Disciplinary Approaches That Work In Schools & Classrooms Comfort The Disturbed And Disturb The Comfortable James M. Downey Copyright 2010-All Rights Reserved.

Disciplinary Approaches That Disciplinary Approaches That Work In Schools & ClassroomsWork In Schools & Classrooms

Comfort The DisturbedComfort The DisturbedAnd Disturb The ComfortableAnd Disturb The Comfortable

James M. DowneyJames M. DowneyCopyright 2010-All Rights ReservedCopyright 2010-All Rights Reserved

Discipline:Discipline:Verb: 1. To train (someone) to obey rules or a code Verb: 1. To train (someone) to obey rules or a code of behavior, using of behavior, using punishmentpunishment to to correctcorrect disobedience. 2. to disobedience. 2. to traintrain by instruction and by instruction and exercise; drill. 3. to bring to a state of exercise; drill. 3. to bring to a state of orderorder and and obedienceobedience by by trainingtraining and and controlcontrol. 4. to . 4. to punishpunish or or penalizepenalize in order to in order to traintrain and and controlcontrol; 5. to ; 5. to correctcorrect or or chastisechastise..

Noun: 1. the practice of Noun: 1. the practice of trainingtraining people to people to obeyobey rules or a rules or a code of behaviorcode of behavior, using , using punishmentpunishment to to correct disobediencecorrect disobedience. 2. . 2. trainingtraining to act in to act in accordance with accordance with rulesrules; 3. to drill military discipline. ; 3. to drill military discipline. 4. 4. activity, exercise, or a regimen activity, exercise, or a regimen that develops or that develops or improves a skillimproves a skill. 4. . 4. punishmentpunishment inflictedinflicted by way of by way of correctioncorrection and and trainingtraining..

Wikipedia: DisciplineWikipedia: Discipline

In its original sense, discipline is referred to In its original sense, discipline is referred to systematic instructionsystematic instruction given to a given to a disciplesdisciples to to train them as students in a train them as students in a craft or tradecraft or trade, or , or to follow a particular to follow a particular code of conductcode of conduct or or "order". Often, the phrase "to discipline" "order". Often, the phrase "to discipline" carries a carries a negative connotationnegative connotation. This is . This is because because enforcement of orderenforcement of order – that is, – that is, ensuring instructions are carried out – is ensuring instructions are carried out – is often regulated through often regulated through punishmentpunishment..

Note: a “disciple” was often considered an apprentice Note: a “disciple” was often considered an apprentice in training to learn an art, craft, trade or artisan skill.in training to learn an art, craft, trade or artisan skill.

DisciplineDisciplineDiscipline: The process of Discipline: The process of learninglearning to make better to make better decisions and solve problems.decisions and solve problems.

Externalization: Discipline established by Externalization: Discipline established by enforcement of rules, routines, enforcement of rules, routines, teachingteaching and and direction toward effective direction toward effective decision-makingdecision-making and and problem-solvingproblem-solving..

Internalization: Dicipline in Internalization: Dicipline in decision-makingdecision-making and and problem-solvingproblem-solving that no longer needs enforcement that no longer needs enforcement from outside of the individual.from outside of the individual.

Self-Discipline:Self-Discipline: A sense of direction and control A sense of direction and control over one’s actions that is employed in over one’s actions that is employed in decision-decision-makingmaking and and problem-solvingproblem-solving..


Students come to school with a lot of psychological and Students come to school with a lot of psychological and sociological issues. Many are fearful. Some come from sociological issues. Many are fearful. Some come from abusive or neglectful homes. Some are prime targets for abusive or neglectful homes. Some are prime targets for bullying. At different stages of development there are bullying. At different stages of development there are different levels of anxiety, confusion, limit testing, and rates different levels of anxiety, confusion, limit testing, and rates of growth. Most are struggling to find themselves!of growth. Most are struggling to find themselves!

New research shows that some of the assumptions made New research shows that some of the assumptions made about children’s abilities to handle and obey rules is about children’s abilities to handle and obey rules is dependent upon neurological development, which is a dependent upon neurological development, which is a product of health, nutrition, family & home conditions, product of health, nutrition, family & home conditions, genetics and levels of neurological stimulation.genetics and levels of neurological stimulation.

All disciplinary approaches MUST consider the levels of All disciplinary approaches MUST consider the levels of anxiety--discomfort a child is experiencing in the school anxiety--discomfort a child is experiencing in the school setting. (c.f. Erikson’s Developmental Stages)setting. (c.f. Erikson’s Developmental Stages)


Students that show patterns of breaking rules, Students that show patterns of breaking rules, disrupting classrooms, creating havoc are:disrupting classrooms, creating havoc are:– Exhibiting Anxiety & DiscomfortExhibiting Anxiety & Discomfort

– Testing Limits/Reality TestingTesting Limits/Reality Testing

– Unaware About Social BoundariesUnaware About Social Boundaries

– Inexperienced In Solving Social ProblemsInexperienced In Solving Social Problems

– Coming From Home Environments Stuctured DifferentlyComing From Home Environments Stuctured Differently

– Have Not Established Firm Intrapersonal ValuesHave Not Established Firm Intrapersonal Values

– May Be Confused (Cognitive Dissonance) About Rule EnforcementMay Be Confused (Cognitive Dissonance) About Rule Enforcement

– May Be Confused About Roles & IdentityMay Be Confused About Roles & Identity

– Establishing Patterns That Will Become IntegratedEstablishing Patterns That Will Become Integrated


If we comfort those students coming to school with If we comfort those students coming to school with anxieties, worries and confusion, we will see less anxieties, worries and confusion, we will see less disciplinary problems coming from those children.disciplinary problems coming from those children.

If we disturb those students that come to school quite If we disturb those students that come to school quite comfortable with acting out, threatening others, bullying comfortable with acting out, threatening others, bullying others, and creating havoc, then we will create a others, and creating havoc, then we will create a community where such behaviors are not welcomed or community where such behaviors are not welcomed or supported. If we make the parents of these children supported. If we make the parents of these children uncomfortable by holding them accountable, things will uncomfortable by holding them accountable, things will improve at school and at home.improve at school and at home.

If we are willing to make referrals to DHS and FINS for If we are willing to make referrals to DHS and FINS for those that do not respond to disciplinary efforts, then we those that do not respond to disciplinary efforts, then we are helping students, families and our communities.are helping students, families and our communities.

2004 Kentucky Elementary School Discipline 2004 Kentucky Elementary School Discipline StudyStudy

1.1. Establish Clear Expectations Establish Clear Expectations

2. Set High Goals For Achievement & Behavior2. Set High Goals For Achievement & Behavior

3. Daily Communication With Parents3. Daily Communication With Parents

4. Form A Student Assistance Team (Peers)4. Form A Student Assistance Team (Peers)

5. Provide Case Management/Social Work5. Provide Case Management/Social Work

6. Provide Mental Health Interventions6. Provide Mental Health Interventions

7. Redesign In-School Suspension Room/Process7. Redesign In-School Suspension Room/Process

8. Develop External Learning Opportunities8. Develop External Learning Opportunities

www.buildingblocksforyouth.org Northern Lights: Northern Elementary Schoolwww.buildingblocksforyouth.org Northern Lights: Northern Elementary School

COMPARE THESE EFFORTS WITH WHAT IS OFFERED IN THIS PROGRAMCOMPARE THESE EFFORTS WITH WHAT IS OFFERED IN THIS PROGRAM

BASIC DISCIPLINARYBASIC DISCIPLINARYPRINCIPLESPRINCIPLES

1. The discipline is 1. The discipline is immediate and decisiveimmediate and decisive, causing the , causing the student to experience consequences student to experience consequences immediatelyimmediately..

2. The discipline is 2. The discipline is correctivecorrective in nature, meaning it in nature, meaning it causes the causes the misbehavior to cease and desistmisbehavior to cease and desist..

3. The discipline is 3. The discipline is directivedirective in that it provides a way for in that it provides a way for students to students to choose more effective ways of copingchoose more effective ways of coping..

4. The discipline is 4. The discipline is universal and equitableuniversal and equitable, applied in the , applied in the same manner regardless of which student is involved.same manner regardless of which student is involved.

5. The discipline results in 5. The discipline results in demonstrative changedemonstrative change on behalf of on behalf of the student. the student.

6. The 6. The discipline involves parents each and every timediscipline involves parents each and every time there is there is a breach of the rules, no matter how slight or small.a breach of the rules, no matter how slight or small.

BASIC DISCIPLINARY PRINCIPLESBASIC DISCIPLINARY PRINCIPLESDevelopment of Personal PrinciplesDevelopment of Personal Principles

Children are Children are struggling to struggling to make sense of make sense of the world by the world by developing a set developing a set of personal of personal principles by principles by which they can which they can assess, examine assess, examine and react to the and react to the world as they world as they encounter it. encounter it. Effective Effective discipline helps discipline helps them to do so.them to do so.

BASIC DISCIPLINARY PRINCIPLESBASIC DISCIPLINARY PRINCIPLESDevelopment of Personal PrinciplesDevelopment of Personal Principles

Children are struggling to make sense of the world by Children are struggling to make sense of the world by developing a set of personal principles by which they can developing a set of personal principles by which they can

assess, examine and react to the world as they encounter it. assess, examine and react to the world as they encounter it. Effective discipline helps them to do so.Effective discipline helps them to do so.

