Peterson


 * Reflections on the Resource Handbook by Mark Boynton and Other Resources: [|(PDP-Time])**

I found the Seattle Times article, written in 2003, interesting. Mr. Boynton "**Ties School Discipline to Better Test Scores**". It makes sense and wanted to read more... [|(Read the article here if you're interested)]

pgs. 2-7: Worth remembering **The 4 Components** - Positive Student Relations (40%), Establishing Parameters (25%), Monitoring (25%), Timely and Meaningful Consequences (10%)... Other keys are: Prevention, Being Proactive, Dignity & Respect, Building-wide Discipline Systems, Teach (don't announce) the Discipline Plan, Structure and Consistency while recognizing good behavior

pgs. 8-15: Communicating Positive Expectations to ALL students including **Calling on Students** - I think I need to be more concious about this one; the 2 groups that get the most attention are those who 1) know the answers and volunteer all the time and 2) probably don't know the answer and I want to make sure they come away with it or others who I wonder if they're on task; those in the middle might be slipping through the cracks and may feel that I don't have confidence and high expectations for them - I'll start keeping track in some way
 * Developing Positive Student Relationships (40% of Effective Discipline)**

pg. 17: Interesting ideas for Frustration Prevention - Do teachers ever ask neighbor teachers to take a difficult student, even for a short time? If we come up with a plan, maybe that should be part of it?

pgs. 21-28: I like the idea of proximity, not just to be proactive, but also to monitor for understanding; I REALLY liked his suggestions for silence to 1) get student attention and 2) give time for students to comply after a directive (avoid the "slippery slope"); for sure, we need to know our students well enough that we use monitoring techniques that are individually effective for them - not too much, not too little
 * Monitoring (25% of Effective Discipline)**

pgs. 29-35: Rule tolerance and reactions to rule violations - don't let it be a guessing game for kids; TEACH them your classroom discipline plan and rules of conduct (results = increased on task behavior by all students)
 * Parameters (25% of Effective Discipline)**

Shoud we look at the STUDENT HANDBOOK and how that might fit in? Where do consequences for bullying fit in?
 * Discipline Plan** = classroom and school rules that are in effect at ALL times, apply to ALL students, and ALL locations -
 * 1) Clearly stated
 * 2) Clarified in measurable and meaningful terms
 * 3) Consequences specified
 * 4) A minimum number - those that are most critical to maintain structure
 * 5) Formally taught
 * Rules of Conduct** = specific behavior standards that apply to specific locations, activities, and events -
 * 1) Academic (class discussions, completion of seatwork & homework, coming prepared, raising your hand etc.)
 * 2) Classroom (entering, exiting, using pencil sharpener, getting drinks etc.)
 * 3) Special situations (in the halls, in the restrooms, in the locker room, in the library, at assemplies, fire drills, substitutes)
 * 4) Discipline Plan Consequences should back the rules of conduct also
 * 5) Teach the "Crossing the line" offenses and how they will be handled
 * --- Teach the above, model them, have students practice them, test for understanding, reteach as necessary ---**

pgs. 36-48: Prevention is the Goal so that consequences will not be necessary; if consequences are used, it's important that students retain their dignity
 * Consequences (only 10% of Effective Discipline)**


 * Effective Systems of Consequences** are a **TEAM EFFORT**, should be assessed continually (as part of school improvement efforts?), and should go through a formal assessment each spring so that changes can be made for the next fall; an effective system benefits both teachers and administrators!
 * 5 Indicators of Effectiveness** are (p. 42):
 * 1) Timely
 * 2) Meaningful - does it take something from the student that they desire?
 * 3) Easy to Implement - not a lot of "hoops" including paperwork
 * 4) Impossible to Skip (for students)
 * 5) Varied - to meet te severity of the rule violation
 * Possibilities for a Sequence of Building-wide Consequences**:
 * 1) Processing (p. 43) - for most minor rule violations like minor disruptions, out-of-seat etc. (easy, immediate, calming, reflective, head off something more)
 * 2) Lunch Detention (p. 45) - for less minor violations like tardies, repeated disruptions etc. (easy, immediate, very meaningful since the student cannot go to the lunchroom or eat regular lunch)
 * 3) After-school Detention (p. 47) - for serious rule violations like non-compliance, cumulative violations, classroom disruptions etc. (very meaningful since the student can't go home after school); must have cooperation from parents
 * 4) Thursday school 2-3 hrs after school (p. 47) - for most serious and/or repeated violations; given only from administrator

pgs. 49&50 - Office Referral System Suggestions include 1) communications to a student's teachers so all know what's going on and 2)when the student has been in the office receiving consequences, s(he) should be walked back to class to watch re-enter the room for appropriate response

pgs.51-60: Interventions - non-verbal, verbal, demands (firm but calm w/eye contact in private if possible), then consequences (be assertive, without being aggressive, and be courteous); Shutting the behavior down at the lowest level should be the rule; an interesting idea (p. 59) is to allow the student to fill out a Consequence Appeal Form - not sure I agree with it
 * Responding to Minor Classroom Disruptions**

- Revamp my own Classroom Discipline Plan and Rules for Conduct; I'll be more specific than I was this year - Make plans to teach these to students in my classroom next year - Work with other teachers on ideas for structure and consistency school-wide (the TEAM EFFORT part)
 * Personal Goals in this process:**