• System for Discouraging Undesired Behaviors

    Consistent and fair discipline procedures are crucial to a successful consequence system in all schools. It is important that we are respectful of students in our disciplinary responses. Consequences should focus on teaching, remediation, or logical consequences as much as possible (i.e. if a student breaks a window they work it off in restitution, etc.). In providing consequences we also want to be mindful of the instructional time students are missing with the goal of minimizing the amount of instructional time missed.

    In order to maximize student instructional time staff are encouraged to deal with problem behavior in their classroom as much as possible. This requires that staff develop a clear discipline plan, which teaching expectations and routines, incentives for positive behavior, and clear classroom responses to problem behavior for their classroom. If teachers are experiencing pervasive problem behavior in their classroom, they are advised to seek assistance or additional consultation by contacting the principal.

    It is essential that staff and administration agree on the following:

    • What problem behaviors should be sent to the office?

    • What problem behaviors are expected to be dealt with in the classroom?

    • What is the sequence of disciplinary responses in the school, or what alternatives are there?

    • What are the procedures for an office referral?

    Correction Guidelines

    Adult behavior when providing corrections is:

    • Calm

    • Consistent

    • Brief

    • Immediate

    • Respectful

    Specific student conference procedures:

    1. Positive, private, using quiet voice

    2. Describe the problem

    3. Describe the alternative

    4. Discuss why alternative is better

    5. Have student practice by showing or telling

    6. Provide feedback