BASIC DISCIPLINARY PRINCIPLESBASIC DISCIPLINARY PRINCIPLESDevelopment Of Professional PrinciplesDevelopment Of Professional Principles

Educators must apply Educators must apply professional principles to professional principles to all that they do while all that they do while teaching or disciplining teaching or disciplining students. The goal is to students. The goal is to create a safe, healthy and create a safe, healthy and nurturing environment nurturing environment within which students can within which students can learn, teachers can teach, learn, teachers can teach, and all members of the and all members of the learning community will learning community will benefit.benefit.

BASIC DISCIPLINARY PRINCIPLESBASIC DISCIPLINARY PRINCIPLESDevelopment Of Professional PrinciplesDevelopment Of Professional Principles

Educators must apply Educators must apply professional principles to all professional principles to all that they do while teaching that they do while teaching

or disciplining students. The or disciplining students. The goal is to create a safe, goal is to create a safe, healthy and nurturing healthy and nurturing

environment within which environment within which students can learn, teachers students can learn, teachers can teach, and all members can teach, and all members of the learning community of the learning community

will benefit.will benefit.


The discipline is The discipline is immediate and decisiveimmediate and decisive, causing , causing the student to experience consequences the student to experience consequences immediatelyimmediately..

Any disciplinary action that delays the consequences for Any disciplinary action that delays the consequences for more than 30 minutes after being caught commiting an more than 30 minutes after being caught commiting an infraction is ineffective. It’s akin to spanking a puppy for infraction is ineffective. It’s akin to spanking a puppy for pottying on the floor three days after it was done. Children pottying on the floor three days after it was done. Children need immediacy in discipline. There needs to be a direct need immediacy in discipline. There needs to be a direct connection between the rule infraction and the connection between the rule infraction and the consequences. The absence of such a connection merely consequences. The absence of such a connection merely creates an inconvenience for the offending student, rather creates an inconvenience for the offending student, rather than making that student UNCOMFORTABLE with his or her than making that student UNCOMFORTABLE with his or her decision to break the rule(s).decision to break the rule(s).


The discipline is The discipline is correctivecorrective in nature, meaning it in nature, meaning it causes the misbehavior to cease and desistcauses the misbehavior to cease and desist..

If the disciplinary approach does not cause the offending If the disciplinary approach does not cause the offending behavior to stop, then it is not discipline. The offending behavior to stop, then it is not discipline. The offending student needs to become aware--with significant discomfort student needs to become aware--with significant discomfort associated with the awareness--that any further associated with the awareness--that any further misbehavior will have increasingly DISCOMFORTING misbehavior will have increasingly DISCOMFORTING consequences. There needs to be a message conveyed to consequences. There needs to be a message conveyed to the offending student, as well as to observing students, that the offending student, as well as to observing students, that any breaking of rules will be addressed, and addressed in any breaking of rules will be addressed, and addressed in such a manner as to cause the offender to stop the such a manner as to cause the offender to stop the offensive behavior immediately.offensive behavior immediately.

If the misbehavior does not cease, the approach has failed!If the misbehavior does not cease, the approach has failed!


The discipline is The discipline is directivedirective in that it provides a way for in that it provides a way for students to students to choose more effective ways of copingchoose more effective ways of coping..

Not every student will respond to the same disciplinary act. Not every student will respond to the same disciplinary act. Students above the age of 10, in general, do not respond to Students above the age of 10, in general, do not respond to corporal punishment very well. In fact, with most teenagers, corporal punishment very well. In fact, with most teenagers, corporal punishment is something to be endured, and is often corporal punishment is something to be endured, and is often worn as a badge of status among peers. Corporal punishment worn as a badge of status among peers. Corporal punishment is also an “easy way out” affording the student a way to get is also an “easy way out” affording the student a way to get “through” the process rather than learning from it.“through” the process rather than learning from it.

The needs of the individual student is of particular concern. The needs of the individual student is of particular concern. Some students will respond with a mere discussion of the Some students will respond with a mere discussion of the issues. Others will only respond when they are disturbed by issues. Others will only respond when they are disturbed by the set of consequences. It is important for the disciplinarian to the set of consequences. It is important for the disciplinarian to identify what works with each student.identify what works with each student.


The discipline is The discipline is directivedirective in that it provides a way for in that it provides a way for students to students to choose more effective ways of copingchoose more effective ways of coping..

In any case, the discipline meted out needs to prompt the In any case, the discipline meted out needs to prompt the student to think about the action, the consequences, the student to think about the action, the consequences, the decision-making process that led to the breaking of the rules, decision-making process that led to the breaking of the rules, and the level of disturbance caused by their actions. and the level of disturbance caused by their actions.

Disciplinarians must recognize the discipline moment as a Disciplinarians must recognize the discipline moment as a learning experience for the student. While this does not mean learning experience for the student. While this does not mean that every student should receive warnings, second chances, or that every student should receive warnings, second chances, or leniency, it does mean that these approaches should be leniency, it does mean that these approaches should be considered as possibilities. But there should be a CLEAR and considered as possibilities. But there should be a CLEAR and CERTAIN message to the student: CERTAIN message to the student:

No Further Infractions Will Be Tolerated, No Further Infractions Will Be Tolerated, SO YOU MUST MAKE SO YOU MUST MAKE BETTER CHOICES!BETTER CHOICES!


The discipline is The discipline is universal and equitableuniversal and equitable, applied in , applied in the same manner regardless of which student is the same manner regardless of which student is involved.involved.

This does not mean that every student receives the same This does not mean that every student receives the same disciplinary approach. It DOES mean that discipline is disciplinary approach. It DOES mean that discipline is applied with consistency, with fairness, and differentiated applied with consistency, with fairness, and differentiated for each student’s needs. There must not be any perceived for each student’s needs. There must not be any perceived or real differences in the fashion discipline is applied or real differences in the fashion discipline is applied between a student that is on the honor roll and an average between a student that is on the honor roll and an average achiever. Nor should there be any differences for those achiever. Nor should there be any differences for those students that play organized sports (very common). And students that play organized sports (very common). And specific attention must be given to assure equitable specific attention must be given to assure equitable application based on gender: girls and boys must comply application based on gender: girls and boys must comply with the rules in an equitable manner and enforcement must with the rules in an equitable manner and enforcement must also be equitable. (Title IX: Federal Civil Rights)also be equitable. (Title IX: Federal Civil Rights)


The discipline is The discipline is universal and equitableuniversal and equitable, applied in , applied in the same manner regardless of which student is the same manner regardless of which student is involved.involved.

Universal = Consistency of EnforcementUniversal = Consistency of Enforcement

Equitable = Fair To The Individual & Fair To The CommunityEquitable = Fair To The Individual & Fair To The Community

Universal = Applied To All StudentsUniversal = Applied To All Students

Equitable = Understanding Student NeedsEquitable = Understanding Student Needs

Universal = No Exceptions To The RulesUniversal = No Exceptions To The Rules

Equitable = Employing Discipline Strategies That WorkEquitable = Employing Discipline Strategies That Work

Universal = Applying Rules Under All CircumstancesUniversal = Applying Rules Under All Circumstances

Equitable = Adjusting Discipline To CircumstancesEquitable = Adjusting Discipline To Circumstances


The discipline results in The discipline results in demonstrative changedemonstrative change on on behalf of the student.behalf of the student.

If a student is returned to classes after discipline, there If a student is returned to classes after discipline, there needs to be a palpable change in the behavior of that needs to be a palpable change in the behavior of that student. If not, the discipline approach has failed and student. If not, the discipline approach has failed and alternatives must be implemented IMMEDIATELY. alternatives must be implemented IMMEDIATELY.

A student needs to know that change is expected. There is A student needs to know that change is expected. There is no leeway for “frequent flyers” that receive discipline, but no leeway for “frequent flyers” that receive discipline, but continue to break the rules. If a student breaks one rule, is continue to break the rules. If a student breaks one rule, is disciplined, but then continues to break other rules, there disciplined, but then continues to break other rules, there needs to be recognition of the behavior pattern as needs to be recognition of the behavior pattern as “attention-seeking,” which usually means a different level “attention-seeking,” which usually means a different level of intervention is required.of intervention is required.

The discipline results in The discipline results in demonstrative changedemonstrative change on on behalf of the student.behalf of the student.

DIFFERENT LEVELS OF INTERVENTIONDIFFERENT LEVELS OF INTERVENTION

- Begins With A Parent Conference- Begins With A Parent Conference

* Student Services/Social Worker Attendance* Student Services/Social Worker Attendance

- Assesses Home Conditions- Assesses Home Conditions

* Abuse/Neglect Must Be Ruled Out* Abuse/Neglect Must Be Ruled Out

* Interim Homelessness Must Be Assessed/Ruled Out* Interim Homelessness Must Be Assessed/Ruled Out

* Poverty Issues Must Be Addressed* Poverty Issues Must Be Addressed

- No Student May Be Allowed To Fall Between The Cracks- No Student May Be Allowed To Fall Between The Cracks



The The discipline involves parents each and every discipline involves parents each and every timetime there is a breach of the rules, no matter how there is a breach of the rules, no matter how slight or small.slight or small.

