Introduction to Positive School Discipline
Starts with understanding personal beliefs about discipline
What Do You Believe?
Select your response to each statement, then click Submit.
|
1 point
|
2 points
|
3 points
|
4 points
|
5 points
|
|
|---|---|---|---|---|---|
|
Removing disruptive students is necessary to make sure |
Strongly Agree | Agree | Unsure | Disagree | Strongly Disagree |
|
Teachers/administrators need to punish students to |
Strongly Agree | Agree | Unsure | Disagree | Strongly Disagree |
|
Rising suspension rates in the US are due to increasing |
Strongly Agree | Agree | Unsure | Disagree | Strongly Disagree |
|
Students of color are disciplined at higher rates because |
Strongly Agree | Agree | Unsure | Disagree | Strongly Disagree |
|
Suspensions are necessary to deter future |
Strongly Agree | Agree | Unsure | Disagree | Strongly Disagree |
|
Suspensions will get parents' attention and help curb |
Strongly Agree | Agree | Unsure | Disagree | Strongly Disagree |
Add up the points that coorespond to your answers above. Once you have your total point, compare to the feedback below
| Likert Score | Feedback |
|---|---|
| 6-14 |
You seem more supportive of punitive discipline than positive discipline. The information on the following pages may help you change your mind about the use of punitive discipline. |
| 15-22 |
You seem on the fence about the benefits of using punitive discipline approaches. The information on the following pages may encourage you toward the use of more positive discipline approaches. |
| 23-30 |
You are already supportive of positive school discipline approaches. We hope that this course will give you good strategies for implementing a positive school discipline plan in your school or district. The next couple of screens will help solidify the reasons for taking a positive school discipline approach. |
School Discipline What the Research Tells Us: Myths and Facts
Read each statement and decide if it is a Myth or a Fact. Drag it to the Myth
recycling bin or the Fact filing cabinet.
|
Statement
|
Myth or Fact?
|
Feedback
|
|---|---|---|
|
Removing disruptive students is necessary to make sure well-behaved students can learn. |
Myth
|
Fact: When a school in Oakland experimented with allowing teachers to remove disruptive students to a separate class, many teachers soon reported that in the wake of their departure, other children who had not been particularly disruptive had emerged as major behavior problems. In cases such as this, disruptive behavior may be blamed on a few bad actors when in fact the ones setting the stage may be inspiring the complained-of poor performances. Research on the frequent use of school suspension has indicated that, after race and poverty are controlled for, higher rates of out-of-school suspension correlate with lower achievement scores. (Losen, 2011) |
|
Teachers and leaders trained in child and adolescent development and classroom management can use a variety of methods to improve student behavior. |
Myth
|
Fact: Teachers and leaders trained in child and adolescent development and classroom management can use a variety of methods to improve student behavior. Moreover, strategies such as systemwide Positive Behavior Intervention and Supports (PBIS), have proven to be effective in reducing disciplinary issues while raising achievement. PBIS relies on careful data monitoring, shifts school culture and policies to better support positive behavior, and provides a tiered system of supports and interventions for students with challenging behaviors. (Losen, 2011) |
|
Most suspensions are not responses to serious violence. |
Myth
|
Fact: Most suspensions are not responses to serious violence. Most states mandate expulsion (not suspension) for weapons, violence, and drug possession/use. Rising suspension rates reflect an increase in school removal for other, lesser infractions. Compared to 102,000 expulsions in 2006-2007 (the most recent year of available data), more than 3.25 million students were suspended at least once, mostly for nonviolent infractions such as truancy, dress-code violations, inappropriate language, and classroom disruptions. Advocates representing students in expulsion cases have even found that some expulsions are for minor, nonviolent infractions, such as repeated instances of talking back or not following a dress code. (Losen, 2011) |
|
Students of color are disciplined at higher rates because they misbehave more often. |
Myth
|
Fact: Researchers have found no evidence that students of color engage in more misbehavior than White students. A 2010 study by Johns Hopkins researcher Dr. Katherine Bradshaw, based on 21 schools, found that even when controlling for teacher ratings of student misbehavior, Black students were more likely to be sent to the office for disciplinary reasons. Black first-time offenders in the State of North Carolina were far more likely than White first-time offenders to be suspended for minor offenses, including cell-phone use, disruptive behavior, disrespect and public displays of affection. (Losen, 2011) |
|
Suspensions are necessary to deter future infractions. |
Myth
|
Fact: Longitudinal studies have shown that students suspended in sixth grade are more likely to receive office referrals or suspensions by eighth grade, prompting some researchers to conclude that suspension may act more as a reinforcer than a punisher for inappropriate behavior. (Tobin, Sugai, and Colvin, 1996, in Losen and Skiba, 2010) |
|
Children most likely to be suspended or expelled are those most in need of adult supervision and professional help. |
Myth
|
Fact: Children most likely to be suspended or expelled are those most in need of adult supervision and professional help. In one study, 15% of children who have never been abused but had witnessed domestic violence were suspended from school in the previous year. This was attributed to heightened aggression and delinquency from living in a violent home environment. For students with major home-life stresses, academic suspension in turn provides yet another life stress that, when compounded with what is already occurring in their lives, may predispose them to even higher risks of behavioral problems. (Losen, 2011) |
Underlying Factors
Besides school issues, students come to school struggling with personal and
family issues. These create stress and contribute to behaviors that often lead to
disciplinary actions. These issues don't necessarily begin in high school; they
often occur much earlier in children's and families' lives and have a greater
impact when they are not addressed when they first appear.
