Discipline Jounal #2

Discipline Journal #1
SHED Cohort—Fall 2008

NAME: Laura Michelle Weed Instructor: Dr. Sharon Johnson
I. Data Collection: On additional page(s) (to be attached), document at least 10 discipline situations encountered in your classroom. Journal each incident and include:

Incident #1
A. 10/21, 2:40

B. 8th grade, PFD

C. Description of the incident: John was talking across the classroom. I pulled him to the back of the classroom and spoke with him privately about my expectation of him. I also reminded him that he was a leader and that leaders always have people watching them. They need to be examples for the rest of the world.

What were the precipitating factors and what (if anything) could have prevented the incident? The students were working on notes for a section that they had read. This student struggles with putting thoughts on paper and therefore was talking to cover up this weakness. Once I talked to him, he communicated to me that he needed help, and I was able to help him.

D. Consequences:
I talked with the student instead of yelling at him like I wanted to do. The student just needed some attention and a reminder that I had high expectations for him that he could meet.

E. Reflection:
Once I realized the student wanted the other students to look up to him, I began to utilize those skills by having him set an example through his actions. I also have him working with other students, helping them through the lessons.

Incident #2
A. 10/22, 12:44

B. 8th grade, PFD

C. Description of the incident: John began acting out by hitting other students and letting his grades slip. I called his mother and spoke with her about his behavior and his grade.

What were the precipitating factors and what (if anything) could have prevented the incident? John was bringing some personal issues that were going on at home into the classroom with him.

D. Consequences:
I spoke with the student’s mother and the student was forced to come to tutoring to make-up all work. This unfortunately did not work. The student continued not to turn in his work.

E. Reflection:
The student was upset that I called his mother but he began to understand the lengths I was willing to go in order for him to reach his potential.

Incident #3
A. 10/23, 11:31

B. 8th grade, PFD

C. Description of the incident: John was bowing up to another student and threatening to hit him. I pulled John aside and spoke with him about his behavior. He continued to “play” with the other student. I found something for the student to do to help me.

What were the precipitating factors and what (if anything) could have prevented the incident? The students were able to pick their own partners for this assignment. After this, I will not be letting this group pick their own groups.

D. Consequences:
I gave the student something else to work on because I know this student needed a break from the project. He was overwhelmed by the amount of work and once he finished his chore, we spoke and I had him break up the assignment into pieces he could accomplish.

E. Reflection:
This helped me to know the student a little better as well as remember where my students are. I have since broken up the assignments in smaller pieces, thus relieving the stress of a big project.

Incident #4
A. 10/24, 12:43

B. 8th grade, PFD

C. Description of the incident: John was falling asleep in class. I called his mother and we discussed what changes had been happening at home. I told mom that I would be keeping the student after school to make up the work that he had missed due to sleeping in my class.

What were the precipitating factors and what (if anything) could have prevented the incident? There are definitely some issues at home and the child is bringing them to school with him.

D. Consequences:
The student was very upset that he was going to have to come after school, but once he realized that he was not in trouble and just needed to make-up the work, he was better. I think the consequence was appropriate because the student was able to make-up the missed assignment while understanding that something will happen if he chooses to sleep in class.

E. Reflection:
The student does not feel he gets any second chances in life and by calmly talking to him, he understood that I still cared about him being successful in my classroom.

Incident #5
A. 10/27, 11:15

B. 8th grade, PFD

C. Description of the incident: John made a racial comment followed by several sexual comments. Joe said, “Hey! That’s not right!” I sent the student to the office in order to wait for the office referral.

What were the precipitating factors and what (if anything) could have prevented the incident? In class we were discussing the different types of advertisements and one of them is sex appeal. This is why the student made the sexual comments.

D. Consequences:
The consequences were appropriate. Had the student left it at one comment, I would have issued him a detention and handled it myself. However, the student continued and took it to a level that was out of my control.

