A Schoolwide Approach to Student Discipline

An alternative to get-tough measures that shows promise for dealing with disruptive students with disabilities In September 1998, every school administrator in the United States received "Early Warning, Timely Response: A Guide to Safe Schools," a report from the U.S. Department of Education describing the need to reduce violent and disruptive behavior in schools. The report describes both the challenge posed by dangerous and disruptive behaviors in schools and the need for new solutions. It is not difficult to build consensus around a need to reduce such behavior. Highly visible tragedies across the country and a less visible but compelling mountain of statistics on juvenile violence document the challenge facing public school leadership.

Reducing violence in schools, however, will not be a simple or quick task. We believe three basic disciplinary systems can address the current challenge and overcome administrative obstacles to establishing effective schoolwide discipline. The basic messages are familiar. Schools with effective disciplinary systems observe several key practices. They invest in prevention of disruptive behavior; establish efficient systems for identifying and responding to at-risk youth early; build the capacity for highly intense interventions with the small number of students with chronic problem behaviors; and collect and use information about student behavior to guide ongoing improvement. These efforts to build effective schoolwide discipline serve not only to establish a positive school environment for all students, but also to provide the foundation for special education discipline practices recommended by the 1997 amendment to the Individuals with Disabilities Education Act. We know schoolwide discipline requires the sustained use of effective classroom and behavior management practices by teachers, staff members and families. However, we also know that workshops on classroom management procedures, anger management training and crisis management strategies will produce minimal effects without clear, consistent leadership. The building principal is the key person affecting establishment of schoolwide discipline.

Creative Enthusiasm Recent assessments of disruptive behavior in schools suggest a multifaceted challenge. Hill Walker, a professor of special education at the University of Oregon, identified three distinct needs--prevention, efficient at-risk programs and high-intensity interventions-when he assessed discipline problems in 40 elementary and middle schools. * A culture of competence. Schools need to define, teach and support expected student behaviors. It is naive to assume students will arrive at school with the necessary social skills. Rather than waiting for students to fail and then use punishment procedures to control disruptive behavior, effective schools define a small number of clear behavioral expectations (for example, be safe, be respectful, be responsible); teach these expectations; and provide ongoing social recognition to students who display these behavioral expectations. Among the most compelling messages from current efforts to address disruptive behavior in schools is to be pro-active. Schools that invest in building student competence, thereby preventing discipline problems, have documented up to 50 percent reductions in office discipline referrals. The goals of these efforts are threefold: (1) reduce the large number of minor behavioral offenses committed by students who are generally compliant; (2) identify clearly the relatively small number of students who are unaffected by general disciplinary practices and who require more targeted behavior supports; and (3) build a social culture among students where there is great clarity about what is appropriate and inappropriate. All effective responses to school violence begin with prevention. Susan Taylor-Greene, principal of 530-student Fern Ridge Middle School in Elmira, Ore., once fielded more than 2,600 office disciplinary referrals in a single school year. The following year, her faculty developed and implemented a pro-active system in which appropriate behaviors were defined, taught and rewarded. The effort--called the HighFive Program--resulted in a 52 percent reduction in disciplinary referrals and a sharp increase in faculty and student morale. * Rapid, efficient support for at-risk students. A separate and distinct discipline system is needed to address the needs of students at risk of disruptive behavior. Many students can be expected to display disruptive behavior after initial training on schoolwide behavioral expectations. Fortunately, the majority of these students can succeed in school under more controlled conditions without highintensity interventions. Schools with effective discipline systems have low-effort procedures for responding rapidly to students who repeatedly violate school expectations. These procedures often involve increasing the level of adult monitoring. For example, three schools in the Bethel, Ore., School District established daily check-in and checkout routines so students begin and end each day connecting with a trained educational assistant. The schools also

modified the individual student curricula to match student skills and created more effective communication between home and school. These simple procedures required a minimal staff commitment, yet resulted in improved structure and educational success for a small group of targeted students in each school.

Creating a Discipline Plan

Tips for Developing and Implementing a Behavior Management Plan
Here are some quick tips for creating a behavior management plan as well as a special book recommendation for new teachers.

