Thought for the day… “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 deescalated and a child humanized or dehumanized.” – Hiam Ginott

Discipline Planning and Classroom Management Mid Level Teacher Institute August 13,2008

The Big Picture

Integrated Service Delivery Academic Non Academic Response to Intervention Safe and Civil Schools Positive Behavior Support PBIS EBS Tier 1 Tier 2 Tier 3

Have A Plan Making RTI/ISD work

School Discipline Plan Essential Ingredients  Philosophy or Guiding Principles What is important? Why we do what we do  Procedures Who does what? Includes referral process May include procedures for staff to follow when a major incident occurs (A/D, Fight, Assault, etc.) Will conform with process outlined in PAT contract Some include statements about corporal punishment, harassment, and diversity

Philosophy (Sample)  “Positive school and classroom climate contribute to positive behavior. [School Name]’s discipline philosophy consists of five basic components: high expectations for student behavior, clear and understandable rules, fair and equitable enforcement of these rules, reasonable consequences for infractions of rules, and consistent acknowledgment of positive behavior and improvement on the part of students.”

Philosophy (Sample)  All discipline procedures will adhere to guidelines identified in the HANDBOOK ON STUDENT RESPONSIBILITIES, RIGHTS AND DISCIPLINE published by Portland Public Schools. This document will be sent home during the first two weeks of school, after teachers have taught and reviewed [SCHOOL NAME]’s Rules and Behavioral Expectations. These rules and expectations will be re-taught throughout the year.

Philosophy (Sample)  “All educators should assume that students need explicit instruction about behavior norms in class, in the halls, and on school grounds. Teachers and the administrator should be able to articulate what they have done to teach their student about acceptable and unacceptable behavior. Students must be aware that all staff members are expected to supervise students and correct misbehavior when needed.”

Procedures (Sample)  Teachers use the [School Name] Rules and Behavioral Expectations to develop rules and expectations for their classroom. A copy must be turned in to the Principal by [DATE]  Teachers share their Classroom Management Plan with parents at Back to School Night on September [DATE].  Re-teaching of these rules and expectations will occur throughout the year, especially after students have been out of school for an extended time (winter and spring breaks). Consistent re-teaching will support students in their learning and understanding of these expectations.

Procedures (Sample)  Teachers will establish a routine discipline response for minor transgressions. This might include: Proximity or other non verbal signal Praise someone behaving responsibly Gentle verbal reprimands or warnings Discussion/conference Short time-out Family contact or conference Detention Restitution Behavior contracts Referral to administrator

Classroom Management  Be clear from the beginning  Establish procedures for common activities  Teach and re-teach your expectations

Organizing for Success  Daily Schedule  Physical Space  Attention Signal  Beginning/Ending: Routines  Classroom Rules

Classroom Rules  rules  Stated positively  Specific  Referring to observable behavior  Posted prominently

Rules vs. Guidelines  Rules are: Specific Observable Has consistent consequences tied to infractions  Guidelines are: Broad Subjective, open to interpretation More like goals ⇨ something for your students to strive for

Consequences for Rule Infractions  Have a consequence for each rule  Make the consequence one that is easy to implement  Assign consequences unemotionally  Address behavior, not the person (proceed knowing confrontation can trigger the primary brain)  Positive relationship that models conflict resolution

Your Activity…  Establish your current classroom rules  Create a consequence for breaking that rule that is easy to implement  Consider whether you want to have that rule reinforced by all teachers at your grade level  Meet in small groups to discuss: Why each rule is needed Why the consequence fits the action Role play

More on Organizing for Success  Student Work  Classroom Management Plan

Classroom Management Plans INCLUDE:  Level of Structure  Guidelines for Success  Rules/Expectations  Teaching Expectations  Monitoring Procedures  Encouragement Procedures (Individual and Class)  Pre-Planned Consequences for minor behaviors  Procedures for Assigning Class work /Homework  Procedures for managing Independent Work Periods  Procedures for Collecting Completed Work  Procedures for Keeping Records and Giving Feedback to Students  Procedures for Dealing With Missing/Late Assignments

When the Plan is Not Enough  Start with data/facts/objective observations  Get help

When and Where to Get Help  More on classroom management: Talk to peers, CHAMPS  Consult and/or refer students to building student staffing teams (BSC, SST) Intervention Resource Team Collaborative Support Team

Creating Your Plan

Your Task  During your work sessions complete a classroom management plan remembering to consider any school- wide discipline plan expectations  Share with two other colleagues  Turn in to… (Joan/Cynthia)

Thank You!! Special Thanks to Those Schools Who Have Created Materials Used As Models in This Presentation