I wrote this discipline plan in one of my teaching prep courses. I've included it here to illustrate what I intend to do when I'm in my teaching job. As I referenced in professional philosophy, I intend to use my bachelor's degree in communications to get an alternative teaching certification for high school history.
Discipline Plan
Philosophy of Discipline
My personal philosophy of discipline is one that will help the students get along together, sense they belong, learn self control, and learn from their mistakes. I am looking to become a teacher at the high school level and will be creating my discipline plan with that in mind. Discipline is a way to correct a misbehavior that, whether there was intent or thoughtlessness, causes a disruption in my classroom. These disruptions can consist of interfering with my teaching or the learning of individuals, intimidation or threatening of other students or myself, or oversteps the normal standards of moral, ethical, or legal behavior of the world in which we live (Charles, C.M., 2011).
The students are expected to maintain their control over the controllables. These controllables consist of being on time to class and in their seat, having all materials with them, completing all assignments to the best of their ability, and not inhibiting the learning of both themselves and other. Part of having discipline is having character. The students are expected to not only be responsible for what they do right, but also what they don’t do. If they fail to complete an assignment, they should expect the disciplinary action. More importantly, I think that a large part of character, and in turn discipline, is being self aware. For example, knowing that I am prone to procrastinate, I still must allow myself enough time to complete an assignment before the due date. Taking care of the controllables also lends itself to creating a better learning environment that will encourage considerate behavior, a positive attitude, self-control, self-direction, and personal responsibility (Charles, C.M., 2011).
I am of the school of thought that believes students are naturally neutral. Their behavior can be either good or bad depending on their experience. This experience can come from past life experience at home or in the classroom, or from past experience in my classroom. Teachers have a somewhat limited ability to bring about desirable change in the student behavior. Ultimately it is up to the student to make the choice to do what is required of them or not. Their choices will have consequences and if they choose to yield to these consequences, they can learn from them. If they do not, it may become impossible for them to continue in the class (Snowman, J., McCown, R., Biehler, R., 2012).
I will make known to all of my students the rules of my class, my expectations for them academically and their behavior. All students shall be treated equally and all deadlines, rules and guidelines enforced swiftly. I will model the respect and collaborative effort I expect to receive from my students when dealing with the class in its entirety or with students individually. If and when a problem does arise I will follow the structured course of action pertaining to disciplinary infractions. I do not wish to make the structure so rigid that the class is ruled with an iron fist, but that will ultimately be determined by the student’s behavior. It is my hope that this will build a mutual respect for everyone involved in the classroom. (Snowman, J., McCown, R., Biehler, R., 2012).
Theory of Discipline
I believe that discipline should be preventative, supportive, and corrective. Preventative in that students that choose to heed to the rules will not disobey them, but also when students see a peer being disciplined, they are less likely to commit the same offense. It is supportive in that I will go to great lengths to assist students in maintaining self-control by getting them back on task. Finally, it is corrective in nature in that I will take action when students are not following classroom or school rules (Charles, C.M., 2011).
Students will be expected to exhibit self-control as well as self-discipline by taking responsibility for their mistakes and taking measure to prevent their reoccurrence. Misbehavior may be caused by a multitude of reasons. Some of these reasons include inattention: daydreaming, doodling, looking out the windows, or generally thinking about things that are irrelevant to the lesson. Apathy: the disinclination to participate, sulking, and not caring. Disruptions: these can include talking out of turn, harassment, aggression and fighting, malicious actions, and defiance of authority (Snowman, J., McCown, R., Biehler, R., 2012).
The rules need to fit the classroom, there is no better way to fit the rules to meet the students needs than to include the students in the creation of the rules. Once all are in agreement, the rules will be set in place and enforced accordingly. It can become difficult for the student to argue the discipline when they themselves helped make the rules that were set in place to begin with. I also feel that it is important to make the students feel included, not just in the class with me, but also with their peers. This will give them a sense of belonging to a group that is greater than them. Psychologically, we all need to feel as though we are needed and are involved in something greater than ourselves (Evertson, C. M., Emmer, E. T., & Worsham, M. E., (2003)
Strategies for redirecting misbehavior might include the silent treatment from the teacher during times when the class is growing too loud. Typically the students sense the sudden silence, take notice of the look on the teachers face and quiet down. This allows the teacher to continue without yelling or becoming hostile. Another strategy might include calling on the student to answer a question regarding the teachings at hand. The misbehavior is redirected at the information you are asking about instead of the poor action your child just took. Strategies for punishing behavior might include a special assignment or an after school detention (Charles, C.M., 2011).
