Arsenault

pg. 13 Every child needs to know an adult believes in them.
 * __April 28:__** Things that stuck with me in the first reading pages 1-28.

pg. 23 Proximity use it when a student is //beginning// to get off task, also helps the teacher monitor academic performance for all.

pg. 27 Use silence when giving directives, get all students on the same page number, etc. with 100% compliancy.

I tried using the silence suggestion with an elementary group today (4/29) AND IT WORKED! I gave the students the page number, waited in silence, monitored to see what page number they were one, some were on the wrong page, others did not have their books open. I gave the directive and page number again. Once they were all on the same page we began the lesson.

I like how rules were broken down to two areas, classroom and other places (library, substitutes, fire drills, gym etc.). I think it would be a great idea if all MS students were taught the conduct rules withing the whole building. Posting the rules for the different areas, and communicating them to the parents (maybe in the handbook). I think this would elliminate a lot of the disturbances we see in the hallways and in less unstructures places like the lunch room, recess, and the gym when we have assemblies.It was suggested that students maybe from the student coucil could put on skits to show the differences to students about how it looks when the rules ar followed and how it looks when they are not and the consequences that follow.
 * __April 29:__** Reflections from pages 29 - 50.

pg. 34 All rooms should have this poster "I'll Treat Everyone Fairly but not the Same" They gave a scripted statement in the book on how teachers can help students understatnd that there are different ways of learning therefor why people are treated differently.

It was enmphasized in the confernence many times that if the model of 40% Positive student relations, 25% monitoring, 25% Parameters (teaching acceptable behaviors) are consitant, that consequence should only be 10%, that it is utmost important to allow students to keep their **dignity**. What students remember the longest when they are disciplined is: "//Students will remember how we made them feel long after they've forgotten the consequences we gave them."//

The discussion we had tonight, on giving lunch detention a look at, and implimenting changes from the book that might be more effective, was very productive, and easy to impliment.
 * __April 30:__** Reflections from pages 50 - 55.

I think one of the ideas about the books Friday School (next level up for consquences after lunch detention) could work for us on a Thursday night for students who are in need of discipline. The idea being that student stay from 4:00 - 7:00 in silence, doing work, and parents pick them up. If teachers could get incentive pay to work the night it might work even better! Pg. 47 "It's the next thing to suspention and is used for the most serious rule violations. It's only given by the builing administrator." It is highly recommended that only structured teachers run this type of detention.

pg. 50 talks about office referrals. I think we need to tighten up what constitutes one. I like the mention of the administrator walking the student back to class to monitor their entrance.

Homework: Develop 3 goals of what you would like to see change from this conference information. by Friday


 * __May 2:__** Reflections from pages 55 - 60.

This section gives good advise about things that teachers should not do or allow students to do (plead, demand, argue, justify or explain) becuase if all the steps are followed beforhand they should already know why they being corrected.

__The 3 goals I would like to focus on are:__

1) Impliment ideas from the book on lunch detention (sack lunches vs. hot lunch, students are escorted by the 5th hour teacher to lunch detention, lunch detention in the same location daily, use of a form that tells staff which students are to be in lunch detention each day).

2) Develop a presentation of different diagnosis and tools and interventions to help teachers respond to students disruptive and off task behaviors while still alloying both teachers and students dignity, less frustration, and control in the classrooms.

3) In August 2008 inpliment an inservice for MS teachers on the above information.