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1. The philosophical tenets that support my student-centered discipline system are:
1. The philosophical tenets that support my student-centered discipline system are:
• A warm, inviting and safe classroom environment the allows students a safe place to be creative and take chances.
• Everyone can be creative in their own way.
• All students must follow all school policies, guidelines and rules.
• My warm personality will model how students should inspire each other.
• My classroom is a positive learning environment that reflects an ensemble effort and support for each other and ourselves.
2. The teacher responsibilities that my student-centered discipline system addresses are:
2. The teacher responsibilities that my student-centered discipline system addresses are:
• Implementing a consistent routine.
• Allow flexibilities within the classroom and assignments.
• Lead with positive and respectful statements.
• Value all students and their growth.
• Set limits.
• Allow different areas and types of seating.
• Establish a positive and caring relationship.
3. The student responsibilities that my student-centered discipline system addresses are:
3. The student responsibilities that my student-centered discipline system addresses are:
• Be responsible to your words and actions.
• Implement your self-control.
• Treat others the way you want to be treated.
• Follow all school and district guidelines and rules.
• Listen before you speak.
4. Five incentives for students that my student-centered discipline system address:
4. Five incentives for students that my student-centered discipline system address:
• Verbal praise
• Homework/Presentation passes
• Positive phone calls and emails home
• Recognition of accomplishments
• Small privileges and surprises.
5. Ten interventions I am committed to using with my students:
5. Ten interventions I am committed to using with my students:
• The look- I will look and make eye contact with a student not following instructions with a disapproving face. It will make the student understand that I see what they are doing and that the behavior needs to change.
• Verbal reminders of procedures- I will remind the class as a whole what the procedure and exaptation’s are for them at this time. Students will be reminded and will do a self-check to make sure they are following directions.
• Seating Chart- Students will be placed into a seating chart if students cannot handle the freedom and responsibility to choose where they would like to sit.
• Proximity- This intervention involves myself moving closer to a student not following directions or on task to show that I am watching and to please follow the directions. Nothing verbal is need just change your distance between you and the student.
• Conferences- This can be done with multiple different people or groups. Conferences can be done with the student, parents, administration, councilors, other teachers, etc. All of these can be combined to create an unique group for the discussion.
• Choices- Allow students choices in their learning makes them now have a stake in there learning. Student feel more compelled to complete an assignment if they got to choose the material, subject, or process.
• Changing Environment- This intervention involves removing a student from a situation. This could be anywhere from having them change seats to have them run a quick errand for you to cool off. This intervention deescalates a situation and allows the classroom to stay a safe working environment.
• Is this a good or bad choice- This is simply asking the student if the choice they made was good or bad. This is most officiant in situation that have created attention of students because it enforces the ideal in the other students that the choice that the student made was a bad one.
• Exercise Break- This is a favorite among the students. This intervention has the students’ standup and move around the room or do a quick exercise to get out energy to regain focus going back into the instruction.
• Positive Behavior- This intervention strategies focuses on highlighting and encouraging young positive behavior instead of only on negative behavior.
6. Discipline referral guidelines and procedures to be used in my classroom: When writing a student a referral I will have in mind instances that would require immediate removal from my classroom. Such implications would be any type of physical/verbal abuse. This type of abuse would result in an immediate discipline referral. If extreme cases I call will be made to have the student escorted. This is again only used with extreme circumstances. An office referral is only in extreme circumstances and only necessary when all other interventions implemented were not followed or effective. These interventions include multiple of different types of interventions in the classroom and parent contact. When a Discipline Referral is necessary it includes multiple different parts. The first section includes, the students name, grade, teacher’s name and date. The section includes a description of the present action. This can be either academic, not completing assignments, not following directions, etc., or behavioral, disrespectful, violence, destruction of property, failure to follow rules, etc. The third section of the form is to clarify what interventions where taken before referral was given, warning, parent contact, etc. Upon writing the discipline referral the administrator and myself will contact the parent and set up a conference to discuss the behavior that caused this action. Finally a behavior plan will be set up so further behavior does not occur.
6. Discipline referral guidelines and procedures to be used in my classroom: When writing a student a referral I will have in mind instances that would require immediate removal from my classroom. Such implications would be any type of physical/verbal abuse. This type of abuse would result in an immediate discipline referral. If extreme cases I call will be made to have the student escorted. This is again only used with extreme circumstances. An office referral is only in extreme circumstances and only necessary when all other interventions implemented were not followed or effective. These interventions include multiple of different types of interventions in the classroom and parent contact. When a Discipline Referral is necessary it includes multiple different parts. The first section includes, the students name, grade, teacher’s name and date. The section includes a description of the present action. This can be either academic, not completing assignments, not following directions, etc., or behavioral, disrespectful, violence, destruction of property, failure to follow rules, etc. The third section of the form is to clarify what interventions where taken before referral was given, warning, parent contact, etc. Upon writing the discipline referral the administrator and myself will contact the parent and set up a conference to discuss the behavior that caused this action. Finally a behavior plan will be set up so further behavior does not occur.
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