Notifying the parents each and every time the student is Notifying the parents each and every time the student is involved in a disciplinary matter is part of the “disturb the involved in a disciplinary matter is part of the “disturb the comfortable” approach. Parents are often less concerned comfortable” approach. Parents are often less concerned about school behaviors because they are not directly about school behaviors because they are not directly affected by them. If, however, the parents must respond to affected by them. If, however, the parents must respond to the misbehaviors every time, there is a higher prospect of the misbehaviors every time, there is a higher prospect of cooperation from the parent just because of such cooperation from the parent just because of such interruptions of their time--especially at work. Parents that interruptions of their time--especially at work. Parents that are not made aware of such misbehaviors are often are not made aware of such misbehaviors are often “surprised” by being called to school for major, more “surprised” by being called to school for major, more serious infractions.serious infractions.

Seven Major Out-Of-School FactorsSeven Major Out-Of-School Factors

• Low Birth-Weight and Non-Genetic Prenatal Low Birth-Weight and Non-Genetic Prenatal Influences on Children Influences on Children

• Inadequate Medical, Dental, and Vision Care, Inadequate Medical, Dental, and Vision Care, Often a Result of Inadequate or No Medical Often a Result of Inadequate or No Medical InsuranceInsurance

• Food Insecurity and NutritionFood Insecurity and Nutrition

• Environmental Pollutants Environmental Pollutants

• Family Relations and Family StressFamily Relations and Family Stress

• Neighborhood CharacteristicsNeighborhood Characteristics

• Extended Learning OpportunitiesExtended Learning Opportunitieshttp://epicpolicy.org/publication/poverty-and-potentialhttp://epicpolicy.org/publication/poverty-and-potential

Seven Major Out-Of-School FactorsSeven Major Out-Of-School Factors• Low Birth-Weight and Non-Genetic Prenatal Low Birth-Weight and Non-Genetic Prenatal

Influences on ChildrenInfluences on Children

– Has long-lasting medical, developmental and Has long-lasting medical, developmental and psychological effects on childrenpsychological effects on children

– Has indications for school readiness and delay of Has indications for school readiness and delay of entry into school/classroomsentry into school/classrooms

– Creates need for early interventions, such as Creates need for early interventions, such as those seen in major metropolitan areas, but those seen in major metropolitan areas, but seldom seen in rural settings or impoverished seldom seen in rural settings or impoverished neighborhoodsneighborhoods

– A matter of national public health concern A matter of national public health concern regarding pre-natal care, especially for teen regarding pre-natal care, especially for teen pregnancies and low-income familiespregnancies and low-income families


• Inadequate Medical, Dental, and Vision Care, Inadequate Medical, Dental, and Vision Care, Often a Result of Inadequate or No Medical Often a Result of Inadequate or No Medical InsuranceInsurance

– Similar to low birth weight, has long-lasting Similar to low birth weight, has long-lasting physical, developmental and psychological physical, developmental and psychological effectseffects

– Affects student ability to read, stay focused, Affects student ability to read, stay focused, develop social skills, and adapt to classroom develop social skills, and adapt to classroom environmentsenvironments

– Problems related to lack of overall medical care Problems related to lack of overall medical care can have lifelong impact, including creating a can have lifelong impact, including creating a cycle for future generationscycle for future generations


• Food Insecurity and NutritionFood Insecurity and Nutrition

– Manifests in a wide variety of waysManifests in a wide variety of ways• Constant snacking and possession of food in classConstant snacking and possession of food in class

• Malnutrition due to eating what is available rather than Malnutrition due to eating what is available rather than what is nutritiouswhat is nutritious

• Development of dependence and eating habits Development of dependence and eating habits involving high fat/high carbohydrate foodsinvolving high fat/high carbohydrate foods

• Increases rates of diabetes, obesity, gout, arthritisIncreases rates of diabetes, obesity, gout, arthritis

• Involves issues of basic economics at family levelsInvolves issues of basic economics at family levels

• Involves issues of community economicsInvolves issues of community economics

• May influence decision-making (c.f. Maslow)May influence decision-making (c.f. Maslow)


• Environmental Pollutants Environmental Pollutants

– Community Environment PollutantsCommunity Environment Pollutants• Exposure to harmful chemicals, industrial Exposure to harmful chemicals, industrial

contaminants, agricultural componentscontaminants, agricultural components

– School Environment PollutantsSchool Environment Pollutants• Mold, mildew, dust, fiberglass, gypsum, asbestosMold, mildew, dust, fiberglass, gypsum, asbestos

• Bacterial contaminations from HVACBacterial contaminations from HVAC

• Cleaning solvents and suppliesCleaning solvents and supplies

– EPA Indoor Air Quality InitiativesEPA Indoor Air Quality Initiatives• Reduce asthma and respiratory illnessesReduce asthma and respiratory illnesses

• Help control contagious respiratory diseasesHelp control contagious respiratory diseases

• Helps reduce absenteeismHelps reduce absenteeism


• Family Relations and Family StressFamily Relations and Family Stress

– Family dysfunction is manifested at schoolFamily dysfunction is manifested at school

– Alcoholism, substance abuse and addictionAlcoholism, substance abuse and addiction

– Chronic disease and family dynamicsChronic disease and family dynamics

– Incarceration of parents/caretakersIncarceration of parents/caretakers

– Homelessness/interim homelessnessHomelessness/interim homelessness

– Lack of parental supervision/neglectLack of parental supervision/neglect

– Abuse and neglect (educational neglect)Abuse and neglect (educational neglect)

– Oppositional disorders/family disciplineOppositional disorders/family discipline

– Court involvement/DHS involvementCourt involvement/DHS involvement


• Neighborhood CharacteristicsNeighborhood Characteristics

– Safety issues: gangs, drugs, theft, murderSafety issues: gangs, drugs, theft, murder

– Sanitation/environmental issuesSanitation/environmental issues

– Housing codes and enforcementHousing codes and enforcement

– Rental/home ownership conditionsRental/home ownership conditions

– Availability of consumer choicesAvailability of consumer choices

– Community policing/public perceptionsCommunity policing/public perceptions

– Recreational facilities and opportunitiesRecreational facilities and opportunities

– Quality of life standardsQuality of life standards


• Extended Learning OpportunitiesExtended Learning Opportunities– After school programsAfter school programs

– Availability of safe, quality child care servicesAvailability of safe, quality child care services

– Pre-school availabilityPre-school availability

– Early intervention servicesEarly intervention services

– Head Start, WIC, public health servicesHead Start, WIC, public health services

– Summer school and enrichment programsSummer school and enrichment programs

– Recreation programs and opportunitiesRecreation programs and opportunities

– Library services and programsLibrary services and programs

– Cultural activities, including field tripsCultural activities, including field trips

– TransportationTransportation


OSFs--Out-Of-School Factors--have profound OSFs--Out-Of-School Factors--have profound impact upon the school in terms of discipline, impact upon the school in terms of discipline, achievement, school culture, community achievement, school culture, community values, parental involvement, perception of the values, parental involvement, perception of the school/district and the outcomes for education school/district and the outcomes for education efforts.efforts.

Yet, these OSFs are often neglected, ignored Yet, these OSFs are often neglected, ignored and/or omitted from the school disciplinary and and/or omitted from the school disciplinary and academic approaches. If we want to see academic approaches. If we want to see schools perform better, we need to address the schools perform better, we need to address the OSFs!OSFs!

Kohlberg’s Stages Of DisciplineKohlberg’s Stages Of Discipline

Stage 1 - Power: Recalcitrant BehaviorStage 1 - Power: Recalcitrant Behavior

Students engage in a power struggle, resist Students engage in a power struggle, resist authority, are possessive, tend towards being authority, are possessive, tend towards being territorial. Attention seeking through territorial. Attention seeking through negativity is common. Disruption of class negativity is common. Disruption of class seems to be a goal. Anger generates more seems to be a goal. Anger generates more recalcitrant behaviors. Assertive, recalcitrant behaviors. Assertive, controllingcontrolling responses are effective disciplinary responses.responses are effective disciplinary responses.

POWER & AUTHORITY MUST BE SHOWNPOWER & AUTHORITY MUST BE SHOWN


Stage 2 - Self-Serving: Reward & PunishmentStage 2 - Self-Serving: Reward & Punishment

Students are primarily motivated by rewards or the Students are primarily motivated by rewards or the threat of being made uncomfortable by threat of being made uncomfortable by consequences. Behavioral modification works consequences. Behavioral modification works well. Isolation approaches work if the child is well. Isolation approaches work if the child is socially dependent. Incentives and reward socially dependent. Incentives and reward systems are essential. Students sometimes will systems are essential. Students sometimes will seek to manipulate the reward-punishment seek to manipulate the reward-punishment environment, instigate disruptions, and seek environment, instigate disruptions, and seek attention via mildly negative behaviors. Almost no attention via mildly negative behaviors. Almost no sense of self-discipline. sense of self-discipline.

CLASSROOM STRUCTURE IS EVERYTHINGCLASSROOM STRUCTURE IS EVERYTHING


Stage 3 - Interpersonal Discipline: Mutual Stage 3 - Interpersonal Discipline: Mutual Interpersonal StageInterpersonal Stage

Students are very social and dependent upon the Students are very social and dependent upon the status of relationships. Students seek to please status of relationships. Students seek to please others and be pleased. Attention seeking is usually others and be pleased. Attention seeking is usually positive and healthy. Responds well to recognition, positive and healthy. Responds well to recognition, oral praise, notes on returned work, and moments of oral praise, notes on returned work, and moments of relative intimacy (i.e. a special time to talk to the relative intimacy (i.e. a special time to talk to the teacher). May develop “teacher’s pet” approach teacher). May develop “teacher’s pet” approach which will bring possible peer ridicule. Do not which will bring possible peer ridicule. Do not respond well to assertive, power-based discipline.respond well to assertive, power-based discipline.

