1. Set your rules in very specific behavioral terms. What are your top priorities -- "must behaviors?"

Exercise (Circle vague messages and rewrite rules)

Rule Your New Rule

a) When I'm giving instructions be quiet. b) Respect the property of others. c) When I'm talking - listen. We will listen to you when it is your turn to talk.

a) b) c)

2. Post the rules and go over them in class so everyone knows exactly what is expected. Go over the rules at back-to-school night with the parents. Have the parents sign that they have read the rules and are willing to actively support them and do whatever is necessary to help you enforce them.

Write a letter to the parents in such a way that it is very clear to the parents that you want them to support these rules in a certain way. For example, you may wish to explicitly say that when the parents sign this letter they are not only signing that they have read the letter but that they actively support these rules; that they will talk it over with their son or daughter so the student knows that their parents and the school are working together as a team to insure the best educational environment possible; that the parents will tell the student clearly and specifically to follow the rules; and that the parents will take an active role to help insure that these rules will be followed. Ask the parents in the letter if they are willing to give you their work and home phone numbers so they can be called immediately if necessary and have them tell the student right then and there to behave and follow your directions. And if that does not work they would be willing to come to school and do whatever it takes in a non-punishing way to convince the child that he must obey the school rules, there is no other choice.

(Example of letter in Appendix, pp. 70 & 71)

IMPLICATIONS (cont.)

Pre-discipline Intervention Strategies Time Line

A C

B D

________________________________

A. District or school level letter to parents saying that they support the school rules and the philosophy of teaching for success, not failure

B. Teacher based back to school night (Appendix p. 72) - parents and students in attendance. Rules and intervention strategies reviewed and a family signed contract indicating support.

C. First violation - two minute parent call for support - parent called, reminder of signed letter

and a request for a solution to the problem.

D. Beginning of general classroom interventions.

3. When giving individual directions, look at the student (eye contact), call him or her by name (personalize message), close distance (proximity), go to the most difficult student first (toughest problem philosophy), use appropriate verbal and non-verbal cues, if appropriate use some form of a physical non-punishing back-up (i.e., lightly touch students elbow with an open hand and escort the student to the chair).

4. Use specific, goal-directed messages:

"Sit down in your chair now, stop talking for the rest of the period, finish these 10 problems neatly and correctly in the next 15 minutes, do not get up until the bell rings. Start immediately and do nothing else until they are done."

"John, stop hitting Sue now and do not hit anyone else ever again in this school."

5. Watch out for your susceptibility to student's manipulations, particularly those that you engaged in as a child. Prepare a response to each of the following:

a. arguing e. tantrums

b. crying f. being sorry-won't

c. pouting happen again

d. asks "why" or questions g. I'll kill myself

your authority h. don't call my parents

they're child abusers

6. Always stay with the goal behavior, not the manipulation. Use the key phrases, "I understand that is the way you feel, but that is not the point, ...."; "Regardless of that ... (fact, issue, belief, perception, feeling, etc.) sit in your seat now and...."

Teach for success, not for failure or more elaborate systems of punishment. Stay with "A" not "B". Stay with "X" not "Y".

IMPLICATIONS (cont.)

7. Be prepared to audiotape your instructions and the student's reactions. Remember, only use this procedure if you have cleared it with the principal and the parents, and you have explained your purpose and philosophy of not blaming or finding fault, but rather teaching for success and working together for solutions to problems.

8. If these general techniques do not work:

a) Have a general procedure worked out ahead of time with the staff to get immediate help and back up (i.e. red alert, hall patrol, A-team, etc.); and/or

b) Do an individual behavioral lesson plan with some of your colleagues for this particular student. (See pages 43-46 in this workbook or Chapter V in How To Deal With Discipline Problems in the School)

Post-discipline Intervention Strategies Time Line

F

E G H

________________________________

E. Individual lesson plan with specific planned out back-up techniques.

F. Structured parent/student/teacher conference

G. Referral to counselor or psychologist for family counseling.

H. Referral for outside community help.

1. General Philosophy

Parents are the most powerful influence in the child's life - school # 2. Working together we can solve school related problems. Not interested in causing problems or stress at home or work; interested in solutions. Teaching for success, not failure.

2. Past/Present/Future Orientation to solutions to problem.

3. Not interested in blame or who started it - (teachers, school, parents, student or other student). Interested in solutions ( examples: fighting, last year teacher, etc.)

