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Responsive School Discipline

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Roxanne Jessee

on 14 April 2014

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Transcript of Responsive School Discipline

Signals for Quiet Attention
Foundations of Positive Behavior
Introduction
Interactive Modeling
Steps:
1. The adult describes the behavior he/she is about to model.
2. The adult models the behavior.
3. The adult asks the students what they noticed.
4. The adult asks for one or two student volunteers to model.
5. The adult asks students what they noticed.
6. The class practices
7. The teacher provides feedback.
Use
interactive modeling

to teach schoolwide rules, routines, and behaviors.
- Is a SCHOOL-WIDE approach to create a school climate that promotes academic and social growth in students to support positive behavior and productive learning
- Feel physically and emotionally safe at school so they can learn their best

- Develop self-discipline and skills for working and learning cooperatively with others
Interactive Modeling
Goals:
To Ensure that students:
Examples of Positive Adult Language
Responsive School Discipline:
Essentials for Elementary School Leaders
Book Authors: Chip Wood and Babs Freeman-Loftis
Responsive School Discipline: Essentials for Elementary School Leaders
Presentation created by: Roxanne Jessee
Responsive School Discipline:
Seven Key Leadership Actions
1. Do a needs assessment:
-
collect data on discipline referrals, suspensions, and expulsions.
- collect information on your school climate through surveys to the whole school community
2. Decide on the scope of your discipline work:
- Option #1: Focus on ONE area of your school at a time
- Option #2: Undertake a COMPREHENSIVE reform
- 1. Articulate a "belief statement" about school discipline 2. Create and celebrate school-wide rules 3. Establish procedures for handling misbehavior and recommend to school governing body for approval 4. Establish a clear timeline and create a leadership team
3. Involve all stakeholders:
-
Should be a "democratic" process
- Keep everyone informed and give all stakeholders a voice and opinion (i.e. teachers, parents, students, other school staff)
4. Listen:
Gather opinions on school discipline from the entire school community
5. Develop a shared understanding of your school's discipline approach
- Make sure everyone knows the goals of the approach and all adults must help meet these goals by:
1. Having consistent behavior expectations of students in all school places
2. Teaching students positive behavior throughout the school
3. Responding to behavior in consistent, positive ways.
6. Put new discipline approach in writing:
Make available to staff and parents
7. Stop often to reflect:
Check for common understanding and a shared sense of direction every step of the way (don't rush).
Signals for Quiet Attention
"Quickly get children's attention ANYWHERE in your school!"
- Pick one indoor signal
- Pick one outdoor signal
- Introduce signals the first week of school
- Teach non-classroom staff how to use signals
- Use signals yourself with students and at staff and parent meetings
Examples:
"Circle Up!"
"Allie Up"
(with hand raised)
Examples:
- Raised hand with auditory component (chime)
- Handclap pattern
Signal for Quiet
Schoolwide Rules
Positive Adult Language
- Generate Schoolwide rules

-
Rules should be positive, broad, easy for children to understand, and few in number
- Rules should communicate the values and aspirations of the school
- 1)Brainstorm succinct rules 2) sort into 3-5 categories 3) consolidate each category
- Articulate expectations for specific areas of school (playground, cafeteria, hallways, buses)
- Celebrate the rules with an "unveiling" of other all school activity
- Teach the rules

- Develop a plan for how every child will be taught the rules.
- Get staff input on most important behaviors to be taught
- Provide professional development for positive adult language and interactive modeling
- Publicly reinforce rules ALL YEAR LONG
- Rules apply to adults too! (set an example)
Examples of Schoolwide Rules
Devote staff meeting time and provide training for all adults in using positive language.
Emphasize these essentials of positive language to staff:
Convey
belief
in children
Be
direct
Use
reinforcing
language when children show
positive behaviors
Use
reminding language
before or just when a while children start to
forget expectations
Use
redirecting language
when children's behavior has gone
off track
Belief
: "Good morning, Julie. I'm so glad you're here today. I see you're remembering to walk safely in the hall.
Direct:
"It's time to listen." "Show me how to follow our hands-off rule."
Reinforcing
: "Billy, you caught yourself and stopped talking when Jackson was sharing. You're getting better at holding onto your ideas until it's your turn to talk."
Reminding
: "Remember our recycling rules." "What should you be doing right now?"
Redirecting
: "James, freeze. Take a break." "Stop. Walk with me."