RELATIONSHIPS ARE EVERYTHINGRELATIONSHIPS ARE EVERYTHING


Stage 4 - Self-Discipline: Social OrderStage 4 - Self-Discipline: Social Order

Doing the right thing, at the right time, in the right Doing the right thing, at the right time, in the right place is normal for these students. Self-discipline place is normal for these students. Self-discipline and internalized motivation is also normal. Need and internalized motivation is also normal. Need facilitation over discipline. Sometimes facilitation over discipline. Sometimes embarrassed by recognition. Bothered by embarrassed by recognition. Bothered by classroom distractions and disruptions, but does classroom distractions and disruptions, but does not usually confront peers: will confront teachers. not usually confront peers: will confront teachers. Stays on task and needs little supervision.Stays on task and needs little supervision.

FACILITATION & ENVIRONMENTFACILITATION & ENVIRONMENT

SCHOOL READINESS BEHAVIORSSCHOOL READINESS BEHAVIORSThese are behaviors that students need to participate in a These are behaviors that students need to participate in a learning community. These behaviors are different for each learning community. These behaviors are different for each level of educationlevel of education because additional layers of these behaviors are because additional layers of these behaviors are learned at each grade level.learned at each grade level.

Pre-K to K:Pre-K to K: Waiting turns, seeking attention appropriately, sharing, Waiting turns, seeking attention appropriately, sharing, handling disappointments, gratification delays, handling fears & handling disappointments, gratification delays, handling fears & anxieties.anxieties.

Grades 1 to 4:Grades 1 to 4: Raising hands, waiting for recognition (not blurting), not Raising hands, waiting for recognition (not blurting), not interrupting, sharing resources, working with groups, reporting conflicts, interrupting, sharing resources, working with groups, reporting conflicts, coping with conflicts, resolving differences, & all previous behaviors.coping with conflicts, resolving differences, & all previous behaviors.

Grades 5 to 8:Grades 5 to 8: Handling interpersonal conflicts, handling intrapersonal Handling interpersonal conflicts, handling intrapersonal conflicts, dealing with change, coping with fears, critical examination of conflicts, dealing with change, coping with fears, critical examination of material & all previous behaviors.material & all previous behaviors.

Grades 9-12:Grades 9-12: Critical thinking, abstract thinking, adaptation to puberty, Critical thinking, abstract thinking, adaptation to puberty, avoiding distractions, coping with challenges (threats), resolving urges, avoiding distractions, coping with challenges (threats), resolving urges, delaying impulse gratification, working cooperatively & anger delaying impulse gratification, working cooperatively & anger management & all previous behaviors.management & all previous behaviors.

SOCIAL EDUCATIONSOCIAL EDUCATION

Social Education--such as abstinence only, DARE, Social Education--such as abstinence only, DARE, teaching manners & etiquette, etc.--has been teaching manners & etiquette, etc.--has been touted by many politicians. However, major touted by many politicians. However, major studies indicate that most of these efforts are studies indicate that most of these efforts are ineffectiveineffective or or not lastingnot lasting. Studies indicate that . Studies indicate that there are 3 times during a student’s schooling there are 3 times during a student’s schooling when such efforts when such efforts mightmight be effective: be effective:

Transition 1: From Home to Pre-K or KTransition 1: From Home to Pre-K or K

Transition 2: From Elementary to Middle SchoolTransition 2: From Elementary to Middle School

Transition 3: From Middle School to High SchoolTransition 3: From Middle School to High School

Berliner: University Of ArizonaBerliner: University Of Arizona

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CLASSROOM MANAGEMENTCLASSROOM MANAGEMENT

Brophy (1983) identifies 3 general perspectives Brophy (1983) identifies 3 general perspectives necessary for good classroom management:necessary for good classroom management:

• Willingness of the teacher to accept responsibility Willingness of the teacher to accept responsibility for classroom control - for classroom control - Authority-AccountabilityAuthority-Accountability

• Long-term, solution-oriented approaches to Long-term, solution-oriented approaches to problems (rather than short-term, desist/ control problems (rather than short-term, desist/ control responses - responses - Problem Identification-Problem SolvingProblem Identification-Problem Solving

• Check to see if symptomatic behavior is caused Check to see if symptomatic behavior is caused by underlying personal problems (impulsivity, lack by underlying personal problems (impulsivity, lack of awareness, home problems, etc.) - of awareness, home problems, etc.) - Behavioral Behavioral Diagnosis-Behavioral PlanningDiagnosis-Behavioral Planning

Brophy, J. (1983). Effective classroom management. Brophy, J. (1983). Effective classroom management. The School AdministratorThe School Administrator, 40 (7), 33-36., 40 (7), 33-36.

Brophy (1983) indicates 3 general principles Brophy (1983) indicates 3 general principles for good classroom management:for good classroom management:

• Insight Insight (Cognitive)(Cognitive) -- -- The teacher spends time with The teacher spends time with problem students individually, getting to know them problem students individually, getting to know them personally, attempting to instruct and inform them.personally, attempting to instruct and inform them.• Control Control (Behavioral)(Behavioral) -- -- The teacher offers incentives, The teacher offers incentives, negotiates contracts, calls attention to and reinforces negotiates contracts, calls attention to and reinforces desirable behavior. desirable behavior.

• Self-Concept/Personal Adjustment Self-Concept/Personal Adjustment (Intrapersonal)(Intrapersonal) -- -- The teacher encourages discouraged students, builds The teacher encourages discouraged students, builds self-esteem by arranging for and calling attention to self-esteem by arranging for and calling attention to success, improving peer relationships, etc.success, improving peer relationships, etc.

Brophy, J. (1983). Effective classroom management. Brophy, J. (1983). Effective classroom management. The School AdministratorThe School Administrator, 40 (7), 33-36., 40 (7), 33-36.

Classroom ManagementClassroom Management• Physical Layout Of RoomPhysical Layout Of Room

– Physical Condition Of Walls, Floors, Desks & FixturesPhysical Condition Of Walls, Floors, Desks & Fixtures

– Arrangement Of Seats, Tables, Desks, Bookcases & ShelvesArrangement Of Seats, Tables, Desks, Bookcases & Shelves

– Colors: Earth Tones For Walls; Bright Colors For PostersColors: Earth Tones For Walls; Bright Colors For Posters

– Lighting--Natural & ElectricalLighting--Natural & Electrical

– Safety: Dangerous Materials SecuredSafety: Dangerous Materials Secured

– Safety: Unobstructed Egress & ExitSafety: Unobstructed Egress & Exit

– Indoor Air Quality & AirflowIndoor Air Quality & Airflow

– Intake & Output For Student WorkIntake & Output For Student Work

– Technology Location & AccessTechnology Location & Access

It is unfortunate that teachers are not usually afforded a lot of time at It is unfortunate that teachers are not usually afforded a lot of time at the beginning of the school year to plan the classroom space. It is also the beginning of the school year to plan the classroom space. It is also infortunate that many teachers, esepcially in the secondary settings, do infortunate that many teachers, esepcially in the secondary settings, do not have choices about the furniture selection for the classroom. More not have choices about the furniture selection for the classroom. More time needs to be spent on these matters to aid in discipline and time needs to be spent on these matters to aid in discipline and instruction. But room condition also plays an important role. instruction. But room condition also plays an important role. Industrial psychologists have done studies about the use of color, the Industrial psychologists have done studies about the use of color, the conditions of a room and even the flow of air as factors in productivity, conditions of a room and even the flow of air as factors in productivity, comfort and stimulation.comfort and stimulation.

Classroom ManagementClassroom Management• Defined Routines & ExpectationsDefined Routines & Expectations

– School Readiness BehaviorsSchool Readiness Behaviors

– Bullying PreventionBullying Prevention

– Respectful Exchanges & CommunicationRespectful Exchanges & Communication

– Posted Rules & Character EducationPosted Rules & Character Education

• Short Version (Reminders) & Long Version (c.f. Ron Clark)Short Version (Reminders) & Long Version (c.f. Ron Clark)

– Zero Tolerance Of Inappropriate Physical ContactZero Tolerance Of Inappropriate Physical Contact

• Fighting, Pushing, Slapping, Sexual HarassmentFighting, Pushing, Slapping, Sexual Harassment

– Academic Routines:Academic Routines:

• ““Bell Ringer”/”Do Now”Bell Ringer”/”Do Now”

• Engaging Lessons: Multiple Actions/ActivitiesEngaging Lessons: Multiple Actions/Activities

• Limit: 20 Minutes On Any Focused ActivityLimit: 20 Minutes On Any Focused Activity

• Brain-Based LearningBrain-Based Learning

Classroom ManagementClassroom Management

• Short RulesShort Rules

– List Of Most Pressing IssuesList Of Most Pressing Issues

– Reminder Of Basic ExpectationsReminder Of Basic Expectations

• Long RulesLong Rules

– Lists All Classrom RulesLists All Classrom Rules

– Posted So All Students Can Read/See ThemPosted So All Students Can Read/See Them

