PROACTIVE DISCIPLINE AT SCHOOL

We use the framework, strategies and supports of Vermont PBIS (Positive Behavior Interventions and Supports) as a guide for universal supports.

A caring classroom community and good teaching practices will take into account a child’s developmental and individual skills and needs.

Discipline comes from the Latin word “disciplina”, which means “to learn”.

PBIS aligned Proactive Discipline includes:

• Teaching (and re-teaching!) the expectations

  • Hallways, bathroom, recess, lunchroom (see lunchroom expectations)

  • Lining up

  • Signals

  • Care and use of materials

  • Transitions

  • Working with guest teachers

• Creating rules with students; teaching rules

  • Creating a matrix for classroom rules based on our school rules and posting them for ongoing reference

  • Teaching the rules and helping students make the connection between classroom expectations and how they apply across all settings

  • Sharing rules with parents

• Interactive Modeling; practicing and reflecting

  • Teaching and practicing routines that have clear expectations

    • “Watch as I model ….”

    • “What did you notice me doing?” (teacher has demonstrated routine correctly)

    • “Who can show me ….…?”

    • “What did you notice again?”

    • All students practice now or at another designated time

• Supporting the rules through effective teacher language

  • Reinforcing children’s positive efforts

    • Describing, giving positive feedback; behavior specific praise

    • “I notice...” or “I see...”

  • Reminding (proactive, for rehearsal) to help children remember the expectations

    • “We’re about to _________. Who can remind us what three things we need to get ready?”

    • “We’re getting ready to _______. Who can remember what we said about how this should look and sound?”

• Supporting students with scheduled breaks

  • Body/brain breaks

    • Energizers

    • Snack breaks

    • Earned breaks

    • Quiet Time / Choice Time

• Establishing a positive connection/relationship with the student

  • Positive specific praise for good attitude, positive behavior, cooperation

  • Rewards, Drop in the bucket, warm fuzzies, positive note home, positive phone call

  • Scheduling time together (ex. lunch date)

  • Frequent eye contact

  • Speak in a calm and neutral tone

• Supporting students with academic needs

• Match instruction to student skill/need

• Alternative modes for completing assignments

• Breakdown of directions/assignments

• Student repeats directions back for understanding

• Helping students with homework

  • starting an assignment

  • after-school supports

School-wide Expectations

Students are taught the school-wide expectations. Throughout the year, students are taught and practice the skills and behaviors that support these rules. Adults serve as role models for students, using proactive language and practices and by modeling appropriate behaviors. These expectations apply in all settings across the school including hallways, cafeteria, playground, specials and during any school sponsored activities elsewhere. Our school expectations are as follows:

MTA (HEART)

H= Honest E= Engaged A= Appropriate R=Responsible T=Timely

BES

Respect yourself, Respect others, Respect your school

MCS (PAWS)

P=Positive Attitude A=Act Respectfully W=Work Hard S=Safe Choices

RES (FLY)

Respect YourselF Respect Your SchooL Respect EverybodY

BEE

Take care of yourself, Take care of others, Take care of the school and community

LCS

Be Present, Be Kind, Be Responsible

For more information and ideas, check out these links:

PBIS Universal Strategies to try in the classroom

Overview of Universal Level of Support from VT PBIS

MAUSD is committed to using the elementary framework of Responsive Classroom .

As stated on Responsive Classroom's website: "Responsive Classroom is an evidence-based approach to teaching and discipline that focuses on engaging academics, positive community, effective management, and developmental awareness. Our professional development, books and resources help elementary and middle school educators to create safe, joyful, and engaging classrooms and school communities where students develop strong social and academic skills and every student can thrive."

Responsive Classroom Articles & Videos & Equity Resources

One of the core tenets of Responsive Classroom is the morning meeting, which is essentially a foundational practice for Restorative Practices.

Restorative Practices

As stated just above, our elementary schools are well-versed in strong morning meeting circle practice. MTA has practiced weekly advisory circles, for four years. In order to lay a strong foundation for Restorative Practices, students must acclimate to the practice of speaking and listening in a circle. This Circle Keepers Guide will support teachers on their mission to support students in this practice. This component of Restorative Practices is a part of a proactive approach to building community.

Here are a few more resources to support teachers on their journey in learning more about restorative practices:

Restorative Practices: A Guide for Educators

IIRP School Resources Guides for Implementation