Note:
Don't forget to show a friendly interest in children's home lives.
Schoolwide Rules
Positive Language
Interactive modeling
is a technique for providing children with the explicit instruction and practice they need. It is
showing
children how
expected behaviors
should
look
and
sound
.
To do's for interactive modeling:
Reinforce, Reinforce, Reinforce!
Example: Using scissor safely
- Use when there is only
one
acceptable way to do something

- Use intensively
early
in the year and as needed thereafter

- Model
more
than less

- Give
reminders
even after careful modeling

-
Reinforce
positive behavior frequently

- Hold
firm
to standards
Proactive Supports for students with challenging behaviors
Ten Practices for Proactively Supporting Struggling Students:
1. Support positive adult-student relationship building.
2. Ensure consistency in discipline among staff.
3. Pay attention to transitions.
4. Give students extra support for specials, recess, lunch, and the bus.
5. Build a schoolwide habit of observing students.
6. Give struggling students lots of positive feedback.
7. Aim for incremental progress in struggling students' work.
8. Encourage teachers to build in student reflection time.
9. Teach staff to recognize antecedents and to use de-escalation techniques.
10. Provide children with social skills instruction outside the classroom.
Websites for more information on supporting children with challenging behaviors:
www.challengingbehavior.org

www.nichcy.org

www.wrightslaw.com

www.childdevelopmentinfo.com

www.aacap.org

http://cecp.air.org
School-Home Partnerships
"Bring parents into the conversation about discipline"
Make school an inviting place for all families:
Think about families with limited English abilities
Create a welcoming physical environment
Greet families warmly when they come to school
Provide flexible meeting times
Consider holding meetings off school grounds
Offer friendly, low pressure events
Build a trusting relationship with parents:
Examine your school's beliefs about parents
Send a welcome letter to parents before or right after school starts
Keep reaching out all year long
Consider holding parent conferences during the first weeks of school
Explain the school's discipline approach to parents:
Help parents understand what's positive about the approach
Use formal (i.e. handbook) or informal (i.e. parent coffees, article in school newsletter) methods of communication
Expect teachers to communicate with parents regularly about discipline, especially before problems arise.
Positive Responses to Misbehavior
School-Home Partnerships
Positive Responses to Misbehavior
Clear Response Procedures
Create a Protocol for Responding to Misbehavior for all Staff to Follow
Address the misbehavior immediately with simple words, a signal, or moving closer to the child
Use a nonpunitive consequence if needed
Provide more intensive supports if needed
Have the child leave the classroom or school for an extended period of time if needed
Establish a Chain of Support (people that staff should call if they need help handling a behavior issue
Establish a Crisis Response Team (for extreme situations that pose a threat to children's or adults' safety
Help Staff Learn the Protocol you School Develops
Provide it in writing: Staff handbook, quick cheat sheets
Practice at Staff Meetings
Provide misbehavior scenarios for this practice
Discuss how to use buddy teacher and private take-a-breaks
Examples of Nonpunitive Consequences:
Simple Reparation (aka: "you break it, you fix it)
Take-a-break (a positive time-out)
In-classroom take-a-break
Buddy teacher take-a-break
Private take-a-break
Increased Structure and Supervision:
moving the child
taking away objects
narrowing a child's choices
taking privilege or responsibility away
Positive Use of Time-Out
Establish a buddy teacher take-a -break system
Establish a private take-a-break system
Communicate with parents about outside-the-classroom breaks
Familiarize staff with your district's requirements for handling extended breaks at school or home (in-school and at-home suspensions)
Conferencing with Parents When There is a Problem
Encourage teachers to give parents a quick FYI about small incidents
Provide teachers with ongoing training in communicating with parents about problems
If a conference is needed, be involved from the start (discuss whether you should come)
Guide teachers on how to prepare for a conference (provide a checklist of prep steps)
Remind teachers to follow up after a conference
Positive Behaviors Everywhere!
Playground
Cafeteria
Hallways
Buses
Put recess before lunch if possible
Provide ample and active adult supervision
Spread recess duty among many adults
Teach and practice recess behaviors
Teach "free play"
Teach recess games
Open play areas gradually
Establish routines for starting and ending recess
Communicate the plan for responding to misbehavior
* Don't forget indoor recess!
Look for traffic jams
Establish cafeteria rules
Teach and practice cafeteria behaviors (Involve all lunch staff)
Providing training to all cafeteria staff
Involve cafeteria supervisors and kitchen staff in problem-solving
Teach children simple activities for wait time
Consider having teachers assign lunch partners
Establish hallway rules
Specify age-appropriate behavior expectations
Teach hallway expectations and routines to all students
Create orderly and friendly arrival and dismissal routines
Increase adult presence in the hallways during busy transition times
Be present in the hallways yourself, especially during arrival and dismissal times
Determine and communicate to staff, procedures for handling problems
"Ensure a safe ride to school"
Establish meaningful bus rules
Help students get to know their bus drivers
Teach and practice bus behaviors (involve bus drivers)
Problem-solve with bus riders and bus drivers
Consider older-grade bus buddy weeks
Help students find positive bus activities
End the day with a bus rehearsal
Positive Behaviors Everywhere
Challenging Behaviors
Book Review
Personally, I thought that although this book is technically for elementary school "leaders", the majority of the information is also very helpful to all teachers or any adult that works in a school with respect to addressing school discipline.

It was very interesting seeing a school through the eyes and perspective of an administrator and how everything and everyone is interconnected in the school community.

I would recommend this book to any administrator who wants to adopt a new school-wide discipline system or even just for one area of a school. I think teachers would also benefit from this book because most the tasks addressed are carried out by teachers. It also provides ideas and resources that teachers can apply for disciplinary approaches and prevention.
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