Classroom Discipline and Managing Student Behaviors Part One

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Classroom Discipline and Managing Student
BehaviorsPart One

• EDEL 413 Designed by
• Beatrice Gibbons, M.A.,CSUB
• Presented by
• Maureen Meade Mattias, M.A.,CSUB

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Advance Organizer

• Name(Write it at the bottom of totem)
• Your definition of discipline.
• Do you need a discipline plan in the classroom?
  Yes/no
• Under what circumstances should you send a child
  to the principals office?

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Discipline My definition

• Teaching children how to behave appropriately.

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Two Approaches to Discipline

• Reactive
• Proactive

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Reactive

• Doesnt plan for misbehavior
• Doesnt have a discipline plan
• Personalizes response
• Often gets angry

• Relinquishes control of the classroom.
• Hostile - angry
• Teachers hostility breeds hostility in students.

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Proactive

• Accepts responsibility for student behavior
• Plans ahead by devising a discipline plan.
• Communicates to students Im not going away!!

• Gets support from others.
• Utilizes advanced discipline techniques
• Establish rapport with students.
• Use of proximity
• Low, calm voice

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• Problems or no problems,
• no child should be allowed to engage in behavior
  that is self-destructive or violates the rights
  of his peers or teacher.
• Special Education Students

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Three Discipline Styles

• Passive
• Does not clearly state wants and needs
• Uses questions
• No follow through
• Hostile
• States needs and wants, but in an abusive manner.
• Assertive
• Clearly and firmly states wants and needs
• Follows through with appropriate actions.

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The Assertive Teacher

• One who clearly and firmly communicates his/her
  wants and needs to
• his/her students and is prepared to reinforce
  her words with appropriate actions.
• She responds in a manner which maximizes her
  potential to meet her needs, but in no way
  violates the best interests of her students.

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Establishing Your Discipline Plan

• The discipline plan is a contract between the
  teacher and the student and his parents.
• Letter to parent/guardians must be signed to be
  kept on file in your classroom .
• (You may want to provide a copy to your
  principal, to be kept on file in the office.)
• Discipline Plan must be visibly posted in your
  classroom for all students to see and observe.

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Discipline Plan Three Parts

• Rules
• Negative Consequences
• Positive Rewards
• (THESE serve as the most important part of the
  discipline plan.)

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Classroom Rules

• I care too much about you to allow you to
  misbehave.
• My classroom rules are to help guide children and
  gain social competence.

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Rule Writing

• Maximum of five rules---no more than 5!
• Observable and measurable behavior
• Hierarchy of rules
• Most important rule is listed first.
• One rule may be written in the negative
• (I.e.No teasing, name calling or put downs.)
• If you cant enforce it, get rid of the rule!

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Example of Elementary Level Appropriate Classroom
Rules

• Follow directions the first time given.
• Keep hands, feet, and objects to yourself.
• No teasing, name calling, or put downs.
• Stay in your seat unless you have the teachers
  permission to get up.
• Bring your books, notebooks, and pencils to
  class.

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Write your classroom rules.

• Write your rules on the left side of the grid.
• Partner check
• Do they confirm to the guidelines?
• Write on Classroom Rules Sheet.

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Disciplinary Consequences

• Select consequences you are comfortable using.
• Select consequences students do not like, but are
  not harmful to any student.
• List consequences in order of severity.
• Use a maximum of five steps.
• (examplecall out name, check mark by name
  on teachers clipboard)
• Severe clause.Student is sent directly to the
  office.

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Example of Discipline Elementary Level Hierarchy
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Write your disciplinary consequences.

• Write your disciplinary consequences on the right
  hand side of the grid.
• Partner check
• Do they follow the guidelines?
• Write on reverse side of Classroom Rules Sheet.

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• Negative Consequences
• Designed to stop inappropriate behavior
• Positive Rewards
• Designed to change inappropriate behavior
  overtimechanges take time depending on the
  degree of negative behavior

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Positive Reward System

• Individual
• Groups
• Whole Class

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Develop your positive rewards for

• Individuals
• Groups
• Whole Class
• Write on reverse side of classroom rules sheet.