Something Better
Defining Discipline
from the start
October / November 2000
| MNEA
partners with SkyLight Professional Development |
| To offer members a new
opportunity in professional development, Missouri NEA
has partnered with the Saint Mary College and SkyLight
Professional Development Master of Arts in Teaching
distance learning degree program.
The program, a 30-credit MAT with an emphasis in curriculum
and instruction, focuses on a comprehensive study of
current educational research and critical analysis of
classroom practices through coursework and active classroom
application. The distance-learning format allows the
flexibility for completing the coursework at an individual's
pace and around his or her schedule. To begin, all one
needs is access to a video player and a computer.
Course modules combine collegial interaction, real-life
scenarios, expert discussions and practical application
to expand one's repertoire of instructional approaches.
By completing the program, educators can:
-
Stay abreast of current research and teaching strategies.
-
Meet requirements for re-licensure or second-stage
certification.
-
Achieve salary schedule advancement.
-
Attain the personal satisfaction of continuing
one's professional growth and development.
For more information, visit SkyLight's Web site, http://www.skylightedu.com/owl/,
or call (800) 348-4474. |
Students and teachers across the country started back to school
this fall with mixed feelings. Students are excited to see friends
again, but many are concerned about the increased pressures
to meet standards and score high on state tests. Teachers are
also concerned about the increased emphasis on accountability
and test scores, but many are more concerned about what most
teachers rank as their number-one problem--classroom discipline.
The attrition rate of teachers has reached an all-time high.
In some urban areas with at-risk populations, the dropout
rate of teachers is close to 50 percent during the first few
years. What can teachers do to prevent many discipline problems
and diffuse other minor disturbances from escalating into
major discipline problems?
Step 1
Develop classroom procedures concerning tardies, talking,
handing in work, dismissal from class, late work, etc. prior
to the start of class. These procedures should be introduced,
discussed, practiced and modeled as necessary the first days
of school. They should be reinforced and re-taught constantly
the first few weeks of school until students become comfortable
with the routines of the classroom.
Step 2
Work with the students the first few days of school to
establish the "Ground Rules" for the class. Some teachers
prefer the word "Principles" or "Expectations," but regardless
of what you call them, the students should participate in
the process. Everyone in the class should know the expectations
for acceptable behavior when he or she enters the room. The
rules should be stated positively and limited to five. Some
examples include:
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Respect the property of others.
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Students will be in their seats when the bell rings.
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Students will listen quietly while others are speaking.
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Students will be considerate of the feelings of others.
Post in the room and practice as needed.
Step 3
Students should vote on the logical consequences that
they will face if they violate the rules.
Some possible consequences include:
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Reminder
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Second reminder (especially the first few days of school
when students are trying to get acclimated to the structure
of the class)
Subsequent consequences include:
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A conference with the student, the parent or the counselor
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A social contract with the student
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The student staying after school to make up work missed
The students should be empowered to help create the rules
and consequences, but the teacher has the ultimate control
over which rules are non-negotiable because they are based
on school or district policies.
Establishing procedures, rules and consequences the first
few days of school will help lay the ground rules so all students
know the expectations for acceptable behavior in the classroom.
Teachers should integrate teaching social skills along with
the curriculum the first few months of school. Research has
shown that students sometimes misbehave because they do not
know acceptable behavior. Teachers who spend time modeling
and teaching social skills such as listening, encouraging,
respecting the opinions of others, sharing ideas and materials
and disagreeing with the idea--not the person--early in the
year find that students stay more focused on their studies.
The content is important, but first teachers need to establish
a classroom climate that is conducive to learning.
The message is clear for beginning teachers as well as veteran
teachers--how you plan the first few days of the new school
year will determine the success of your school year. Become
a proactive teacher who prevents or diffuses student discipline
problems before they erode a positive classroom climate and
interfere with the learning process.
For more specific examples and blackline masters, refer to
the book What To Do with the Kid Who...Developing Cooperation,
Self-Discipline and Responsibility in the Classroom,
Second Edition by Kay Burke.
By Kay Burke, Ph.D
|
