Discipline and Safety

Relationships with Students

We know that student performance is tied to a feeling of trust and concern between a teacher and a student. When students feel safe enough to participate in class, trusting in your response if/when they make a mistake; that is when the relationship is “highly effective”. Keep in mind that we are dealing with young people, many who may be struggling with high “ACES” scores and may come to school with their amygdala already fired.

• Never touch a child in anger.

• Yelling is never acceptable behavior. If you have reached the point where you feel your amygdala has fired and you are losing control of your actions, text admin to take over your class for some minutes so you can calm down.

• Demeaning, sarcastic, or condescending behavior towards students doesn’t belong here. 

Sandstone Incident Tree

School Wide Discipline 

As our school-wide plan we have adopted the PBIS method of positively reinforcing students with fun rewards for good behavior. 

• Principal's 200 Club:  This is for exceptional student behavior recognized by any staff member.  If you see a student doing something exceptional (such as an act of kindness, voluntarily helping with a task, etc.), send them to the office and they will choose a random number to go on our wall.  When we get a row of numbers filled, those students with names on that row will get a fun reward.

Student Discipline

Teachers play an important part when it comes to student discipline.  This starts day one.  If a teacher has a plan in place that includes rules, awards, and consequences, most student discipline issues will be handled by the classroom teacher.

The best method for avoiding difficult situations is to set high classroom expectations for behavior. Follow our school wide management/behavior plan and the STOIC framework as it is described therein. When necessary “Beat the Story Home,” by calling parents as soon as possible when you must discipline their child. Positive behavior should likewise be met with a reward as described in the behavior plan. Positive phone calls home are an excellent way to establish a relationship with parents and students.

Taysha wants to see a child immediately if assault, weapon possession, (i.e. Safe Schools Policy is broken) or completely out of control/dangerous behavior is involved, or when behavior is so disruptive that it is affecting the learning of other students.

If a child is out of control, do NOT try to physically force or bring them to the office.  Stay CALM, first call Taysha to come to the classroom, or if anyone is in danger, call the office and ask for Taysha immediately.  Please handle minor problems and conflicts first on the classroom level using the THINK TIME school management program.  This process is important and will protect you in many ways.  

BEHAVIORS THAT COME TO THE OFFICE

This is a chart to help you know what student behaviors should be handled by administration.

Level 1, 2, 3, Behaviors

Documenting

In one of your very fist team meetings review together how to use and make regular "Student Logs or Entries". If you don't understand how to do this, ask for help.  Don't be too detailed, judgmental, or express your opinion.  Record the facts and what will be done to improve or correct the situation.  This is very important especially when you see a repeating behavior.

School Rules

Our school rules are the first 3 of your classroom rules. You can add a couple more for your unique classroom if needed, but every classroom has at least these 3 rules:

1. Be Responsible

2. Be Respectful

3. Be Safe

Student Behavior Phone Calls

Teachers will call parents when a student loses control and behaves in a manner contrary to school rules. Here are the steps when calling parents:

1. Introduce yourself with an appropriate greeting. “Hello Mrs. White, this is Reynold’s teacher. May I take a moment of your time?”

2. Inform the parent that you are calling about a problem. “I am calling because I want to speak with you about something that happened at school today.”

3. Describe the problem (avoid labeling or passing judgment on the child). “Today during math Reynold was working with a group of other students. They got into a disagreement and Reynold got quite angry with another student. Now, there’s nothing wrong with getting angry, but Reynold threw a book off of his desk, called the student some very inappropriate names, and threatened to hurt that student.”

4. Describe why that behavior is a problem (keep the focus on the student, not yourself or other students). “Even though he is only 9, he needs to learn that when he is angry, reacting that way is not allowed in school.”

5. Explain the consequences as described in the school wide management/behavior plan. “I’m calling to get your input on his consequences, given his intent and understanding of what he has done. Here are choices of consequences..” (Read the consequences as listed under Category 3 of the plan.)

6. With the parent, selection of consequence is made. “Thank you. We’ll start that tomorrow morning.”