– Useful As A First Step Of Disciplinary ActionUseful As A First Step Of Disciplinary Action

• Ask Misbehaving Students About RulesAsk Misbehaving Students About Rules

• Ask Misbehaving Students To Re-Read RulesAsk Misbehaving Students To Re-Read Rules

• Ask Misbehaving Students To Reflect Upon Reading RulesAsk Misbehaving Students To Reflect Upon Reading Rules

• Ask Misbehaving Student About Why He/She Is Breaking RulesAsk Misbehaving Student About Why He/She Is Breaking Rules

Classroom RulesClassroom Rules

• Developmental Stages Of RulesDevelopmental Stages Of Rules

– Reactionary Response: Ages 3-6Reactionary Response: Ages 3-6• Cries When DisciplinedCries When Disciplined

• Hurt Feelings: Needs Contact/ComfortHurt Feelings: Needs Contact/Comfort

• Learns From Rule RepetitionLearns From Rule Repetition

– Concrete Response: Ages 5-9Concrete Response: Ages 5-9• Rules Are AbsoluteRules Are Absolute

• Rules Can Be Broken If Not CaughtRules Can Be Broken If Not Caught

• Rules Are Not Changeable/FlexibleRules Are Not Changeable/Flexible

– Concrete-Abstract Response: Ages 9-14Concrete-Abstract Response: Ages 9-14• Rules Depend Upon Mood/ModeRules Depend Upon Mood/Mode

• Rules Can Be Broken But Are Generally AcceptedRules Can Be Broken But Are Generally Accepted

• Rules Can Be Flexible But Need CircumstancesRules Can Be Flexible But Need Circumstances

• Rule Enforcers Can Be ManipulatedRule Enforcers Can Be Manipulated

Classroom RulesClassroom Rules

• Developmental Stages Of RulesDevelopmental Stages Of Rules

– Abstract-Phase Response: Ages 11-17Abstract-Phase Response: Ages 11-17• Rules Are InterpretedRules Are Interpreted

• Rule Enforcers Can Be ManipulatedRule Enforcers Can Be Manipulated

• Reality TestingReality Testing

• Limit TestingLimit Testing

• Boundary TestingBoundary Testing

• Relationships Are PrimaryRelationships Are Primary

– Abstract Response: Ages 16-25Abstract Response: Ages 16-25• Generally Rules Are FlexibleGenerally Rules Are Flexible

• Continued ManipulationContinued Manipulation

• Control Of Rules Is NecessaryControl Of Rules Is Necessary

• Relationships Are PrimaryRelationships Are Primary

• Peer Relationships Come Above All ElsePeer Relationships Come Above All Else

Erikson, Erikson, Ausubel, Horney, Ausubel, Horney,

Malinowski, Malinowski, Piaget & Piaget & KohlbergKohlberg

http://willsavive.blogspot.com/2010/10/eriksons-eight-stages-of-psychosocial.htmlhttp://willsavive.blogspot.com/2010/10/eriksons-eight-stages-of-psychosocial.html

Erik Erikson’s Stages Of Personality & DevelopmentErik Erikson’s Stages Of Personality & Development

http://www.psywww.com/intropsych/ch11_personality/eriksons_psychosocial_stages.htmlhttp://www.psywww.com/intropsych/ch11_personality/eriksons_psychosocial_stages.html

Erik Erikson’s Stages Of Personality & DevelopmentErik Erikson’s Stages Of Personality & Development

David Ausubel’s Theory Of ControlDavid Ausubel’s Theory Of Control

http://www3.uakron.edu/witt/adol/families.htmhttp://www3.uakron.edu/witt/adol/families.htm

Karen Horney’s Karen Horney’s Theory Of Theory Of

Motivational Conflicts Motivational Conflicts & Ethics& Ethics

http://www.businessdialogue.com/artofpersonality/motivationalcenters.htmlhttp://www.businessdialogue.com/artofpersonality/motivationalcenters.html

Ausubel & Horney On SatellizationAusubel & Horney On Satellization

Ausubel’s Assimilation TheoryAusubel’s Assimilation Theory

http://cmap.ihmc.us/docs/psychologicalfoundations.htmlhttp://cmap.ihmc.us/docs/psychologicalfoundations.html

http://emilywalker.efoliomn.com/piaget-bruner-vygotzkyhttp://emilywalker.efoliomn.com/piaget-bruner-vygotzky

http://www.muskingum.edu/~psych/psycweb/history/piaget.htmhttp://www.muskingum.edu/~psych/psycweb/history/piaget.htm

In light of new brain In light of new brain research, Piaget’s and research, Piaget’s and Kohlberg’s models need to Kohlberg’s models need to be expanded significantly, be expanded significantly, especially regarding the especially regarding the development of the brain development of the brain and moral values for and moral values for adolescents.adolescents.

http://wps.prenhall.com/hss_kassin_essentials_1/15/3935/1007493.cw/index.htmlhttp://wps.prenhall.com/hss_kassin_essentials_1/15/3935/1007493.cw/index.html

Piaget’s Piaget’s Developmental Developmental

StagesStages

http://sites.wiki.ubc.ca/etec510/Jean_Piaget's_Developmental_Stage_Theoryhttp://sites.wiki.ubc.ca/etec510/Jean_Piaget's_Developmental_Stage_Theory

Kohlberg’s Moral Kohlberg’s Moral DevelopmentDevelopment

http://en.wikipedia.org/wiki/http://en.wikipedia.org/wiki/Lawrence_Kohlberg's_stages_of_moral_develoLawrence_Kohlberg's_stages_of_moral_developmentpment

Piaget’s Developmental StagesPiaget’s Developmental Stages

Malinowski’s Structural-Malinowski’s Structural-Funcationalism, based Funcationalism, based

upon drives and needs in upon drives and needs in the practical sense.the practical sense.

http://www.vanderbilt.edu/AnS/Anthro/Anth206/malinowski.htmhttp://www.vanderbilt.edu/AnS/Anthro/Anth206/malinowski.htm

http://changingminds.org/explanations/needs/maslow.htmhttp://changingminds.org/explanations/needs/maslow.htm

Maslow’s Hierarchy Of NeedsMaslow’s Hierarchy Of Needs

Classroom ManagementClassroom Management• Modeling Appropriate BehaviorsModeling Appropriate Behaviors

– Teachers/Adults Must ModelTeachers/Adults Must Model

– Positive BehaviorsPositive Behaviors

– OrganizationOrganization

– Effective CommunicationsEffective Communications

– Effective ListeningEffective Listening

– Respect Toward StudentsRespect Toward Students

– Respect Toward ColleaguesRespect Toward Colleagues

– Respect Toward AuthorityRespect Toward Authority

– Contribution To ClassroomContribution To Classroom

– Giving NatureGiving Nature

– Nurturing OthersNurturing Others

– Ability To Be Positive/Face AdversityAbility To Be Positive/Face Adversity

– Sense Of HumorSense Of Humor

http://julieannerhodes.com/2010/03/model-behavior-jamie-olivers-food-revolution.htmlhttp://julieannerhodes.com/2010/03/model-behavior-jamie-olivers-food-revolution.html

Classroom ManagementClassroom Management• Direct AccountabilityDirect Accountability

– Students Are Held To StandardsStudents Are Held To Standards

• Academic StandardsAcademic Standards

• Behavioral StandardsBehavioral Standards

• Disciplinary StandardsDisciplinary Standards

– Consequences Are ImmediateConsequences Are Immediate

• No Delays In AccountabilityNo Delays In Accountability

• No Delays In ConsquencesNo Delays In Consquences

• No Delays In Parent ContactNo Delays In Parent Contact

– Individual AccountabilityIndividual Accountability

• Individual Responsibility To ClassIndividual Responsibility To Class

• Individual Responsibility To SelfIndividual Responsibility To Self

• Individual Responsibility To CommunityIndividual Responsibility To Community

– Group AccountabilityGroup Accountability

• Caring Responses From All MembersCaring Responses From All Members

• Group Discipline Is NecessaryGroup Discipline Is Necessary

– Teacher/Administrator/System AccountabilityTeacher/Administrator/System Accountability

http://everyjoe.com/work/how-important-is-individual-accountability-198/http://everyjoe.com/work/how-important-is-individual-accountability-198/

Classroom ManagementClassroom Management• Eradication ApproachesEradication Approaches

– Ignoring Small InfractionsIgnoring Small Infractions

– Time Out - ActivitiesTime Out - Activities

– Extra Assignments (e.g. Lines)Extra Assignments (e.g. Lines)

– Detention - After SchoolDetention - After School

– Parental Conference Via PhoneParental Conference Via Phone

– Parental Presence In ClassroomParental Presence In Classroom

– Aides In ClassroomAides In Classroom

– Peer InterventionsPeer Interventions

http://www.stjamespreschoolsf.org/community/educational-involvement/http://www.stjamespreschoolsf.org/community/educational-involvement/

Classroom ManagementClassroom Management• Isolation ApproachesIsolation Approaches

– Time Out - Isolation From Group/ClassTime Out - Isolation From Group/Class

– Work Alone: Alternative ActivityWork Alone: Alternative Activity

– Sent To The HallwaySent To The Hallway

– Removal From ClassroomRemoval From Classroom

– Expulsion From ClassroomExpulsion From Classroom

If a student is sent out of class: no return If a student is sent out of class: no return until problem is solved with the teacher!until problem is solved with the teacher!

