Running head: DISCIPLINARY TEAM PLANNING 1

Bridget Delaney

EDU 360

Disciplinary Team Planning

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Rules
1) Be Present​ ​- Students are expected to arrive to class on time and be prepared by having the
correct books and materials with them as well as a willingness to learn and participate in class.

2) Be Respectful - Students are expected to be respectful of their classmates, their teacher, and
the content being taught in class. They are expected to show openness to others’ opinions, raise
their hand to talk rather than calling out, and be conscious of their word choice used in class.

3) Be Creative - Students are expected to always put their best efforts into all their schoolwork.
They are encouraged to be creative and express themselves through their work and turn their
assignments in on time.

4) Be Considerate - Students are expected to be considerate of their classmates in class as well as

the rest of the school body as they walk through the halls and participate in activities on school
grounds.

Consequences

The following consequences will occur if a student exhibits any form of misconduct that
contradicts the school rules or policies. The severity of the consequences will depend on the
severity of the misconduct or the number of times the misconduct is committed. Faculty has the
authority to move students through the numbered consequences, starting at (1) and moving
forward as needed.

1) Student is given a warning, either verbally or in writing, that reminds him/her of the school
rules and goals.

2) Student has classroom adjustments made such as being moved to another seat, or a privilege
removed such as phone, break time, hall pass, etc.
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3) Parents are informed of misbehavior and students must write a 200 word essay on why their
misbehavior was wrong and how they can improve in the future.

4) Students are referred to the principal’s office and parents are called if necessary. The principal
discusses the student’s misbehavior and what the student and the school should do to fix the
issue. Consequences such as community work, silent lunch, after-school detention, or in more
extreme cases, suspension, may occur.

Team Encouragement Strategies

1) Kindness - Kindness and respect towards others is the first step towards creating a strong and
positive school community. Teachers should encourage students each day to treat others with the
kindness they wish to receive and likewise all teachers should treat each of their students with
kindness and dignity. In a school community in which kindness is practiced by each of its
members, bullying, hate, and belittleness are less likely to occur.

2) Engagement - Teachers should encourage students to be engaged in their classes and

school-related activities so that they may always try to perform their best. Teachers can model
this by showing engagement themselves while teaching and leading other school activities.

3) Safety - Teachers should remind students of the importance of school wide safety to protect
the well-being of the whole school body as well as the school building and property. Teachers
cannot expect their students to learn properly if they do not feel as though they’re in a safe
environment.

Team Procedures

1) Headings for papers, tests, and assignments

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Included in the headings for papers are:

-The header/running head that displays the paper title
-Student name
-Teacher name
-Class/section
-Date paper is submitted

Included in the headings for tests are:

-Student name
-Teacher name
-Class/section
-Date test is administered
-Test version

Included in the headings for in-class assignments are:

-Assignment title
-Student name
-Teacher name
-Date assignment is submitted

-Any homework that is not given a proper heading will either be placed in an “unknown” box
which students will be responsible for checking, or, if the teacher knows whose work it is, he/she
may simply choose to take points off for incorrect heading.

2) Test rules
-Students are expected to arrive on time for all tests. If students arrive early, they are permitted to
review/study their notes before the test is administered.
-Immediately before the test is administered, students are to clear their desks so that the only
objects remaining are their pencils.
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-The test will be administered face down to each student. For some tests, there will be three
versions of the same test so that the student to the left and the student to the right of each student
is given a different version. If there is only one version of the test, the teacher may choose to
administer folders for each student to stand upright at his or her desk in order to block the vision
of others’ tests.
-Once the teacher permits the class to begin, students will flip over their tests and begin testing.
-The teacher is to walk around the room throughout the test so as to ensure students are on task
and not tempted to cheat off his or her neighbor’s test. If the teacher notices any distraction, he or
she should remove the distraction or place move students to different desks. If the teacher
witnesses any form of cheating, he or she is to ask the cheating student to turn in his or her test
and wait quietly for the rest of the class to finish testing.
-Once all students have finished testing, and returned to their desks for silent work, the teacher
will place the tests in a folder for grading and ask any student who was seen cheating to talk with
him or her privately, and the appropriate consequence will occur thereafter.

