Claire Parry

Dr. Potter
Thurs/ 5:30 pm
Student Centered Discipline Plan

1. Philosophical Tenets
a. I will be flexible with my students in terms of their initial
boundaries in a performance based classroom. In the end we
are all learning what works for us, we must remember we must
all strive to do our best.
b. Fairness: A word often misconstrued with what we are taught in
elementary school in which every student is “treated equally.”
While this is necessary in a general term, fairness must cater to
those with learning disabilities or or social disabilities inequities.
c. I am a guide. I am there to help their process, but not to hold
their hand as they wander down their own path.
d. The classroom is a safe zone for all who enter creatively and
educationally. We speak to each other as professionals, with
positive encouragement and constructive criticism.
e. My roles are first and foremost your teacher and director. But I
am also an ally to those who need any guidance.

2. Teacher Responsibilities
a. Remain professional. I am your teacher in class and director
after hours. Regardless, I am your educator, the lines will not
be blurred because the amount of extra time I spend with other
student
b. Respect students boundaries while encouraging them to
challenge themself.
c. Create expectations regarding audience etiquette and
constructive criticism that will act as a staple within the class.
d. Value student’s ability to step outside their comfort zone, an
often difficult task.
e. Establish a positive, safe zone that is utilized for creative
expression.
3. Student Responsibilities
a. Conscious of established and expected audience etiquette in
every performance within the class.
b. Constructive criticism is a necessary evil, that must be taken
seriously.
c. Utilize self control during performances, safety and discretion is
an expectation.
d. Work with students as if it was a professional situation.
e. Treat any costumes, props, and actors with the utmost respect
as if it were you or your own belongings.

4. Incentives for Students

a. Gold Star System
b. Positive notes
c. Feedback in Journals
d. Pick names out of equity stick jar
e. Candy rewards

5. Interventions
a. High Five: This is a non verbal signal in which I raise my hand
when I want the students attention. I raise my hand and the
students in turn repeat my gesture and stop talking. When the
class is silent I reward a “gold star” to the student who raised
their hand first. The gold stars are completely metaphorical, but
I find high school students genuinely enjoy keeping track of
their stars.
b. The look: I plan to use this intervention as a last ditch effort to
prevent any further misbehavior. The look can only remain so
menacing if it is used sparingly. This intervention will be utilized
for for a single student when they have consistently been off
task during the class period.
c. Verbal Attention Getter: Each week, along with their bellringer
we will use a new attention getter that is theater related that we
will use for the week. Examples will include me saying the first
name of a playwright such as “William” in which the class
responds “Shakespeare!”
d. Assigned Seating: Each week during my lecture classes, the
students will be divided into group tables. Mondays the new
seating chart changes for the week, encouraging the students
to familiarize themselves with their classmates. The more
comfortable the students are with each person in the classroom
will contribute to their comfort working together as ensemble
groups.
e. Alternate Assignments: If a student decides they have no
desire to participate in a performance based assignment then I
will allow them to sit out. They will sit at the table and look
through Shakespeare’s book of sonnets and translate one to
modern english for their grade of the day. If they choose not to
do it, they just sit and take a zero for the day.
f. Differentiated Instruction: To cater to students with
exceptionalities in a performance based classroom, I want to
modify as little as possible so that they are invaluable to my
class. If the student is uncomfortable onstage I would
encourage them to contribute to at least one scene in which
they are the lead.
g. Offer Guidance: Students will be working with a multitude of
peers, meaning butting heads is guaranteed to happen within
the classroom. Thus, if I see a group is visibly struggling, with
organizing the scene or a disagreement I will delegate
responsibilities that will lead them on the right track.
h. A Clean Slate: Each day is a new opportunity to make it
worthwhile. Disagreements will occur, feelings will be hurt,
peers will be frustrated and uncomfortable. As a teacher I will
remind my students to leave the unpleasantness of the day at
the door. Tomorrow is a new day to create something beautiful.
 i. The Countdown: In theater it is common practice for the stage
manager to announce the amount of rehearsal time left, or
amount of time for break. For example, in the classroom I would
say “10 minutes of rehearsal left.” Hearing that, the students
are expected to return with “Thank you 10.” This system allows
me as the teacher to know the students recognize how much
time is left, and they acknowledge that I have directly spoken to
them as an ensemble.
j. Conference: This intervention will first occur with a student if
necessary. If I observed a student discussing or portraying
anything inappropriate within the classroom I will first reward
them with a warning. If the behavior continues to occur
consistently then I will resort to calling their guardian to discuss
their behavior in my classroom. I will stress that the classroom
is a safe zone creatively and educationally, and for that to occur
we all need to be on the same page.

6. Discipline Referral Guidelines

a. Any instances involving unprecedented and malicious physical
contact is an immediate cause for removal from my classroom.
Physical contact is most likely to occur in performances, but
there is a difference between staged violence to intended
violence.
b. The student will receive at least three warning or strikes before
they are sent to the office. These referrals will be monitored in
their journals. When they have a warning I will write it in their
journal in a designated spot. Office referral can consist of either
academic or behavioral difficulties.
c. Academic can include: lack of participation, extensive amount
of absences, failure to comply to class rules, and utter lack of
effort. Electives are a privilege, not everyone will retain the right
to continue in the advanced classes if a student is sent to the
office two or more times.
d. Behavioral can include: Lack of participation, disrespect toward
peers, inappropriate remarks in conversation, disruption during
performances, failure to follow class rules.
e. If a student is sent to the office, they will be sent with a form
that explains the offense for their visit. Once they have
completed their meeting with the principal they are expected to
return the form with a signature from the principal to confirm the
visit.
f. The strike system resets on the beginning of each month.
Given their age, I expect more from their behavior, thus they
will follow the rules or suffer consequences.