Classroom ManagementClassroom Management• Rigorous Curriculum ExpectationsRigorous Curriculum Expectations

– Expect SuccessExpect Success

– Expect Work All Class PeriodExpect Work All Class Period

– Expect A Strong Work EthicExpect A Strong Work Ethic

– Exceed Curriculum MinimumsExceed Curriculum Minimums

– Set & Reinforce Classroom Routines Set & Reinforce Classroom Routines

• Engagement, Differentiation & RelevancyEngagement, Differentiation & Relevancy

– Make Lessons Relevant To Student ExperiencesMake Lessons Relevant To Student Experiences

– Build Upon Student Prior KnowledgeBuild Upon Student Prior Knowledge

– Use Cooperative Learning & Task RolesUse Cooperative Learning & Task Roles

– Multiple Task Stations/PeriodsMultiple Task Stations/Periods

– Add Fun Whenever PossibleAdd Fun Whenever Possible

– Assign Study PartnersAssign Study Partners

vs.vs.

Classroom ManagementClassroom Management• Acknowledgement Of AppropriatenessAcknowledgement Of Appropriateness

– Rewards, Praise, Recognition & ReinforcementRewards, Praise, Recognition & Reinforcement

– Incentives & PrizesIncentives & Prizes

– Games, Challenges, DebatesGames, Challenges, Debates

• Genuine Relationships & NurturanceGenuine Relationships & Nurturance– HonestyHonesty

– Genuine Concern For Each IndividualGenuine Concern For Each Individual

– No Rewards For “Fluff”No Rewards For “Fluff”

– Genuine Building Of Self-EsteemGenuine Building Of Self-Esteem

• Parental InvolvementParental Involvement– Classroom Visits, Phone Calls, Notes HomeClassroom Visits, Phone Calls, Notes Home

– Classroom Parents, Parent-Teacher NightsClassroom Parents, Parent-Teacher Nights

– Parent ObservationsParent Observations

– Parents Notified For Every Disciplinary ActionParents Notified For Every Disciplinary Action

Classroom ManagementClassroom Management• Acute Awareness Of External FactorsAcute Awareness Of External Factors

– Financial Stressors At HomeFinancial Stressors At Home

– Child Care ResponsibilitiesChild Care Responsibilities

– Overloading Of ChoresOverloading Of Chores

– Family Dysfunction: Illness, Addiction, ViolenceFamily Dysfunction: Illness, Addiction, Violence

– Homelessness, Interim HomelessnessHomelessness, Interim Homelessness

– Educational NeglectEducational Neglect

– NutritionNutrition

– HygieneHygiene

– Overall HealthOverall Health

http://www.bma.org.uk/health_promotion_ethics/domestic_abuse/vioheal.jsp?page=3http://www.bma.org.uk/health_promotion_ethics/domestic_abuse/vioheal.jsp?page=3

Classroom ManagementClassroom Management• Brain-Based Strategies & InstructionBrain-Based Strategies & Instruction

– Age & Level AppropriatenessAge & Level Appropriateness

– Engaging & StimulatingEngaging & Stimulating

– Technology UseTechnology Use

– Music, Songs & RapsMusic, Songs & Raps

– Mnemonic Devices & GamesMnemonic Devices & Games

– Physical ActivitiesPhysical Activities

– Games & ChallengesGames & Challenges

– Relational LearningRelational Learning

– RelevanceRelevance

– Socratic QuestioningSocratic Questioning

– Puzzles, Crosswords & Word SearchesPuzzles, Crosswords & Word Searches

– Frequent Changes In ActivitiesFrequent Changes In Activities

– Multiple Intelligences & Differentiated Learning StylesMultiple Intelligences & Differentiated Learning Styles

Classroom ManagementClassroom Management• Physical Layout Of RoomPhysical Layout Of Room

• Defined Routines & ExpectationsDefined Routines & Expectations

• Modeling Appropriate BehaviorsModeling Appropriate Behaviors

• Direct AccountabilityDirect Accountability

• Eradication ApproachesEradication Approaches

• Isolation ApproachesIsolation Approaches

• Rigorous Curriculum ExpectationsRigorous Curriculum Expectations

• Engagement, Differentiation & RelevancyEngagement, Differentiation & Relevancy

• Acknowledgement Of AppropriatenessAcknowledgement Of Appropriateness

• Genuine Relationships & NurturanceGenuine Relationships & Nurturance

• Parental InvolvementParental Involvement

• Acute Awareness Of External FactorsAcute Awareness Of External Factors

• Brain-Based Strategies & InstructionBrain-Based Strategies & Instruction

The keys to classroom The keys to classroom management are not management are not standardized for each standardized for each student. Because each student. Because each

student brings student brings indivdiual needs, indivdiual needs,

individual stressors, individual stressors, and individual and individual

personality traits, each personality traits, each situation must focus situation must focus

on the student, except on the student, except when there is a group when there is a group

action.action.

Most Important Step In Classroom Most Important Step In Classroom Management:Management:

MBWA:MBWA:Management By Management By Walking AroundWalking Around

Practical Goals Of DisciplinePractical Goals Of Discipline• In Loco ParentisIn Loco Parentis

• Prevent Drop OutPrevent Drop Out

• Facilitate Student LearningFacilitate Student Learning

• Create Safe School EnvironmentCreate Safe School Environment

• Maintain Positive Learning EnvironmentMaintain Positive Learning Environment

• Build Positive Community RelationshipsBuild Positive Community Relationships

• Build Positive Teacher-Student RelationshipsBuild Positive Teacher-Student Relationships

Classroom Disciplinary TacticsClassroom Disciplinary Tactics

• Post Short RulesPost Short Rules

• Post Long RulesPost Long Rules

• Establish Classroom CultureEstablish Classroom Culture

• Build Positive RelationshipsBuild Positive Relationships

• Review All Rules & Expectations - Beginning WeekReview All Rules & Expectations - Beginning Week

• Review All Rules & Expectations - FrequentlyReview All Rules & Expectations - Frequently

• Recognize & Praise Positive BehaviorsRecognize & Praise Positive Behaviors

• Provide Positive AttentionProvide Positive Attention

• Ignore Minor InfractionsIgnore Minor Infractions

• Move Closer To Misbehaving StudentsMove Closer To Misbehaving Students

Classroom Disciplinary TacticsClassroom Disciplinary Tactics

• Speak To Misbehaving Students QuietlySpeak To Misbehaving Students Quietly

• Warn Misbehaving StudentsWarn Misbehaving Students

• Have Misbehaving Students Re-Read Posted RulesHave Misbehaving Students Re-Read Posted Rules

• Move Misbehaving StudentsMove Misbehaving Students

• Provide Misbehaving Students With TimeoutProvide Misbehaving Students With Timeout

• Isolate Misbehaving StudentsIsolate Misbehaving Students

• Speak With Misbehaving Students In HallwaySpeak With Misbehaving Students In Hallway

• Remove Misbehaving Student To HallwayRemove Misbehaving Student To Hallway

• Exclude Misbehaving Students From ClassroomsExclude Misbehaving Students From Classrooms

Most Important Step In School Most Important Step In School Management:Management:

MBWA:MBWA:Management By Management By Walking AroundWalking Around

School Disciplinary TacticsSchool Disciplinary Tactics

• Parental NotificationParental Notification

• Discuss Student BehaviorDiscuss Student Behavior

• Identify Student NeedsIdentify Student Needs

• Diagnose Causative FactorsDiagnose Causative Factors

• Counsel Student About AlternativesCounsel Student About Alternatives

• Discuss Problem-Solving MethodsDiscuss Problem-Solving Methods

• Seek Insight From StudentSeek Insight From Student

• Avoid ManipulationAvoid Manipulation

• Assure Consistency/ImmediacyAssure Consistency/Immediacy

• Parent-Teacher ConferenceParent-Teacher Conference

• Apply Social ConsequencesApply Social Consequences

• Apply Comfort/Disturb PrincipleApply Comfort/Disturb Principle

• Behavioral Modification ContractBehavioral Modification Contract

• Alternative ProcessesAlternative Processes

• Scheduling ChangesScheduling Changes

• Teacher DetentionTeacher Detention

• In-School SuspensionIn-School Suspension

• FINS ReferralFINS Referral

• External Counseling ReferralsExternal Counseling Referrals

• Social Work InterventionsSocial Work Interventions

• External SuspensionExternal Suspension

• ExpulsionExpulsion


• Parental NotificationParental Notification

– AllAll Discipline Results In Notification Discipline Results In Notification

– Discuss Parental ResponsibilitiesDiscuss Parental Responsibilities

– Discuss Home BehaviorsDiscuss Home Behaviors

– Discuss Concomittant Parental DisciplineDiscuss Concomittant Parental Discipline