3) Bathroom times
-Students are asked to use the bathroom in-between class periods. However, if a student must use
the bathroom during class, he or she must raise his or her hand and request to use the bathroom.
-If it is towards the end of the class period, the teacher will ask the student to wait until the class
is let out. However, if it is towards the beginning or middle of the class period, the teacher will
ask the student if he or she can wait until after class.
-If the student cannot wait until after class, the teacher will write the student a hall pass and
permit him or her to use the bathroom. As the student exits the classroom, he or she is to write
his or her name on an exit chart, which will be present in all classrooms. The student will also
write the time he or she is leaving and the time he or she is expected back in the classroom (five
minutes from the time the student leaves).
-If the student returns much later than their expected time, the teacher may ask to the speak to the
student after class.
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-If another student asks to use the bathroom while one student is still gone, the teacher will ask
that student to wait until the absent student returns.

Parent Conferences Format

At the beginning of each semester, teachers should provide the parents of each student with
contact information so that parents may ask questions regarding their students prior to the
parent-teacher conference if need be. Prior to the parent-teacher conferences, teachers should
reach out to all the parents to set up a time to meet with them. During the parent-teacher
conference, teachers should first be welcoming and friendly to the parents so they feel
comfortable. Teachers should also listen to what parents have to share and avoid interruption.
Teachers must be respectful and professional in their words and mannerisms and be cautious not
to offend a family’s culture or beliefs. When sharing information about a student to parents,
teachers should first focus on all the student has achieved and show examples of good student
work. When sharing concerns or ideas for improvement, teachers should be careful with their
word choice so as not to make parents think their child has little chance at succeeding. Lastly,
teachers and parents should communicate shared goals they have for the student and determine
which methods would be best to meet those goals.

School “Community” Plan

Strong communities are a crucial part of a successful and safe school environment. When a
positive and caring community is established, students develop a sense of belonging and discover
more of their identity, which enables them to feel safe and as though they bring something to the
school. This type of community also allows teachers to come to know their students better so
they may become more aware of how to meet their students’ individual needs. The school staff
will foster a community such as this by uplifting each student and modeling good characteristics
so as to encourage each of them to be their best selves. They will also establish various school
activities outside of regular school hours (sporting games, talent shows, bake sales, holiday
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parties, etc.) so as to bring students and families together to build stronger relationships. The idea
and goal of this school is that it is not simply a building for learning, but a place for treating
others with care and support, building friendships, and making all those who step through its
doors feel as though they are part of a family.

Discipline Theory

This plan resembles the ideas of behavior theorist Rudolf Dreikurs. Dreikurs believed that
behavior in a child comes from motivators such as attention or revenge and that misbehaviors
can be avoided by helping students feel a sense of belonging and responsibility (Dreikurs,
Grunwald, & Pepper, 1982). Dreikurs did not believe in praise or punishment, but rather
encouragement and a set of consequences made clear to students (Dreikurs et al., 1982). The
theory contains the importance of education beginning at home and creating a homelike
environment at school (Dreikurs et al., 1982). Teachers can create a caring community and
strong environment to promote good behavior in their students by helping them to feel as though
they belong. Dreikurs also believed in the use of democratic methods in the classroom (Dreikurs
et al., 1982). This allows students to feel as though they have a valuable opinion and teaches
them how to be responsible. The rationale behind this plan is similar to the theory of Dreikurs in
that it greatly values the importance of community, belonging, independence, and responsibility.
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Bibliography

Dreikurs, R., Grunwald, B. B., Pepper, F. C. (1982). ​Maintaining sanity in the classroom:

​ hiladelphia, PA: Taylor & Francis.

Classroom management techniques. P