Michigan Association of Secondary School Principals

CLASSROOM

DISCIPLINE

“Establishing Respect

and Responsibility”

Michigan Association of Secondary School Principals

Assistant Principals’ Fall Conference

Crystal Mountain Resort

November 1-3, 2009

Presented by

Todd Johnson

Rivertown Consultants

5725 Ivanrest Avenue

Grandville, Michigan 49418

Phone: 616-530-5583

E-mail:

Web Site: rivertownconsultants.org

I. PHILOSOPHICAL GUIDELINES[*]

A. Treat Students As You Would Like to be Treated

B. Do Only 50% of the Work

C. Know That You Can Only Influence Behavior, Not Change It

II. DIFFERENCE BETWEEN PUNISHMENT AND DISCIPLINE[*]

A. Punishment is an Emotional Response

1. It requires judgment

2. It imposes an outside power

3. It arouses resentment and anger

4. It invites more conflict

Discipline Polarities

CLEAR FLEXIBLE

Consistent Individual needs

Set Limits Responsive

Structured Negotiate

Non-emotional Creative

Follow through Adaptable

Concise Caring

TIGHT LOOSE

Power struggles Taken Advantage

Confrontation Used

Win/Lose Inconsistency

My way or the highway Pandemonium

Rebellion Chaos

Rules more important Wasted time

than people Too emotional

Physical confrontations No limits

RIGID WISHY-WASHY

Polarity Management Associates, Grand Rapids, MI

III. HANDLING VIOLATIONS OF RULES AND GUIDELINES[*]

A. Most Problems Arise During Transitions

B. Use the Law of Least Intervention

1. Eye contact

2. The “look”

3. Gesture

4. Snap fingers

5. Proximity

6. Call student’s name

7. Shake your head

8. Clear your throat

9. Flick the lights

10. Count

11. Count backwards

12. Use humor

13. Touch

14. Ignore

C. Use of “Broken Record”

1. If a rule or guideline is broken, don’t argue

2. State the:

• unacceptable behavior

• consequence

what you want the student to do

PRACTICING THE LAW OF LEAST INTERVENTION

AND THE BROKEN RECORD

1. A student is combing her hair while you are explaining a lesson.

2. Directions are given to open geography books to page 33. Two students blurt out that they don’t have their books.

3. A student enters your class late and continues to clown around as he takes his seat.

4. Several students are noisy and goofing off as they change from their reading group to their seats to work independently.

5. During a lesson, two girls are passing notes and laughing.

IV. Eliminating Student Put-Downs

A. Put-downs are extremely damaging to the students, the teacher, and the classroom environment

1. Teacher burn-out from caustic environment

2. Kids probably don’t want them either

B. How to eliminate put-downs

1. Tell students you won’t tolerate put-downs

2. Share with them the “Old West” story

3. Counter “We’re just teasing” with “Seattle Laser Tag”

4. “That’s a put-down and it hurts”

5. Consequences:

• “That’s a put-down and it hurts”

• “That’s not acceptable here”

• Three “Vs” for elementary:

∞ Put-down = Snake tongue

∞ Self put-down = Claw

∞ Compliment = Victory sign

• “Home Court”

• Classroom Discussion

• “Two-for-One”

• “Ouch!”

Possible Consequences for Breaking Rules

Call home Conference in hall Clean room Clean bathroom Lose music time Late for lunch More work--different kind Zero on assignment for that day Loss of bathroom or hall pass I.S.S. Monetary penalty Time out Wash windows Wash desks Restricted driving privileges Detention Keep after school Crap job of the day Action plan Take away points given at the beginning of class Sit by the teacher Send to office Loss of free time Ground for the last three minutes of class Write appropriate behavior 21 times Reduction in participation points Seat assignment Refuse to accept the daily assignment Name on board Reduced computer time No recess Letter or verbal apology Egg timer Reduced recess time Head down on desk Sunrise school Saturday school Eat lunch in isolation Blurt card Stay after class “Give me 20” Double Time Lower grade Sit on floor Noon detention Two students-one story Homework excuse form Time-out in another classroom Homework needs to be signed by parent Parent attend class Erase word “RECESS” End of the line Sit Out Section (SOS) Appropriate task (shovel snow at school) Talkative ones teach Fix whatever is broken 22 seconds Grounded at their desk “Choose your Consequence” Phone number on board Child writes letter to parent Go out in hall and start over Watch the clock for one minute Miss gym Hug the flag pole Sing your tattle Students call their parents and explain problem Change seats Walk with teacher “Zero in Class Today” note

Homework Excuse

DATE: SUBJECT:

Reason for my homework not being finished:

Student Signature:

Action Plan

1. What did I do?

2. What else could I have done?

A. B.

C. D.

E. F.

3. What will I do differently next time?

4. Student Signature Staff Signature

Date Date to be Renegotiated

NCR Paper Todd Johnson, Rivertown Consultants

DISCIPLINE PROCEDURES

Rules Guidelines

Consequences Restate Expectations

Broken Record

Private Conference

Action Plan

Time Out

with Action Plan

Meet with Principal

(Teacher may be included)

Action Plan or Think Paper

Detention

(Before School --- Lunch --- After School)

Parent Meeting

with Action Plan

In-School Suspension

Action Plan

Out of School Suspension

Action Plan

Referral to Agency or Evaluation

Expulsion for Rest of Semester

Use, Possession, or Sale

of Explosives Fighting

Physical Assault Blatant Defiance of

Possession of Dangerous Weapon Authority

or Use of Object to Inflict Harm Abusive Language

Use, Possession, or Sale of a or Gesture

Controlled Substance

*Each of the procedures can be repeated numerous

times before going to the next option Todd Johnson, Rivertown Consultants

McGovern Middle School

Staff Development Day

September 3, 2009

8:30 a.m. - 3:00 p.m.

CLASSROOM DISCIPLINE

“Establishing Respect and Responsibility”

As you know the most effective instruction and greatest amount of student learning takes place in classrooms, and schools, where there are well-defined rules and specific consequences. Our presenter, Mr. Todd Johnson, will share with us his discipline plan that holds students responsible for their actions and has realistic consequences for inappropriate behaviors.

This in-service program will allow you to review your current classroom disciplinary plan and make any adjustments that you think would be beneficial for yourself and for your students. Todd promises that the major emphasis during the day will be on specific techniques, not theoretical approaches. You will find this in-service to be very reinforcing of the good things you are currently doing regarding the discipline of students and at the same time you will probably learn a couple of new skills that you might want to use to enhance your classroom management.

During this In-service You Can Expect to Learn . . .

• the difference between rules and guidelines.

• how to select realistic consequences for inappropriate behaviors.

• the importance of being consistent when disciplining.

• the importance of “teaching” students the classroom rules.

• three techniques for handling students who continue to break established rules.

• how to eliminate “put-downs” from the classroom.

• ideas that really work.

About the Presenter

Todd Johnson has taught both high school and middle school students. He also was the principal of an Alternative High School for at-risk students in Grand Rapids, Michigan. He has worked with teachers for the last 20 years presenting his ideas on discipline throughout the United States, Canada and Asia. Todd came to our attention at a national conference where he presented making his suggestions in a clear and concise manner. This should be a very informative and useful in-service.

[*] Adapted from Barb Coloroso, "Winning at Teaching", Littleton Colorado

[*] Adapted from Barb Coloroso, "Winning at Teaching" and from Carol Cummings, Managing to Teach.