Next, we will take a look at three students, one in Elementary School, one in
Middle School, one in High School, to learn more about underlying factors that
students might be struggling with.
Renee's Story: Elementary School Student
Click the tabs to learn about Renee. Then, click Next to answer a question
based on your research.
In the Classroom
- Renee is a third grade student who was tested at the end of last year,
identified as gifted, and placed in the only grade 3 gifted classroom. - Renee is constantly loud and disruptive, demanding the teacher's
attention and often speaking out of turn. When she is not acknowledged
immediately, she will get angry and yell, often using inappropriate
language. - Other students' parents have complained to the teacher because their
children come home with stories of classroom disruption and being bothered by
Renee. - Today, when the teacher told Renee she would not be able to go to recess
because of her behavior, she spit at the teacher. She was sent to the
principal's office because of this incident.
The Teacher's View
- The teacher has been in the assistant principal's office in tears on
three separate occasions because, she says, she "cannot deal with this
child." - The teacher has asked that Renee be removed from her class.
Family Interactions
- On two previous occasions when the principal has conferenced with Renee's
parents, the parents expressed their belief that the teacher treats Renee
differently and that other students get away with behaviors that Renee is
being punished for. - The principal is treading lightly because he knows that Renee's father
was laid off from his job six months ago and that the family is under a lot
of financial stress.
Underlying Factors for Elementary School Students
Given what you know about Renee, what are the most critical underlying issues
that may contribute to the behaviors that Renee is exhibiting?
Select all that apply, then click Submit.
- Anger Management/Impulse Control
- Family stressors
- Test anxiety
- Teacher/student relationship
- Lack of social emotional skills
- School failure/Academic deficits
Feedback
Correct Choices
- Anger Management/Impulse Control
- Family stressors
- Teacher/student relationship
- Lack of social emotional skills
With the exception of academic deficits in the school and test anxiety, these may all be affecting Renee's behavior.
Samantha's Story: Middle School Student
Click the tabs to learn about Samantha. Then, click Next to answer a question
based on your research.
In the Classroom
- Samantha is struggling academically and reads at a third grade
level. - Samantha's English and math teachers report that she cannot keep her
hands to herself and is constantly out of her seat, disrupting the
classroom. - Samantha loves art and chorus and has had no problems in those courses or
with her other elective teachers. However, she almost never participates in
P.E., rarely even changing into her gym clothes, and she is failing this
class. - Today in English class Samantha pushed another student, who fell and
scraped her knee, badly enough to make her cry and have to be sent to the
nurse. Samantha was sent to the principal's office because of this
incident.
Background
- Samantha is an overweight sixth grade student who has a history of
missing a lot of school. (Last year she missed 19 days -- more than 10% of
the school year. - Samantha does not have any close friends and is often seen alone at
school.
Family Interactions
- Samantha lives with her mother and her mother's boyfriend. The mother's
boyfriend is often the one to drop her off at school when she has missed the
bus. - Samantha's mother works nights and sleeps during most days, so the school
has had difficulty contacting her to discuss Samantha. - When the school has been able to speak with Samantha's mother, she seems
exasperated, saying that it is the "teacher's job to teach her." She
indicates that she has no problems with Samantha at home and the teacher must
not know how to work with her.
Underlying Factors for Middle School Students
Given what you know about Samantha, what are the most critical underlying
issues that may contribute to the behaviors that she is exhibiting?
Select all that apply, then click Submit.
- School failure/Academic deficits
- Poor home/school communication and cooperation
- Body image/Health and nutrition
- Teacher/student relationship
- Lack of friends/peer group/school connections
- Mental health/Depression
Feedback
Correct Choices
- School failure/Academic deficits
- Poor home/school communication and cooperation
- Body image/Health and nutrition
- Lack of friends/peer group/school connections
- Mental health/Depression
With the exception of the teacher/student relationship, these may all be affecting Samantha's behavior.
