.

8. Let the parent know you're c~mfident thatJhe problem can be worked out.

9. Tell the parent that there WillbefoUow-upton:tact from you.

10. Recap the conference.

Notes: _____~__~---..___~________

1 problem does exist. Make sure you have all your documentation with you ! conference. Have it ordered chronologically so that you can present a clear re to the parent of what has transpired.

\. f~ ,

-~&.........~...~-....."...;~~._,. ~.,',-"d~,,~~ic~~... ""_""~:.'

Conducting a Problem-Salving Conference 169

Conducting a Problem-Solving Conference REMINDERS

DO

,.. Bring documentation with you to th~conference.

,.. Be sensitive to a patent's feelings throughout the conference. Us~ ten carefully arid make COlnn'lEmts to· demonstl1te that sensitivity.

,.. Consider whether or not you want the student to be present at the conference.

,.. Explain problems to· parents in observable terms. Be specific.

,.. listen to a parent'~· comlnents~nd .. suggestions. Show your willingness to incorporate them into your plan ohetton.

,.. Give parents the m_teRalsth~y .~;tO$UPt>Ort YOl,lrplartof action: stickers, theckLists,awar4 ~rtifj~liIte$y

, ,.. Leave parents withhppeand :Confldel'tce.

DON'T

,.. Don't arrive at the confe~nce unprepared. Make sure you have written downalnhe points you want toeover.

,.. Don't have a parent s.it on a student-si~ed chair while you sit in the teacher's chair.

,.. Don't dredge up incidents from the past.

,.. Don't overwhelm .parents by presenting. too many problems. Two or three examples are enough.

,.. Don't make idle discipUnary threats.

,.. Don't be condescending. A parent· may have a valuable per­spective on the problem.

,.. Don't talk about other students ifthe parent tries to divert the conversation by placing blame on others~

.,,,,,.,..J,,.,', h I

178 PARENTS ON YOUR SIDE

Sample Ideas for Tangible Rewards

Ideas for Tangible Rewards In addition to verbal reinforcement, you may want to motivate stu­dents with smaU tangible rewards. Here are some ideas.

For elementary students:

~ Healthy snacks

~ Class monitor

~ First in line

~ Lunch with teacher

~ Free reading time

~ Extra computer time

~ Choose PE activity

~ Award certificate

~ Stickers

For middle and secondary students:

~ Extra computer time

~ Gift certificate from a fast-food restaurant

~ Free admission to a school function

~ Right to be first to leave class

~ Gift certificate to school store or another store

Providing Support for Parents' Disciplinary Efforts 193

Providing Support for Parents' Disciplfnary Efforts

R£MI·NDERS DO

,.. let parents know that if they agree to n, you witt provide sug­gestions for solving their child's behavioral problems.

,.. Clearly explain to parents how important itfs that they follow through with both correct:fve actions and .supportive feedback.

,.. Suggest that parents reach out to theiJ chHd.ren and take a more active interest intheir children's lives.

,... Put yourseLfin the parent's position throughout conversations with them. Recognize that it may not be easy to receive advice on handLing one's own children. Above alL. be sensitive to this issue.

DON'T

,.. Don't give parents advice unless you know they want your suggestions.

,... Don't work with parents on your own if you suspect that the child has emotional problems. Involve the psychologist, coun­selor, or ildministrator fnallY efforts you make.

194 PARENTS ON YOUR SIDE

.r:.

Providing Support for Parents' Disdplinary Efforts

CHECKLIST Refer to this checkList each time you plan to advise a parent on behavior management techniques to use at home.

Have you:

_ made sure that the parent wants your advice on disci­pLining her child?

_ determined to the best of your ability that the chil.d or parent does not have emotionaL probLems that shouLd be deaLt with by a counseLor?

reviewed the guideLines for using the techniques pre­sented in this chapter?