Develop a Plan for Behavior Management

In preparation for the first day of school, new teachers should take the time to develop a formal plan for discipline. Many college programs require this, so you might only have to do some tweaking if you feel good about your current plan. A new teacher may be asked by school administrators to submit a written plan for discipline and a copy should also be included in the substitute folder. When you design your own behavior management plan, take a few moments to answer the following questions:

What role should teachers play in the learning process? What role should students play in the learning process? Are extrinsic rewards such as candy and toys good motivators for children? Should children be required to sit quietly at their desks for most of the day? Should children be allowed to collaborate with their peers on a daily basis? Does the research support discipline systems that focus on what children are doing wrong such as the type that involve moving cards, clips, or other objects when a child acts out? What alternatives are available? How does a positive classroom environment enhance student learning? Which teachers had a positive impact on you as a student and why?

As you consider your answers, think about classrooms that youve visited and what worked and what didnt. Revisit books and articles you read during college. One book I was introduced to at the University of Florida and recommend often is Teaching Children to Care by Ruth Sydney Charney. Pull from several resources to design a well thought out discipline plan with which you are comfortable. Try not to focus on just getting the children to do what is asked of them; focus on the type of learning environment youre

hoping to create for your students. Your plan and how you implement it is going to have a big impact on your relationship with your students and their parents.

Ask Students to Help Write Classroom Rules

The following is a list of the classroom rules or expectations my class and I wrote together during a brainstorming session on the first day of school:

Treat others with kindness and respect. Keep your hands, feet, and other objects to yourselves. Remember to do your classroom job each day. Listen carefully during lessons. Take care of your classroom and your school. Never give up! Always do your best.

Having the children help me develop the rules on the first day gave them a sense of ownership which meant they were more willing to cooperate. This brainstorming session is geared towards older children but can be modified to work in primary classrooms as well.

Be Proactive Rather than Reactive

As a college student, I rejected punitive discipline plans, so I was happy to hear about Lunch Bunch during my student teaching experience. I implemented it in that fourth grade class and continued to use it successfully when I had my own classroom. My students sat in groups of four and were encouraged to work in teams. Each team tried to earn points by being prepared, staying on task, and treating each other with respect. When I saw children making good choices, I gave points to those teams. At the end of the week, the team(s) with the most points got to eat lunch with me on the playground. The points from that week were then erased, giving each team a fresh start. The focus in my classroom was on who is doing what right rather than the other way around. I believed in creating a positive learning environment for my students and found that, while this was sometimes more difficult than being punitive, the higher level of student engagement was well worth the effort. The positive feedback from students and parents was wonderful too! While the Lunch Bunch method was effective, there were certainly individual students who needed more guidance in the area of discipline. When one of my students acted out, I met with him or her privately rather than shaming them in front of their peers. During this behavior conference, I had a private discussion with the child, asking questions like, "How can I help you make the right choice?" and "Is there something I can do to help you succeed in this class?" Some one-on-one time with the child would usually result in us working together to identify the underlying problem and come up with a solution. These are just a couple of examples of how teachers can create a positive learning environment for their students by being proactive rather than reactive.

Be a Reflective Teacher
During my first year, I fine-tuned my original plan based on experience and a better understanding of my students. As a new teacher, you will also need to make a few changes, and this is okay! While you want to be consistent, you also need to be flexible if what youre doing isnt working well. Most importantly, remember that using a constructivist (or learner-centered) approach to teaching will reduce the number of behavior problems in your classroom. When you increase the level of student engagement (the childrens investment in lessons and activities), behavior problems will naturally decrease. Be a reflective teacher when your students misbehave, asking yourself what you can do to help them be successful and whether or not their individual needs are being met. Reflecting on your own teaching and striving to improve is something effective educators do on a daily basis. Finally, remember that your behavior management plan is just as important as the lesson plans youll develop for reading, writing, and math. Even most dedicated teacher simply cannot be effective if he or she is lacking in the area of classroom management. You know the kids I'm talking about. Every teacher has at least one challenging student in her class, a child who needs extra structure and incentive to change bad behavior habits. These aren't bad kids, just children who need a little extra support, structure, and discipline. Behavior contracts can help you mold the behavior of these students so that they no longer disrupt learning in your classroom. Thus, you can, slowly but surely, take control and see concrete improvement fast.