Some students have needs that need to be met. These might include extra explanation of the concepts being taught, or a place for them to receive help on an assignment. For these reasons I intend to include extra office hours after school and in the morning. This will allow the students to maximize their opportunity to have their needs met. On some occasions I might request the student to come see me during one of these available times. I will stress that it is not for punishment, but rather for their benefit. Another need meeting strategy is making sure that all the students understand before moving on. There have been occasions when I’ve been in a classroom and the teacher moves so completely from one subject to the next that they don’t leave time for follow up. (Snowman, J., McCown, R., Biehler, R., 2012).
Strategies for preventing misbehavior might include planning a trip or reward for those that do not misbehave. Another strategy would include pointing out what is at stake. At the level I will be teaching at, the next major academic step will be college. If the students don’t learn all they can in class and develop good study habits, they will be inhibited when they reach the college level. Some students won’t be able to see past their immediate future, so this strategy may fall flat on occasion. Strategies for developing good student-teacher relationships include showing the students respect. It is important to know that we are not there to humiliate the students, but to aide them in achieving greater success. Another way to encourage good relations between the teacher and the student is to learn the student’s names quickly and chat when possible (Charles, C.M., 2011).
Discipline Practice
1. Be prepared for class when the bell rings. This means have the materials needed for class, stop talking, and be ready to begin the day’s work. Materials you will need to bring to class include: textbook, notebook, assignments, appropriate writing instruments (pencil, black ink pen, or blue ink pen), and paper for assignments and taking notes.
2. Respect each class member’s right to learn as well as the teacher’s right to teach.
3. Respect others’ personal space and their property. This means to keep your hands to yourself, don’t copy, don’t cheat, don’t steal, and don’t play with objects in class.
4. Listen to what others are saying. Class discussion is an important part of this class. Do not ridicule or criticize another class member.
5. Make an honest attempt to cooperate and participate in all activities.
6. Follow any given instructions when they are given.
7. Never use offensive or objectionable language.
8. Do not abuse a substitute teacher.
These rules will create a general guide for the students to build upon. The rules will ultimately be agreed upon by the students in addition to the teacher. The general structure of the rules that are not expendable will be presented. I will submit a rule, and then the students will submit a rule and so on. This will continue until I have gotten enough structure to run the classroom effectively. (Curran, C., & the IRIS Center., 2003)
To prevent misbehavior, I will learn as much as I can about the value system of the students I am teaching and how they relate to each other, teachers, and school in general. I intend to show acceptance of the students, their families, and their lifestyles. I will emphasize knowledge, skills, and values needed for school success and for a strong personal and cultural identity. I will create a hospitable environment for the students to allow them to succeed in school. I think that it is important to link the curriculum content to students out of school experiences. Finally, I will teach students how to speak and write in a formal manner. (Jolivette, K., Stichter, J. P., & McCormick, K. M., 2002)
In support of proper behavior, I will allow for free time once a week for those that behave properly. I will be planning a major trip at the end of the school year for those that behave as well. When students become restless, I will attempt to use charismatic teaching styles to bring them back to attention on the lesson. I intend to give the students as much personal attention as possible, as this will help inhibit the need to drift off. Also, I will encourage student initiative and responsibility by asking for specific feedback from the students. The more they have to interact with the lesson, the less likely they are to drift off (Charles, C.M., 2011).
The corrective strategies that will be used are:
1. A warning. Warnings may be verbal, non-verbal, or written.
2. Set aside from class and not allowed to participate or sent to the office.
3. After-school detention.
4. Assigned a Saturday detention
5. Phone call home.
6. Conference with parents/guardians, counselors, and/or administration.
7. Out of School Suspension.
Severe disciplinary issues may result in the student being removed from the class room and sent to the principal’s office with a recommendation that a student be strongly disciplined (Curran, C., & the IRIS Center., 2003)
Refrences
Charles, C.M., (2011). Building Classroom discipline. Pearson Education, Inc.: Boston , MA
Curran, C., & the IRIS Center
Retrieved on 04/06/12, from http://iris.peabody.vanderbilt.edu/case_studies/ ICS-005.pdf
Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary teachers (6th ed.). Boston , MA
Jolivette, K., Stichter, J. P., & McCormick, K. M. (2002). Making choices-Improving behavior- Engaging in learning. Teaching Exceptional Children.
Snowman, J., McCown, R., Biehler, R. (2012). Psychology applied to teaching. (13th ed.). Wadsworth/Cengage.
No comments:
Post a Comment