Preventing Discipline Problems in the Classroom

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Preventing Discipline Problems in the Classroom

• PRESENTED BY
• Randy Sprick, Ph.D.

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Introduction

• The goal of classroom management is to develop a
  classroom of students who are responsible,
  motivated and highly engaged in meaningful tasks.

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Design rules that communicate your most important
expectations. (M2T5)
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• Plan to post this information in a prominent
  place.
• If you wish to work these out with the students,
  predetermine if there are any rules that you need
  to establish in order to effectively teach.
• Rules should be specific, observable, and (for
  the most part) stated positively.
• Avoid having over five rules.

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Design rules that communicate your most important
expectations. (M2T5)
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• SAMPLE RULES

Follow directions immediately Work during all
work times Keep hands feet and objects to
yourself Arrive on time with all materials
(pencil, notebook, textbook, paper)
Identify if any of your classroom rules require
additional instruction. When and how long will
you provide this instruction?
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Develop and post Guidelines for Success.
(M1T2)
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• SAMPLE GUIDELINES FOR SUCCESS
• Be responsible.
• Always try.
• Do your best.
• Cooperate.
• Treat everyone with dignity and respect.

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Develop and post Guidelines for Success.
(M1T2)
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• Use the Guidelines as the basis for positive
  feedback, corrections, class-wide discussions,
  monthly themes, assignments, celebrations of
  progress, guest speakers, and so on.
• Make notes on your plan to develop and implement
  Guidelines for Success.

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Develop an Attention Signal. (M2T3)
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• The most effective signals can be used in any
  location.
• Decide on a reasonable length of time between
  giving the signal and gaining all students
  attention.

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Develop an Attention Signal (M2T3)
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Prepare lessons on your behavioral expectations
for each major activity. (M3)
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• Identify critical content
• What do students need to know in order to behave
  responsibly?
• Be sure to clarify (for each major activity)
• Conversation
• Help
• Activity
• Movement
• Participation

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Prepare lessons on your behavioral expectations
for each major activity. (M3)
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• Use the following worksheet to prepare a lesson
  for teaching and reviewing expectations of a
  major instructional activity.
• Plan to teach expectations for at least the first
  week of school, immediately before and after
  vacations, and anytime quite a few students are
  chronically exhibiting irresponsible behavior.

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Prepare lessons on your behavioral expectations
for each major activity. (M3)
4

• Lesson activities might include
• Lecture
• Modeling
• T-charts developed by students
• Role play
• Discussion

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Prepare lessons on your behavioral expectations
for each major transition. .(M3)
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• Include time criteria.
• Clarify each aspect of CHAMPs.
• Transitions include
• Arriving at the classroom
• Beginning class/routines
• Getting out necessary materials
• Changes in location
• Putting things away/cleaning up
• Leaving the classroom
• School-wide settings (halls, cafeteria,
  playground, bus waiting areas, assemblies, etc.)

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Analyze the physical setting. (M2T2)
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• Insure easy access from any part of the room to
  any part of the room. CIRCULATE!

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Establish routines or policies that create a
calm, orderly efficient classroom climate. (M2T4
M2T6 M2T7)
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Attendance / Tardiness Procedures Mt. Rainier
High School Tardy Data (Sept. Nov.)
Number of Infractions
Periods
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Establish routines or policies that create a
calm, orderly efficient classroom climate. (M2T4
M2T6 M2T7)
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Beginning routines Procedures for assigning
work Procedures for correcting work Homework
routines Ending routines
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Provide frequent non-contingent attention.
M5T3
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• Greeting students at the beginning of class
• Showing an interest in student work

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Develop consequences for common rule
infractions. (M2T5 M7)
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• Establish consequences that fit the nature of the
  problem, but that are as mild as possible.
• Implement consequences calmly and consistently.
• When possible, consequences should be implemented
  immediately in the setting in which the
  infraction occurs.

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Develop consequences for common rule
infractions. (M2T5 M7)
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• POSSIBLE CLASSROOM CONSEQUENCES
• Gentle verbal reprimand

The right way
The wrong way
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Develop consequences for common rule
infractions. (M2T5 M7)
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• POSSIBLE CLASSROOM CONSEQUENCES
• Gentle verbal reprimand
• Keep a record of the behavior
• Behavior improvement form
• Parental contacts
• Restitution
• Time owed

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Develop consequences for common rule
infractions. (M2T5 M7)
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• POSSIBLE CLASSROOM CONSEQUENCES
• Time out -- Three possible levels
• removal from small group instruction
• isolation area in class
• removal from class
• Reduction of points earned (behavior incorporated
  into grading)
• After school/after-school detention

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Develop consequences for common rule
infractions. (M2T5 M7)
9

• POSSIBLE CLASSROOM CONSEQUENCES
• Student is required to devise a plan for own
  behavior
• Restriction from privileges
• ????? Sent to another class
• Sent to office

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Develop consequences for common rule
infractions. (M2T5 M7)
9

• POSSIBLE CONSEQUENCES ASSIGNED BY ADMINISTRATOR
• In-school suspension
• Saturday school
• Work detail
• Sent home
• Shortened day
• Parental supervision at school
• Restricted movement or modified schedule
• Suspension

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Develop a plan for frequent positive feedback.
(M5T2 M5T3 M5T6)
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• Feedback should be
• Specific, descriptive
• Contingent
• New skill or behavior
• Difficult skill or behavior
• Anything the individual is proud of
• Age appropriate
• Given in a manner that fits your style