How to Create Behavior Contracts

Beth Lewis

What Is A Behavior Contract?

A behavior contract is an agreement between the teacher, student, and the student's parents that sets limits for student behavior, rewards good choices, and outlines consequences for bad choices. This type of program sends a clear message to the child that "This behavior can not continue. Here is what we need to see from you and here is what you will see in response to your choices in the classroom."

Step 1 - Customize The Contract

First, make a plan for change. Use this Behavior Contract form as a guide for the meeting you will soon have with the student and his/her parents. Tailor the form to your particular

situation, taking into consideration the personality and preferences of the child you are helping.

Step 2 - Set Up A Meeting

Next, hold a meeting with the involved parties. Perhaps your school has an assistant principal in charge of discipline; if so, invite this person, too. The student and his/her parents should attend as well. Focus on 1-2 particular behaviors that you would like to see change. Don't try to change everything at once. Take baby steps toward major improvement so that it feels more "doable" to the child. Also, the parents will feel less defensive towards you if you make it seem like there's only a little "fine-tuning" to be done. Make it clear that you called this meeting because you care about this child and want to see him/her improve in school this year. Emphasize that the parent, student, and teacher are all part of the same team. Convey that "I can't do it without you. We're all in this together."

Step 3 - Communicate The Consequences

Define the tracking method to be used on a daily basis for monitoring student behavior. Describe the rewards and consequences that correlate with behavior choices. Be very specific and clear in this area. Use quantitative numbers wherever possible. Involve the parents in providing the rewards and consequences, taking much of the pressure of enforcement out of your hands. Constant school-to-home communication will go a long way towards significant progress with this child. Make sure that the chosen consequences are truly important to this particular child; you can even ask the child for input which will make him/her buy into the process even further. Have all involved parties sign the agreement and end the meeting on a positive note.

Step 4 - Schedule A Follow-Up Meeting

Schedule a follow-up meeting to discuss progress and make adjustments to the plan as needed. The follow-up meeting should be in 2-6 weeks, depending upon your assessment of the situation. Let the child know that the group will be meeting again soon to discuss progress.

Step 5 - Be Consistent In The Classroom

In the meantime, be very consistent with this child in the classroom. Stick to the wording of the behavior contract agreement to a "t." When the child makes good behavior choices, heap sincere praise upon him/her. When the child makes not so good choices, do not be apologetic; if needed, pull out the contract and review the terms that were agreed upon. Emphasize the positives that come along with good behavior choices and help the child to get used to new habits of good behavior.

Step 6 - Be Patient And Trust The Plan

Most of all, be patient. Do not give up on this child. While you may feel like pulling your hair out right now, as you see the child grow and develop, you may find this relationship

to be one of the most rewarding of your teaching career. Such children often need extra love and positive attention so don't let your frustrations get the best of you.

In Conclusion
You might be surprised at the huge feeling of relief that all involved parties feel just by having an agreed-upon plan. Now that you all know how to proceed, a happy ending is in sight. Use your teacher's intuition to start yourself on a more peaceful and productive path with this child.

Sample of behavior contracts

Student Name: _________________________ Date: _________________________ Room: _________________________ [Student name] will demonstrate good behaviors each day at school. [Student name] is expected to follow the teacher's directions the first time she asks him to do something. He/she is expected to do so promptly and with a good attitude. Each time that [Student name] does not meet these expectations, he/she will receive a tally mark for the day on the tracking sheet. These tally marks will determine the rewards and consequences that [Student name] receives, as shown below. Zero tallies in one day = A chance to roll the die after school for one of the rewards listed below One tally in one day = Does not get a chance to roll the die that day Two or more tallies in one day = Loss of recess the next day and/or other consequences as determined by Mrs. Lewis (number rolled on a die) 1 = One table point for his table 2 = One raffle ticket for monthly class drawing 3 = One piece of candy 4 = Gets to be first in line for the next school day 5 = Gets to help teacher after school that afternoon 6 = Five marbles for the class marble jar We agree to the terms of this behavior contract as set forth above. ___________________ [Teacher Signature]

___________________ [Parent Signature] ___________________ [Student Signature]