Consistency with Discipline

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Classroom Discipline Chatboard

Consistency with Discipline

by Alexandra Sletten

Sep 27, 2017

I think that although it's my second year of teaching and I am improving, I still struggle to be consistent with disciplining my students. I think I speak for all teachers when I say that discipline is by far my least favorite part of teaching. I give several warnings before doing a "fix-it" plan, or call home. Lately I have been trying to make a student's come in for recess, which is a challenge since I am itinerant, and am not around every day all day. It also sucks up my prep time, as many of my students have recess during that time.

Does anyone else do fix it plans? What are your classroom procedures? Do you ever just send kids to the office? I recently had my principal literally come down and sit with a poorly behaved student for one hour. Initially, my principal did not want to do this, but I think he realizes now why I have been struggling with this particular student, and we have since set up a plan. I am curious to hear what you all think/do!

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Samantha M Alex, I was right there with you when I was beginning teaching. I struggled with being confident in my disciplinary decisions, I was questioning my choices, or I would think too much about it that too much time had passed before I did anything. As I have grown I have realized that consistency is key. Consequences can be hard to enforce as a special...See MoreAlex, I was right there with you when I was beginning teaching. I struggled with being confident in my disciplinary decisions, I was questioning my choices, or I would think too much about it that too much time had passed before I did anything. As I have grown I have realized that consistency is key. Consequences can be hard to enforce as a specialist because either you're traveling or you're teaching during recess time (like me). The best way I can tell you how I handle a situation is by giving you an example: Just yesterday I had a VERY difficult 5th grade class where there were multiple boys were very disrespectful during art. 7 total. They were feeding off of each other with silly and loud behavior and noises and even one refusing to listen to any redirection I was giving flopping his body all over the table top. The one refusing was the loudest (keep in mind this is all happening within the first 10 minutes of class). I stopped what I was teaching, turned and gave the one student a choice: "get your body and voice under control or go to the hall for a break" keeping a calm but firm voice. Luckily, he went to the hall. I then took the time to review what it looks like to listen appropriately during a demonstration and explained that if they could not get their silliness and inappropriate voices under control I would have to stop the lesson all together and reteach all expectations and they would miss out on the fun that I had planned for them. (I don't like to do this because the others are affected too) When I got real and honest with them that it is their choice: we can continue this way or we can fix it and have some fun. The student in the hall refused to come back so he was escorted to the office for the remainder of class and later I met with him and the principal to discuss what happened. After my demo, the silliness began again with these 6 boys. At this point it was work time. I decided to wait them out and focus on the students doing their work. I walked by the others and let them know I did not like the behavior I was seeing and we would talk about it later (a little Love and Logic). I documented the behaviors with what we call "minors" and met with them after their afternoon recess when I had a 15 minute transition time. I sat all 6 down and we had a discussion about the specific behaviors I was seeing. They were informed of the fact that they had a chance to fix the behavior and they chose not to so the consequence was a minor and an email/call home. I see them again on Monday and will stop them before coming into the room, review my expectations from them and see where it takes me. That is typically my procedure when disciplining. I stop, review the expectation, give them a choice (continue with my lesson or continue with a behavioral lesson), if it continues; I realize they are not ready to fix it and I meet with them later in the day one on one to discuss the behavior and have a consequence ready which is usually contacting parents and documenting it with minors or majors.

Sorry for the novel. As you gain more experience you realize that you will develop your own procedure within your classroom that works for you. I also don't question myself as often and am more confident in my consistency.

Sep 28, 2017

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Anne R I rarely send students to the principal's office unless I know that I can no longer teach with a student in my classroom. I have buddied up with the teachers that are right next door to me and we have designated "take a break" chairs where we have the students sit in another classroom and observe what those students are doing. Students take a break...See More

Sep 28, 2017

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KathleenO When I was still in the regular classroom, I tried to stay away from keeping students in from recess. Often the student needed that time to get rid of energy, get the wiggles out etc. The student then is restless all afternoon and he is still not behaving. Also, as you said, you are giving up your prep time, bathroom break and time to regroup. We a...See More

Sep 29, 2017

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Ines K We do not have a "fix it" plan at our school. I have established rules and consequences for my physical education classroom. According to Stronge, "virtually everything that involves interactions among people requires rules." Classrooms are no exception. Stronge states, "Effective teachers have a minimum number of classroom rules", and "rules shoul...See More

Sep 29, 2017

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