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Discipline Directory
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Perhaps the single most important aspect of teaching is classroom management. You can't
successfully teach your students if you are not in control. This is also a concern of your principal and
your students' parents. Many teachers have lost their jobs due to poor classroom management.
Another reason for discipline issues is that you may be dealing with students with many personal
problems. I have personally dealt with students who witnessed their fathers being gunned down, their
mother throwing them out of a moving car on the expressway, their fathers beating them so much
they were hospitalized, a family member (usually a step-father) molesting them, being forced into the
drug trade by their parents, and rape. How can a student learn when all they can think about is what
they are going home to later that afternoon? Will their rage transfer to the classroom?
If your principal doesn't ask you for a copy of your discipline plan, give him/her a copy of your plan so
he or she knows exactly what a student has to do in your classroom to be sent to the office. Sending a
student to the office should be a last resort.
Unfortunately, there are many philosophies and styles of discipline and it can be hard to decide what
works best for you. What works for one teacher may not work for another. The best thing to do is to
pick one that you think will be successful and make adjustments later if you have problems. Most
experts will say it is better to err on the side of being too strict because it is much more difficult to
later raise the bar.
Classroom Procedures
Another important component of a successful classroom management program is a clear set of
procedures. Once students know exactly what they are expected to do with repetitive daily
procedures, there will be less behavioral problems. This PDF document on Art Room
Procedures will be helpful when coming up with procedures. You can also read a list of rules for the
art room.
In a nutshell, the teacher comes up with no more than five rules for the classroom. Each time a rule is
broken, a consequence is given. If the misbehavior continues, the consequences get more severe
every time. At the same time, students are rewarded for behaving properly. This can range from a
field trip, pizza party, and a snack.
Prevention is done with pre-planning to eliminate possible areas of problems. Make sure students are
aware of what is expected of them. The action consists of record keeping and classroom management.
Finally the resolution component is dealing with the continual rule breaker. Discipline should not
interfere with motivation. Teach responsibility rather than obedience.
The controversy with this method is the length a teacher goes to protect student dignity and the fact
there is no punishment. Students frequently select their own consequences. Teacher responses to
severe discipline problems is unusual. In this author's opinion, use this program when others fail.
Read more about the program here.
Reality Therapy (RT)
This program was created by William Glasser. The emphasis of this program is to help students
connect behavior with consequence. This is done with class meetings, clear rules, and contracts. This
also includes Positive Approach to Discipline (PAD), which is based on Reality Therapy.
Other Methods
There are many other discipline methods out there. Some teachers may find that they do best by
combining several methods together. Every teacher is different and go with what works for you.
Following are other methods:
P.R.I.D.E. (Personal Responsibility in Daily Effort)
Adlerian Approaches
Student Team Learning (STL)
Tribes Learning Communities - Focuses on creating a positive classroom environment to
improve behavior.
Children with ADHD present unique problems. These students have short attention spans and need to
be in motion. There is a great article by Harlan Brownlee [Archive] that offers tips for managing them
in the art room. It offers suggestions to control movement so that chaos doesn't ensue.
Teacher Ideas
A reward system is also important for good discipline. You can use "Mona Bucks" to give to students.
These can either be used as certificates or traded in for prizes at the end of the semester/year.
From Lisa
"We came up with a "peace box" in which students refer other students who are representing best
practices of the problem solving steps. These students would be announced on a certain day. When
students get positive referrals they receive a panther buck, a positive note or call home, and a get to
be part of a group picture that is hung on the wall. This website was suggested to give us some ideas
on where we want to go with our problem solving steps. We are also thinking about lessons that we
used in our Second Step Program that helps teach social skills.
The following discipline ideas have been posted on the art education list group:
"I give "quiet lotion". Just a small squirt of lotion to remind them to be quiet (they can smell it to
"remind" them to be quiet) really works! Kids just say no thanks if they don't want it. Suave in the big
bottles is what I use sandalwood/cinnamon rocks. I also erase one of three smiley faces on the board
for noise control..." - Ali
"I found that if I started with the expectation that the kids needed to get quiet before we started as
well [as] quiet before I left (5 minutes each) the students were responsive. I would have an activity to
begin with, such as looking at a work of art, a "silent game" where "winners" could get their supplies
first (and thus get the "best" supplies -- sharpest crayons, best choice of paper color, coolest
instrument... or just get the chance to start sooner, which is rewarding in itself!). I would have clean-
up about 5-10 minutes before the end (depending on media) and then another "silent game"... such
as turn lights off, put heads down, and surprise their teacher by being still and silent, acting like we
don't exist." - Becky Hopkins
"...To transition students, we gather in meeting area-children called over by table as soon as they are
quiet - for discussion/demonstration-then when done, tell class that quiet "ready" children get their
paint or clay/supplies first-everyone wants to get going, so this works-Second idea I do in classes with
teachers who need strict order upon return is to carry a little booklet of stickers; after clean up
children who are quiet and ready at their desks get one-this seems to work well too." - Georgia in
Boston
Classroom Expectations
Submitted by: Mark Decker
Classroom Expectations
Be Respectful:
Every student has the right to a safe and secure classroom; you do not have the right to impede or
jeopardize that in any way. Be respectful of yourself, your environment, your fellow classmates, and
your teacher. Treat others the way you want to be treated.
Be Responsible:
The Oxford Dictionary defines responsible in this way: "Liable to be called into account. 2 morally
accountable for one’s action, capable of rational conduct." Act rationally; choose wisely. Recognize
your own role in building a fun and productive community of learners. Understand there will be
consequences, both good and bad, for your actions.
Be Safe:
Think about where you are and whom you are with. We must guarantee against harm or injury to
another. Think. Ask yourself is it worth it? Would I want this done to me? I will not tolerate, nor
should you, any behavior that takes away from the safety of this classroom, nor will the school.
Be Cooperative:
Time and again you will be asked to do something that you may not like or think is worthless. Be
mature; work through it. You may find that "getting there" is half the fun. Our world demands that
you work well with others. Think—choose wisely.
Be A Worker:
Do your job! Challenge yourself to be productive. You are here; use your time wisely.
Be Peaceful:
Here again, The Oxford Dictionary defines peace as: "Freedom from disorder. 2a quiet; tranquility, b
serenity. 3 a mental calm." Simply put, be kind to each other—exercise self-control.