DeSean's Story: High School Student
Click the tabs to learn about DeSean. Then, click Next to answer a question
based on your research.
In the Classroom
- DeSean was happy at the beginning of the school year and liked all his
teachers. - Unfortunately, due to class overcrowding and contract-mandated class
sizes, the counselor was forced to move DeSean to a different algebra class
at the end of the first week. This meant that DeSean had to leave a teacher
he liked as well as a number of friends in that class. The schedule change
also meant that DeSean's lunch period moved from fourth hour to fifth,
causing him to have a different lunch period from his close friends. - DeSean began to cut algebra to have lunch with his friends. He also began
coming late to algebra class, displaying anger when present, and being
confrontational with the teacher. - DeSean is currently failing algebra, and he earned a "D" in English at
mid-term. However, he seems to be "holding his own" in most of his other
classes.
Discipline
- DeSean is a 16-year-old ninth grade student who is being suspended for 5
days for repeated violations of school rules. Most serious is a recent
confrontation with his fourth period algebra teacher. DeSean was involved in
a verbal argument in class and dropped the "F bomb" on his teacher. - The assistant principal has seen DeSean seven times in the first four
weeks of school for various infractions, including cutting class, leaving
campus without permission, excessive tardiness, insubordination, defiance of
authority, and this final confrontation. He has been given warnings, multiple
in-school suspensions, and after-school detention.
Family Interactions
- DeSean's parents have been contacted by phone but have been unable to
leave work to attend conferences. - They have expressed dissatisfaction with the school for the way their son
has been treated; in their view, DeSean's teachers pick on him and are too
quick to blame him for minor offenses. - A letter has been sent home informing his parents of his suspension.
- DeSean's mom works full-time at minimum wage, and his stepdad details
cars at a local auto dealership. - Due to financial problems, the family moved back in with DeSean's
grandparents at the start of the school year.
The Underlying Factors For Suspension
Given what you know about DeSean, what are the most critical underlying issues
that may contribute to the behaviors that get DeSean suspended?
Select all that apply.
- School failure/Academic deficits
- Impact of schedule change
- Teacher student/relationship
- Transportation issues
- Family stressor (divorce/housing)
- Test anxiety
Feedback
Correct Choices
- School failure/Academic deficits
- Impact of schedule change
- Teacher student/relationship
- Family stressor (divorce/housing)
With the exception of transportation issues, and test anxiety these may all be affecting DeSean's behavior.
A Community Problem
Take a look at why the Adams County Youth Initiative in Colorado decided to
implement a comprehensive program in its community.
Click below to begin the video.
Framework for Comprehensive Positive School Discipline
The Framework for Comprehensive Positive School Discipline is designed to help
you improve school discipline practices and address underlying factors.
Underlying factors (e.g., academic deficits, behavioral or mental health issues)
contribute to negative behaviors and need to be addressed more appropriately.
A systemic, community-based framework for meeting challenges and supporting
our youth has been proven to be the most effective and sustainable approach.
Click the five parts of the Framework to learn more about each one.
Partner
Build Collaborative Partnerships
- Discipline-related issues extend beyond the school; the broader community
needs to be involved as collaborative partners in addressing these
challenges. - Collaborative partnerships among school districts, law enforcement and
juvenile justice, mental health providers, and other relevant stakeholders
such as families, engender a holistic approach.
Plan
Collaborative partnerships among school districts, law enforcement and
juvenile justice, mental health providers, and other relevant stakeholders such
as families, engender a holistic approach.
- The complexity of discipline challenges necessitates a systems approach:
employing multipronged strategies of intervention and prevention within the
classroom, school, district, family, and community. - Prevention is critical; the earlier issues are addressed in the lives of
children and the more strengths they are armed with, the more likely they are
to lead healthy, successful lives.
Act
Act: Implement and Monitor
- Successful implementation of a positive school discipline program
requires preparing implementers for change. - A monitoring system will help track the progress of your implementation
efforts and identify ongoing support needs.
Data Informed Decision Making
Data-Informed Decision Making
- Relevant data is key to informing decisions throughout the process.
- These include discipline related numbers and how they relate to student
demographics, risk and protective factors, school climate, school attendance,
and academics.
Successful, Thriving Children and Youth
Successful, Thriving Children and Youth
- The intended result of positive school discipline is successful, healthy,
and thriving students who contribute positively to their schools, families,
and communities. - Positive discipline supports students and their families to achieve the
best possible outcomes. - Employing a proven process (Partner, Plan, Act) enhances the likelihood
of successful outcomes.
Conclusion
To understand how to use the Positive School Discipline framework, we will use
the Castle Hill community and its existing discipline issues as an example for
how to create a positive school discipline plan.
You have now completed Module 1. Click Proceed to Module 2 below to continue
with the course.