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Discipline Policy
2
Defining Greenwood's Discipline Policy
Founding
Principles
Where are we now?
Our Current Policy
Goals:
Goals
&
Outcomes
- Reflect on our current building policies and our personal responses to behavior
- Explore alternative approaches
- To know how to respond to behaviors in a responsive/restorative approach
- Know the supports from the admin
EMR
Students spend an enormous amount of time with teachers through each week. EMR, as an
intention based approach (e.g. purposefully attempting to restore a damaged relationship), helps teachers create a positive and supportive atmosphere in the classroom.
Outcomes:
- Students and teachers have stronger, more positive relationships
- Students are more engaged and less disruptive during instructional time
Establish
Establish- Teachers take time to implement one or more of the following practices with the intention of having individual time with each student.
a. Teachers spend time with each student individually
b. Teachers reference individual information about the student
c. Teacher positively greet each student individually
Maintain
Maintain- Teacher continue to engage in positive relationship building with each student through the following methods
a. Teachers use high ratios of compliments or other positive interactions to reprimands or other negative interactions (5 to 1)
b. Teachers use brief relationship check-ins, in which the student is encouraged to share about their lives or personal thoughts, to support the student’s sense of respect and connectedness ( Two X Tens)
Restore
Restore- Conflict, reprimands, or other negative interactions are nearly impossible to avoid. However, teachers follow up each negative interaction with efforts to restore the relationship through specific communication techniques
a. Taking ownership (e.g., “As your teacher I realize I could have handled the situation better, it’s actually my fault.”)
b. Apologizing (e.g., “I’m sorry we both had a rough day yesterday and for not being able to support you better class”)
c. Asking for a do-over (e.g., “I know things got a little rough between us, but here’s what I say. Let’s have a do-over and just try again today”)
d. Conveying care (“I just wanted to let you know that although your behavior was a bit difficult to deal with, I care deeply about having you in my class and think you are a pretty special student”)
Restore
My motivation... What worked and didn't work for me. I want to help build your capacity to avoid...
Purpose
Restoring the relationship following episodes of
teacher-student conflict is critical for the success of school culture.
Purpose
Restorative
Approaches/Practices/ Justice
Rethinking the way we handle conflict.
What is RJ?
How does it connect to our work?
Comparison
RULER
RULER
Intro to Flowchart
Behavior Flowchart
Behavior Tracker
Mobile
Desktop
Tier 1 to 3
- Why?
- How?
- My supports...
- Building policy based off ____ students
- Community / Parent Buy-in
- Student Ownership
- Restorative Launch