• Discuss Student BehaviorDiscuss Student Behavior

– Ask Student About BehaviorAsk Student About Behavior

– Ask Student About FeelingsAsk Student About Feelings

– Discuss Student-Teacher RelationshipDiscuss Student-Teacher Relationship

• Identify Student NeedsIdentify Student Needs

– Identify Learning NeedsIdentify Learning Needs

– Screen For Learning DifficultiesScreen For Learning Difficulties

– Discuss Stressors & StressDiscuss Stressors & Stress


• Diagnose Causative FactorsDiagnose Causative Factors

– Discuss/Identify Home IssuesDiscuss/Identify Home Issues

– Screen For HomelessnessScreen For Homelessness

• Interim HomelessnessInterim Homelessness

– Screen For Abuse/NeglectScreen For Abuse/Neglect

• Counsel Student About AlternativesCounsel Student About Alternatives

– Discuss Decision-Making ProcessesDiscuss Decision-Making Processes

– Identify Wiser/Effective Alternatives Identify Wiser/Effective Alternatives

• Discuss Problem-Solving MethodsDiscuss Problem-Solving Methods

– 7 Steps Of Effective Problem-Solving7 Steps Of Effective Problem-Solving

• Seek Insight From StudentSeek Insight From Student

– InternalizationInternalization

– Acceptance Of ResponsibilityAcceptance Of Responsibility

– Acceptance Of Disciplinary ActionAcceptance Of Disciplinary Action


• Avoid ManipulationAvoid Manipulation

– CharmersCharmers

– ExtortionistsExtortionists

– ExchangersExchangers

– ExplanersExplaners

• Assure Consistency/ImmediacyAssure Consistency/Immediacy

– Discipline Applied With EquityDiscipline Applied With Equity

– All Students Suffer ConsequencesAll Students Suffer Consequences

– All Rules EnforcedAll Rules Enforced

• Parent-Teacher ConferenceParent-Teacher Conference

– Scheduled With TeacherScheduled With Teacher

– Administrator PresentAdministrator Present

– Problem-Solving ApproachProblem-Solving Approach

– Consultation: No ConfrontationConsultation: No Confrontation


• Apply Social ConsequencesApply Social Consequences

– Restrict Privileges/ParticipationRestrict Privileges/Participation

– Isolate From Other StudentsIsolate From Other Students

– Monitor Student ActivityMonitor Student Activity

– Monitor Student BehaviorMonitor Student Behavior

– Frequent Check-InsFrequent Check-Ins

– Behavior Sign-Off SheetsBehavior Sign-Off Sheets

• Apply Comfort/Disturb PrincipleApply Comfort/Disturb Principle

– Comfort The DisturbedComfort The Disturbed

– Disturb The ComfortableDisturb The Comfortable

– Tailor ConsequencesTailor Consequences


• Behavioral Modification ContractBehavioral Modification Contract

– Student, Teacher, Administrator & Student, Teacher, Administrator & Parent Develop Contract TermsParent Develop Contract Terms

– Identifiable ExpectationsIdentifiable Expectations

– Identifiable ConsequencesIdentifiable Consequences

• School & HomeSchool & Home

– Identifiable IncentivesIdentifiable Incentives

– Indentifiable RewardsIndentifiable Rewards

• Alternative ProcessesAlternative Processes

– Student CourtStudent Court

– Peer CounselingPeer Counseling

– After School Manners ClassesAfter School Manners Classes

– Saturday DetentionSaturday Detention

– Campus Counseling InterventionsCampus Counseling Interventions

– Campus Social Work InterventionsCampus Social Work Interventions

Insight, awareness, Insight, awareness, change, alternatives, change, alternatives, better decision-better decision-making, better making, better problem-solving, problem-solving, social consequences social consequences and AUTHENTIC and AUTHENTIC (real) relationships (real) relationships with students are with students are essential to essential to establishing and establishing and maintaining good maintaining good discipline in the discipline in the classroom, in the classroom, in the school and across a school and across a school district.school district.

School Disciplinary TacticsSchool Disciplinary Tactics• Scheduling ChangesScheduling Changes

– Change Class Period/Peer GroupChange Class Period/Peer Group

– Change Teacher Assignment (Rare)Change Teacher Assignment (Rare)

• Teacher DetentionTeacher Detention

– After School 1-4 HoursAfter School 1-4 Hours

– Student Arranges Rides HomeStudent Arranges Rides Home

– Parent NotificationParent Notification

• In-School SuspensionIn-School Suspension

– Complete Social IsolationComplete Social Isolation

– Student Obtains Work AssignmentsStudent Obtains Work Assignments

– Student Earns Return To SchoolStudent Earns Return To School

– No Contact With OthersNo Contact With Others

• Isolated LunchIsolated Lunch

• Isolated ISS RoomIsolated ISS Room

• Isolated BathroomIsolated Bathroom

ISS should be seen as a hellish bore ISS should be seen as a hellish bore that keeps a student completely that keeps a student completely incommunicado until such time as incommunicado until such time as he/she is willing to demonstrate he/she is willing to demonstrate compliance, remorse and agree to compliance, remorse and agree to obey the rules. Release from ISS is obey the rules. Release from ISS is earned by obeying all ISS rules and earned by obeying all ISS rules and conditions. Failure to do so earns conditions. Failure to do so earns another day in ISS. If that fails, then another day in ISS. If that fails, then seek an alternative!seek an alternative!

School Disciplinary TacticsSchool Disciplinary Tactics• FINS ReferralFINS Referral

– Lack Of Parental SupportLack Of Parental Support

– Poverty IssuesPoverty Issues

– Borderline NeglectBorderline Neglect

– Educational NeglectEducational Neglect

– Behavior Problems At HomeBehavior Problems At Home

– Family DysfunctionFamily Dysfunction

– Addiction InterventionsAddiction Interventions

• External Counseling ReferralsExternal Counseling Referrals

– Counseling ServicesCounseling Services

• IndividualIndividual

• FamilyFamily

– Parent Effectiveness TrainingParent Effectiveness Training

– Anger ManagementAnger Management

School Disciplinary TacticsSchool Disciplinary Tactics• Social Work InterventionsSocial Work Interventions

– Home VisitationHome Visitation

– Home AssessmentHome Assessment

– Abuse/Neglect ScreeningAbuse/Neglect Screening

– Addiction ScreeningAddiction Screening

– Academic/Vocational InterventionAcademic/Vocational Intervention

– Poverty ServicesPoverty Services

• External SuspensionExternal Suspension

– Last Resort TacticLast Resort Tactic

– Must Be MeaningfulMust Be Meaningful

• ExpulsionExpulsion

– Extreme Tactic - Not RecommendedExtreme Tactic - Not Recommended

– Should Result In PlacementShould Result In Placement

– Juvenile Court ReferralJuvenile Court Referral

Long-term suspensions and expulsions are strategies based on the Long-term suspensions and expulsions are strategies based on the stereotypical, nostalgic days of the 1950s. These strategies have not stereotypical, nostalgic days of the 1950s. These strategies have not

worked since the 1960s and lead to dropouts and increased worked since the 1960s and lead to dropouts and increased disciplinary issues. Other interventions/tactics need to be used firstdisciplinary issues. Other interventions/tactics need to be used first

Legal IssuesLegal Issues• Gender Parity - Title IXGender Parity - Title IX

• Due Process - Hearings/Rights For Suspensions & Due Process - Hearings/Rights For Suspensions & ExpulsionsExpulsions

• Due Process - Classroom ExclusionDue Process - Classroom Exclusion

• Due Process - SPED/504/ADA-1990Due Process - SPED/504/ADA-1990

• Rights Of Learning CommunityRights Of Learning Community

• Rights Of Individual vs. Rights Of ClassmatesRights Of Individual vs. Rights Of Classmates

• Privacy RightsPrivacy Rights

• Bill Of Rights IssuesBill Of Rights Issues

• Protection & Creating A Safe School EnvironmentProtection & Creating A Safe School Environment

Three Levels Of Bullying BehaviorsThree Levels Of Bullying Behaviors• Level I Bullying BehaviorsLevel I Bullying Behaviors are sometimes referred to as are sometimes referred to as

“NUISANCE BULLYING.” This form tends to be the least “NUISANCE BULLYING.” This form tends to be the least reported, least noticed and often overlooked.reported, least noticed and often overlooked.

• Level II Bullying BehaviorsLevel II Bullying Behaviors are more overt, more aggressive, are more overt, more aggressive, tends to draw attention and sometimes results in adult tends to draw attention and sometimes results in adult intervention, but may not result in discipline unless there is intervention, but may not result in discipline unless there is an illegal act witnessed. Some of these behaviors should an illegal act witnessed. Some of these behaviors should prompt referral to juvenile authorities for criminal prompt referral to juvenile authorities for criminal prosecution.prosecution.

• Level III Bullying BehaviorsLevel III Bullying Behaviors are mostly criminal acts, such as are mostly criminal acts, such as Assault (Terroristic Threats), Battery, Coercion, Extortion, Assault (Terroristic Threats), Battery, Coercion, Extortion, Stalking, Cyberstalking, Slander, Libel, Defamation, Civil Stalking, Cyberstalking, Slander, Libel, Defamation, Civil Rights Violations or Kidnapping and Illegal Detention.Rights Violations or Kidnapping and Illegal Detention.

Bullying Behavior Chart

Physical BullyingHarm to someone’s body or property

Emotional BullyingHarm to someone’s self-esteem or

feeling of safety

Social BullyingHarm to someone’s group acceptance

Verbal Nonverbal Verbal Nonverbal Verbal NonverbalLEVEL ONE

Expressingphysicalsuperiority

Blaming the victimfor starting theconflict

Makingthreateninggestures

Defacing property Pushing/shoving Taking small items from others

Insulting remarks Calling names Teasing about possessions, clothes, physical appearance

Giving dirty looks Holding nose or

other insultinggestures

Gossiping Starting or

spreading rumors Teasing publicly

about clothes,looks,relationships withboys/girls, etc.

