People work for people they like! Building relationships day in and day out is one of the best ways to discourage unwanted behavior. Be intentional about using the six relational tools.
Working in the power zone refers to teachers using their physical proximity to manage behavior. The teacher monitors students by circulating amongst them enhancing all other instructional practices because on-task behavior increases, discipline issues decrease, and student retention of the content increases.
Teach CHAMPS Expectations
Arrival*Attendance*Teacher Directed Instruction*
Assessments*Small Group Instruction*Stations* Labs*
Independent Work*Cooperative Groups*Transitions*
Dismissal*Hallway Expectations*Bathroom Expectations*Materials*
Dress Attire*Sustained Silent Reading*Peer Tutoring*
Extension Activities*Café Expectations*Recess*Cell Phones*
Creating an Amazing Classroom Culture
1. Love them.
2. Greet them at the door.
3. Play music.
4. Go out of your way to make first interactions positive.
5. Call parents early and make sure they know you care for their kid.
6. Have ideas about what you are going to do, but tailor it to the students in front of you.
7. Design a part of the classroom with your students.
8. Find out the passions/interest of each student and tap into them.
9. Find out the students dreams and have them move closer to those goals.
10. Have them ask questions every single day, and help them find those answers.
11. Let them know you forgive them for the mistakes they are going to make.
12. Love them.
Staff will actively monitor the hallways during each passing period.
Active monitoring includes: visibility, scanning, circulating, proactively intervening, and interacting positively
All staff members are responsible for monitoring all students in the building.
Students need to follow the expectations by grade level as set forth by the campus at all times when transitioning throughout the building.
Interact respectfully with all cafeteria staff.
Ask a cafeteria supervisor to use the restroom.
Food may not be taken out of the cafeteria unless it is in a lunch bag.
Place trash carefully in the trash can.
Wait to be released by cafeteria supervisors.
Each table will be responsible for making sure their table and the area around their table is free of trash.
If it is your lunch time you are to remain in the lunch room unless given permission from the cafeteria supervisor.
There may be times when teachers need to drop their classes off at the café. Please be sure to walk your students to the cafeteria.
G0
Flush
Wash
Leave
Receive an email with the dates of ISS placement for a student.
Prepare enough work to accommodate the student for the number of days they are assigned to ISS. Be sure to send more than enough work for students to complete.
Teachers are expected to visit their students while the students are assigned to ISS, and sign-in with ISS Teacher.
Bring their individual classroom supplies to the ISS classroom.
Sign-in with their name.
Complete the ISS Behavior Reflection sheet.
Turn off all cell phones and communication devices. They will not be used.
Students can only be placed in ISS by a campus administrator.
Students placed in ISS will eat lunch during A lunch.
Students will receive daily guidance from the counselor from 12:30-1:00.
Student work may be sent to ISS via email and/or to the office with the student’s name clearly and visibly written on the top of it.
Student work will be returned to the teacher's mailbox or within Google Classroom.
Teachers may bring additional classwork and check with the student(s) for questions. Workshops may be conducted to cover information missed in class.
Student work assignments may be emailed.
Conversations with students about grades and/or behavior while they are in ISS are discouraged. If there is a need for a discussion to address these concerns, please step out of the room so that student information remains confidential.
Teachers may request for students to come to their class for instruction.
Support services (SPED, 504, ELL, GATE, RTI) should continue for the duration that the student is assigned to ISS.
Buddy Teacher
Parent Contact
Teacher detention
Teacher Lunch Detention
Alternative Assignments
Changed Seating
Take away free time
Reflection of Affirmations
Conference with student
Time out in the classroom
Loss of reward
Correct the action (clean up the mess you created)
Referral Process
1. Prior to a written referral please adhere to the following steps.
Conference with student.
Conference with parent.
Assign teacher consequences.
Have conversation with administrator.
**Except level 3 infractions.
2. Items that should not be written on a referral.
Refrain from writing opinions or judgments.
Refrain from writing the word bullying.
Refrain from using always & never.
Do not include other student names.
Do not state items from previous behaviors (i.e. last month…. last week… yesterday.)
Just state facts on behavior for specific behavior.
Level 1 infractions are those discipline issues that the classroom teacher will handle without the assistance of the administrators. By using restorative practices, classroom rules, consequences, and positive reinforcement, Level 1 infractions will normally not escalate to a higher level.
Tardiness
Public Displays of Affection
Sleeping
Cheating/copying/forgery
Disrupting class(yelling out, talking, making noise, fidgeting)
Off task, refusal to do assignment or participate in class
Horseplay
Throwing an object (if nothing has broken or no one has been hurt)
Disrespect (Ex: rolling eyes, talking back, smacking, refusal to look in the eye, attitude, inappropriate tone, inappropriate body language)
Preparedness – missing assignments and/or materials
Eating/drinking
Minor dress code infractions
Littering
Using cell phone or other electronic device (if not recording someone or showing inappropriate material)
Violation of classroom rules
Classroom insubordination
These are to be handled in your classroom and documented with a phone call, email, or other communication to the parent/ guardian.
If you feel the behaviors above prevent you from teaching your class, schedule a meeting with the grade level administrator.
Level 2 referrals do not require the immediate attention of the campus administrators. The student should remain in the classroom with the teacher at the time of the infraction.
Repeated L1 Infractions where there is documentation that the teacher has notified the parent and tried T1 interventions/consequences to address the behavior
Use of profanity/inappropriate language
Extremely defiant behavior and classroom insubordination that substantially interferes with the learning environment
Chronic tardiness/absenteeism
Bus conduct (If the misconduct severely interferes with the safety and security of others, then go to L3)
Theft < $25
Leaving class or room without permission (immediately call the office to notify someone and then write a referral)
Enforce your classroom management plan, and document all behavior.
Schedule a time to meet with the appropriate Assistant Principal and bring all documentation of misbehavior and interventions that you have tried along with parent contacts.
Level 3 referrals require the immediate attention of the administrative staff. When making a Level 3 referral, the student involved will be sent or escorted to the office by the referring staff member or taken to the office by an administrator.
Directed profanity to employee
Assault (physical or sexual)
Weapons
Fighting
Drugs/Alcohol
Vandalism/Destroying Property
Theft > $25
Public Lewdness/Sex
Threat (Injury to person, school, etc…)
Hazing
Bullying
Terroristic Threat
Indecent Exposure
Sexual Harassment/Sexual behaviors (not kissing)
Gambling
Pornography
Called 911, pulled the fire alarm, false alarm
Fireworks/smoke bombs
Leaving School Grounds
Throwing furniture
Spitting on others
Automatic office referrals