4. Philosophy of clear messages in context of love & caring vs. hostile or authoritarian. (Examples/handout.)

5. General philosophy of punishment vs. solutions (backup techniques designed for X not Y)

6. General Discipline procedures

a. Personalize message, clear message, close distance, give choice ( you can do it on you own or I will help), touch (open hand at elbow.)

b. Tape record, philosophy, accurate information to help solve a problem.

c. Team to help backup to help solve the problem, x not y.

7. Two minute telephone call, philosophy handout. (honor vs. blame - your child is worth it.) Teaching for success, not failure - moving intervention from 10 to 1. Follow- up calls, philosophy - parent can handle it at home.

8. Structured parent teacher student conference

Philosophy - both parents have to come to school and why

a. My solution

b. Parents and teacher working in relation to student

Handout; structure; request for solution; teacher based conf.; 10 min.; organized.

c. If necessary parents coming to school to back up student success - general philo.

9. Other parent conf. - how to get in touch with me, set it up.

a. General philos. - personal issues vs. school based solutions (I'm a teacher, not a psychologist)

b. Past/present/future

c. Blaming

10. Racial issues - picking on student - prejudice

11. How you will talk about or handle:

a. Inappropriate language - cussing

b. Sexual behavior

c. No phones/answering machines

d. Calling place of work or leaving messages

12. Substitute Teachers

13. Standard homework assignment vs. school & parents doing work-make solution easier than to have the problem or make the problem harder to have then going for the solution.

14. Important rules - signed agreement of support; contract; other options

(i.e., calling at work - parents might sue you, etc.)

Our General Philosophy

Parents are the most powerful influence in the child's life at ______________(name of school). Parents and teachers working together can solve school related problems. The faculty and staff of our school is not interested in causing problems or stress in your home or on your job. We are only interested in solutions to the problem at hand. We teach for success, not failure.

Pertinent Parent Information

We would like you to complete the following information sheet. This information will help us to communicate with ease. If you have any changes in these information during the school year, please contact the school at _____________.

Child's Name _____________________________________

Child lives with (Circle those that apply): FATHER MOTHER BOTH PARENTS

AUNT UNCLE GRANDPARENT(S) SISTER BROTHER GUARDIAN

STEPMOTHER STEPFATHER SIGNIFICANT OTHER

Are there any legal restraining orders? ______Yes ______No

If so, against Whom? ______________

Father's, Stepfather's or Legal Guardian's Name __________________________

Work Phone __________________ Best Time to Call _____ AM ______ PM

If I can't reach you, who should I leave a message with ____________________________

Home Phone _________________ Best Time to Call _____ AM ______ PM

Latest I can call _________ Earliest I can call ________

Does this phone have an answering machine? ______Yes ______ No

Mother's, Stepfather's or Legal Guardian's Name _________________________

Work Phone __________________ Best Time to Call _____ AM ______ PM

If I can't reach you, who should I leave a message with ____________________________

Home Phone _________________ Best Time to Call _____ AM ______ PM

Latest I can call _________ Earliest I can call ________

Does this phone have an answering machine? ______Yes ______ No

In the case of an emergency, and the teacher is unable to contact you, who should be contacted? Name __________________ Phone ______ Relationship to child _________

If a conference is needed during a school day with your child, which of these times would be best for both parents? (Circle one and list a time convenient for you.)

Before School ______ During lunch time ______ After school _____ Evening _____

What day is most conventient? (Circle one) M T W TH F Any Day

What are your days off? Mother ______ Father______ Guardian ______

Phone conferences will be for two minutes. (see attached handout)

In school conferences will be for 10-15 minutes. (see attached handout)

1. Goal X or Y (Move everything from 10 to 1)

State the solutions or goals:

a.

b.

c.

2. Positive or negative outcomes ________

What are the negative outcomes or fears?

A. Student B. Other Students

1. 1.

2. 2.

3. 3.

C. You the teacher D. Parents

1. 1.

2. 2.

3. 3.

E. Staff, Admin., Sch. Board

1.

2.

3.

3. Pre / during / post What is your plan? What are your safeguards-self statements

Pre: (handouts/calls/practice/plan / what ifs/ During: (practice / plan / what ifs / backups, backups / legal issues) legal issues)

1. Student: 1. Student:

2. Parents: 2. Parents:

3. You 3. You

4. Staff, Admin., etc. 4. Staff, Admin., etc.

Post: (follow-up / I will not back off / plan legal issues)

1. Student:

2. Parents:

3. You

4. Staff, Admin., etc.

4. Past / Present / Future

Future orientations to a solution / Transition statements back to the point