Staff - Student Relations

Staff-Student Relations

            The school is a society in which the students and teachers interact with each other for a common purpose. Freedom exists but with it comes great responsibility, and as in all societies, there is need for restriction. Rewards and penalties must be associated with the restrictions to be effective. The over-all purpose within the school is to have all students do that which is recognized to be socially good through self-discipline and motivation. As has been proved, not all students will react this way. Therefore, the school becomes involved in discipline problems. These problems come from two major sources. One source is the total operational climate of the school. There are many situations before school, after school, in the halls and lunchrooms, etc., in which the school must make corrections. Another source of problems is referrals by other individuals such as teacher-aides, bus drivers, students, faculty, and other non-teaching personnel. Solutions to these may have been attempted by the person making the referral. Problem students are usually referred to the principal. The principal is in the position of the responsible agent in the school and must determine and administer policy restrictions and corrections to final decisions of the Board of Education. The school shares with the parents and the community in general, responsibility for disciplinary action.

            The school has the responsibility and authority in the following situations:

1.      Transportation to and from school. If misbehavior occurs on the school bus, it is assumed that the problem comes under the direction of the principal. The bus driver refers this disciplinary problem to the principal in the same manner that teachers would refer such cases when they need help. Violations at school, before and after school, and during the noon hour are of primary concern to the school.

2.      Extracurricular activities such as athletic contests, parades, concerts, parties, dances, and other school socials.

3.      Class activities under the direction of a classroom teacher, such as debates, field trips, excursions.

4.      Assemblies, rallies, and other total school meetings.

5.      General personal dress and conduct and maintenance of desirable standards. But it is suggested that no formal dress code be established.

The school must recognize that it is not the sole, disciplinarian in a community. Some situations extend beyond the schools responsibility. It goes without question that some problems require the cooperation of both the school and civil authorities.

            Visitors shall not be permitted to ride school buses, or visit a school without first obtaining written permission from the principal of the school involved and the transportation and the transportation authority (the bus driver).

            Suggestions to prevent discipline problems from destroying learning:

1.      Make a clear and definite assignment. The pupil knows what is expected of him/her and does it. No time for undesirable activity.

2.      Gears assignments to time allowed and to ability of students. Realizes that learning is tied to a successful completion of an act studiously attempted.

3.      Controls and modulates voice. Remembers that nagging diminishes a teacher’s effectiveness.

4.      Gets attention pleasantly (if possible) but gets attention of every pupil before proceeding with oral work.

5.      There must never be any doubt in any pupil’s mind as to who is in charge of the classroom.

6.      Notes physical conditions, (heat, light, ventilation) as these tend to vary with outside conditions during the day. The physical comfortable environment is more conducive to learning.

7.      Recognizes and shows appreciation for honest effort. Feels that failure to command unusually fine work by a student is bad manners on the teacher’s part. Student is inspired to further and better efforts.

8.      Criticizes constructively; shows consideration of pupil’s feelings, always give a child a chance to “save face.”

9.      Is consistent although he/she may not always be right. Pupils recognize fairness in attitude of the teacher. Not inclined to feel resentfulness one of principal causes of pupil behavior problems.

10.  Listens seriously to a reasonable question, but if time is limited suggests the question by brought up again.

11.  Plays no favorites. Goes out of his/her way to alleviate a hurt which he may have unintentionally given.

12.  Encourages discussion but controls a situation which is wandering or getting out of hand. Treats children as he would colleagues in same situation.

13.  Avoids comments or discussions which tend to reflect in a derogatory way on any group of individuals. Teacher remembers that he/she is serving all of the community.

No general policy concerning the merits of paddling as a disciplinary measure shall be adopted because of various state and county board of education policies and the conflicting consensus of the teachers of this county regarding the effectiveness, learning value, and moral aspects of paddling.

If corporal punishment is used, it shall be done so in accordance with criteria listed in policy code JPA.

Adopted:         July 1976

Clay County Board of Education

Do’s and Don’ts

Do’s

- Use personal experience as a guide in identifying and avoiding discipline problems.

- Seek cooperation from the students in planning classroom procedures and outlining expectations.

- Learn the students’ names early.

- Begin lessons promptly.

- Be enthusiastic.

- Provide each student with an opportunity for success.

- Admit error.

- Make assignments reasonable and clear.

- Be alert.

- Make an effect to discuss and confer with parents, any serious discipline problem involving their child.

Don’ts

-          Punish a child by giving him/her meaningless and inappropriate busy work.

-          Try to buy popularity.

-          Enter into arguments.

-          Be too familiar.

-          Be a comedian.

-          Prejudge.

-          Talk through noise.

Remember that close supervision should prevail at all times. It is the number one preventive measure in keeping discipline problems to a minimum. When a teacher is in one place and his/her students are in another, he/she cannot supervise them.

Reference:             Clay County Schools Handbook, 1972-1973

Adopted:               July 1976

Clay County Board of Education