Ignoring someoneand excludingthem from a group

LEVEL TWO (some of these behaviors are against the law) Threatening

physical harm

Damagingproperty

Stealing Starting fights Scratching or

biting Pushing, tripping,

or causing a fall Assaulting

Insulting family Harassing with

phone calls Insulting your

size, intelligence,athletic ability,race, color,religion, ethnicity,gender, disability,or sexualorientation

Defacing schoolwork or otherpersonal property,such as clothing,locker, or books

Saying someoneis related to aperson consideredan enemy of thiscountry (e.g.,Osama bin Laden)

Ostracizing usingnotes, InstantMessaging, e-mail,etc.

Posting slander inpublic places(such as writingderogatorycomments aboutsomeone in theschool bathroom)

Playing meantricks toembarrasssomeone

LEVEL THREE (most of these behaviors are against the law) Making repeated

and/or graphicthreats(harassing)

Practicingextortion (such astaking lunchmoney)

Threatening tokeep someonesilent: “If you tell,it will be a lotworse!”

Destroyingproperty

Setting fires Physical cruelty Repeatedly acting

in a violent,threateningmanner

Assaulting with aweapon

Harassing youbecause of biasagainst your race,color, religion,ethnicity, gender,disability, orsexual orientation

Destroyingpersonal property,such as clothing,books, jewelry

Writing graffitiwith bias againstyour race, color,religion, ethnicity,gender, disability,or sexualorientation

Enforcing totalgroup exclusionagainst someoneby threateningothers if they don’tcomply

Arranging publichumiliation

• Level I: Common, Non-Criminal BullyingLevel I: Common, Non-Criminal Bullying

– VerbalVerbal• Expressing physical superiorityExpressing physical superiority

• Blaming the victim for starting the conflictBlaming the victim for starting the conflict

– NonverbalNonverbal• Making threatening gesturesMaking threatening gestures

• Defacing propertyDefacing property

• Pushing/shovingPushing/shoving

• Taking small items from othersTaking small items from others

Physical BullyingPhysical Bullying

Level I Physical Bullying is often described, and Level I Physical Bullying is often described, and excused, as horseplay, goofing around or “just excused, as horseplay, goofing around or “just playing.” But these behaviors, explanations playing.” But these behaviors, explanations and/or excuses should not be accepted in school.and/or excuses should not be accepted in school.

• Level II: Common, Sometimes Criminal Level II: Common, Sometimes Criminal BullyingBullying

– VerbalVerbal• Threatening physical harmThreatening physical harm

• Instigating problems between othersInstigating problems between others

– NonverbalNonverbal• Damaging propertyDamaging property

• StealingStealing

• Starting fightsStarting fights

• Scratching or bitingScratching or biting

• Pushing, tripping, or causing a fallPushing, tripping, or causing a fall

• AssaultingAssaulting


• Level III: Common, Mostly Criminal BullyingLevel III: Common, Mostly Criminal Bullying

– VerbalVerbal• Making repeated and/or graphic threats (harassing)Making repeated and/or graphic threats (harassing)

• Practicing extortion (such as taking lunch money)Practicing extortion (such as taking lunch money)

• Threatening to keep someone silent: “If you tell, it will be a lot worse!”Threatening to keep someone silent: “If you tell, it will be a lot worse!”

– NonverbalNonverbal• Destroying propertyDestroying property

• Setting fires/pulling fire alarmsSetting fires/pulling fire alarms

• Physical crueltyPhysical cruelty

• Repeatedly acting in a violent, threatening mannerRepeatedly acting in a violent, threatening manner

• Assaulting with a weaponAssaulting with a weapon


Levels II & III can be related to gang activity, drug activity or Levels II & III can be related to gang activity, drug activity or feuds that have run over from the neughborhoods or cyberspace.feuds that have run over from the neughborhoods or cyberspace.

Levels II & III can be related to gang activity, drug activity or Levels II & III can be related to gang activity, drug activity or feuds that have run over from the neughborhoods or cyberspace.feuds that have run over from the neughborhoods or cyberspace.

Emotional BullyingEmotional Bullying• Level I: Common, Non-Criminal BullyingLevel I: Common, Non-Criminal Bullying

– VerbalVerbal• Insulting remarksInsulting remarks

• Calling names (may include street names)Calling names (may include street names)

• Teasing about possessions, clothes, physical appearanceTeasing about possessions, clothes, physical appearance

– NonverbalNonverbal• Giving dirty looks, insulting facial movementsGiving dirty looks, insulting facial movements

• Holding nose or other insulting gestures, including the Holding nose or other insulting gestures, including the middle fingermiddle finger

Emotional BullyingEmotional Bullying• Level II: Common, Sometimes Criminal BullyingLevel II: Common, Sometimes Criminal Bullying

– VerbalVerbal• Insulting family, including playing the “dozens”Insulting family, including playing the “dozens”

• Harassing with phone calls, text messagesHarassing with phone calls, text messages

• Insulting size, intelligence, athletic ability, race, color, religion, Insulting size, intelligence, athletic ability, race, color, religion, ethnicity, gender, disability, or sexual identityethnicity, gender, disability, or sexual identity

– NonverbalNonverbal• Defacing school work or other personal property, such as Defacing school work or other personal property, such as

clothing, locker, or booksclothing, locker, or books

• Saying someone is related to a person considered an enemy of Saying someone is related to a person considered an enemy of this country (e.g., Osama bin Laden)this country (e.g., Osama bin Laden)

• Making slanderous remarks in public so that the “rumor” will get Making slanderous remarks in public so that the “rumor” will get back to the person that is the subject of such remarks.back to the person that is the subject of such remarks.

Emotional BullyingEmotional Bullying• Level III: Common, Mostly Criminal BullyingLevel III: Common, Mostly Criminal Bullying

– VerbalVerbal• Harassing because of bias against your race, color, religion, Harassing because of bias against your race, color, religion,

ethnicity, gender, disability, or sexual orientationethnicity, gender, disability, or sexual orientation

– NonverbalNonverbal• Destroying personal property, such as clothing, books, jewelryDestroying personal property, such as clothing, books, jewelry

• Writing graffiti with bias against your race, color, religion, Writing graffiti with bias against your race, color, religion, ethnicity, gender, disability, or sexual orientationethnicity, gender, disability, or sexual orientation

Emotional Bullying often rises to a level of infringing upon Emotional Bullying often rises to a level of infringing upon another person’s civil rights, which is both a criminal and civil another person’s civil rights, which is both a criminal and civil tort under federal laws, as well as under many state’s laws. tort under federal laws, as well as under many state’s laws. Defamation, libel and slander can also be a criminal and a civil Defamation, libel and slander can also be a criminal and a civil tort under most state jurisdictions.tort under most state jurisdictions.

Social Or Relational BullyingSocial Or Relational Bullying• Level I: Common, Non-Criminal BullyingLevel I: Common, Non-Criminal Bullying

– VerbalVerbal• GossipingGossiping

• Starting or spreading rumorsStarting or spreading rumors

• Teasing publicly about clothes, looks, relationships with Teasing publicly about clothes, looks, relationships with boys/girls, etc.boys/girls, etc.

– NonverbalNonverbal• Ignoring someone and excluding them from a groupIgnoring someone and excluding them from a group

Social Or Relational BullyingSocial Or Relational Bullying• Level II: Common, Sometimes Criminal BullyingLevel II: Common, Sometimes Criminal Bullying

– VerbalVerbal• Ostracizing using notes, instant messaging, e-mail, etc.Ostracizing using notes, instant messaging, e-mail, etc.

• Posting libel in public places (such as writing derogatory Posting libel in public places (such as writing derogatory comments about someone in the school bathroom)comments about someone in the school bathroom)

• Spreading rumors that cause others to withdraw from a personSpreading rumors that cause others to withdraw from a person

– NonverbalNonverbal• Playing mean tricks to embarrass someonePlaying mean tricks to embarrass someone

• Setting up embarrassing situations that cause exclusionSetting up embarrassing situations that cause exclusion

Social Or Relational BullyingSocial Or Relational Bullying• Level III: Common, Mostly Criminal BullyingLevel III: Common, Mostly Criminal Bullying

– VerbalVerbal• Enforcing total group exclusion against someone by Enforcing total group exclusion against someone by

threatening others if they don’t complythreatening others if they don’t comply

• Refusing to work with students in a classroom and forcing Refusing to work with students in a classroom and forcing others to do the sameothers to do the same

– NonverbalNonverbal• Arranging public humiliationArranging public humiliation

It is imperative that It is imperative that educators remember that educators remember that the “system” is supposed to the “system” is supposed to serve the needs of students, serve the needs of students, which is a balancing act which is a balancing act between the rights of an between the rights of an individual student, the individual student, the rights of the students in a rights of the students in a classroom, the rights of the classroom, the rights of the school community and the school community and the rights of stake-holders. rights of stake-holders. This is not an easy balance. This is not an easy balance. Most efforts tend toward Most efforts tend toward the desires, impulses the desires, impulses and/or decisions of and/or decisions of administrators!administrators!

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Disciplinary Approaches That Work In Schools & Classrooms Comfort The Disturbed And Disturb The Comfortable James M. Downey Copyright 2010-All Rights Reserved.

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