Discipline Plan

Mini-economy

In room 27 we use an incentive system that teaches the value of money, financial management and responsibility.  Each child can earn Class Cash by doing their assigned classroom job and reading at home.  This money can be saved for auctions or spent in the class store. 

Fines may be assessed for late work or rule infractions.  

*Once I give out Class Cash, it becomes your child's responsibility.  Lost Class Cash will not be replaced.

 Classroom Rules

Following the model of Whole Brain Teaching, class rules will be taught and practiced so they may be understood by everyone in the class. It should be understood that when rules are broken, consequences will be applied fairly and consistently (covered later). While as a class we will agree on rules, here are my outlying concerns:

Rule #1: Follow directions quickly

Rule #2: Raise your hand for permission to speak

Rule #3: Raise your hand for permission to leave your seat

Rule #4: Make smart choices 

Rule #5: Make your dear teacher happy!

 Consequences

In school, every second is precious and safety is a priority! Misbehavior can be unsafe and is often a disruption that affects my effectiveness as an educator, classmate attention, and the efficiency of time used in class. The time spent dealing with misbehavior would be better spent teaching or working with students. 

Therefore, my goal is to deal with misbehavior quickly, consistently, and empathetically while coaching students through the issue to make better choices in the future. Problems, conflicts, and disagreements  all have a root cause and I will take steps to try to help students think through why they are doing the action that they are. This will provide teachable moments to model, encourage, and practice healthy decision making. 

The following are "Step 1" options to help our learning get back on track (these are opportunities to choose again and be helpful in the classroom):

• Natural consequences often get students back on track if they recognize them (less understanding, lower grade on an assignment, annoyed friends expressing their feelings, etc.)

• Non-verbal communication such as proximity,  facial expressions, gestures, and eye contact. This will be used to promote self-control by the student until a better class time to discuss the behavior. 

• When an inappropriate behavior is observed, or several students are struggling, I will simply say the rule being broken. The entire class will repeat the rule, while using hand motions. This serves as a mental break and reminder of expectations.

Step 2: The student goes to a quiet space to calm down. Once they feel ready to return, I will prompt them to be helpful again. 

If the above options fail (the student may still be disconnected from the class) "Step 3" consequences will be used:

• I will work to create a behavior plan that increases the student's sense of safety and connection to the room where he/she feels more willing to cooperate. The plan will work with problem solving to help the child work on the skill they are lacking in the situation they are struggling in. It will include logical consequences if struggles continue (case by case basis). 

* Students may have to fill out a Stop and Think Sheet to understand how they can correct their actions for the future. Parents will need to sign this sheet and return it the next day to school. A Class Dojo message will be sent home as follow-up to go over what we can do to help your child succeed.

*Physical violence and bullying are not tolerated in the classroom. 

In the case of physical violence or bullying (behavior repeated over time), the office will be involved immediately.