E. Reflection:
The student understands that the comments that he made were not appropriate. The student has not stopped making those comments in other classes, however he has in my class. I have taken the time to know what he is doing in his other classes and talk to him about what’s going on outside of class, so he knows I care.

Incident #6
A. 10/27, 1:06

B. 8th grade, PFD

C. Description of the incident: “Miss! Jane’s doing her makeup!” said Joe. “No I’m not!” yelled Jane. “Joe, have you done your words for today?” I asked. “No,” he responded. “Then that’s whose business you need to be minding today.”

What were the precipitating factors and what (if anything) could have prevented the incident? The student had been trying to draw attention to himself the whole class period. He was yelling across the room, taking other people’s things. I was trying to extinguish the behavior by ignoring the student, but he took it to the point where I had to say something.

D. Consequences:
The student stopped what he was doing and got to work, so the consequence was appropriate.

E. Reflection:
The student and I have a working relationship. I am trying to work with him in controlling his impulses and he is trying to help me increase my patience level.

Incident #7
A. 10/28, 2:50

B. 8th grade, PFD

C. Description of the incident: John was chewing gum. I asked John to spit out his gum. “But it still has flavor!” John replied. “I’m going to flavor you!” The student laughed and spit out his gum.

D. Consequences:
I allowed the student to spit out his gum and later reviewed the gum policy on campus with the whole class. The student has not had gum since.

E. Reflection:
The student and I have a great relationship. This class is easy to laugh with because they tend to have very minor discipline issues. When I ask them to do something, they are quick to respond.

Incident #8
A. 10/31, 2:32

B. 8th grade, PFD

C. Description of the incident: All the students in the class were talking. I said, “3…2…1” and the talking did not stop. I stood and said, “I will continue when all mouths are shut and all eyes are on me.” The students said, “Shhhhh!” and quiet fell over them.

What were the precipitating factors and what (if anything) could have prevented the incident? The students had been working on an assignment. I needed to give them more information in order to continue on with the assignment. Had I remembered to tell them the information, this would not have been a problem.

D. Consequences:
I gave the students a warning. Later in that period, I had to wait again and we did a practice academy, in order to practice the appropriate behavior. This is a very talkative group and we have to practice often.

E. Reflection:
The students know that I mean business. They also know that when it is time to play, we have fun. My kids have gotten better about the talking but I also have to remember that they are at an age in which socializing is vital. We continually go back and forth with where the line is.

Incident #9
A. 11/3, 9:05

B. 8th grade, PFD

C. Description of the incident: John asked me to go to the restroom, just like he did the day before. “John, my policy is that you take care of that before or after my class, not during my class,” I replied. “But Miss, I have to go!” he exclaimed. “Thanks for sharing,” I said. “Can I use a pass?” “Thanks for sharing.” “Can I take a tardy?” “Thanks for sharing.” “When can I go to the restroom?” “Before or after my class.”

D. Consequences:
I used the anti-arguing strategy. Generally the student would have bugged me until I lost my temper and I gave him a detention for not working. Instead I was able to smile at him and not get into the argument keeping me from yelling and him from winning by engaging me in an argument.

E. Reflection:
This student and I get along. We don’t have any issues other than he always try to argue his way out of something. Since I have used the anti-arguing, I don’t see him as a bad student, but rather as a very intelligent student who has a lot of potential.

Incident #10
A. 11/6, 11:27

B. 8th grade, PFD

C. Description of the incident: Jane left her work in her locker. My policy is that no one leaves the classroom once they walk through my door. She came and asked me to go to her locker. I reviewed my policy with her and she responded with “But I need it to do the assignment today!” I replied, “Well you are not going to leave my room, so what are you going to do about it?” “I don’t know,” she said. “Would you like some suggestions of what other kids have tried?” “Sure.” “Well, some have taken the zero. How does that work for you?” “It doesn’t!” John pipes in, “Why don’t you just write it on a piece of paper?” “Can I do that?” Jane asked. “I don’t have a problem with that. The assignment isn’t due until tomorrow anyway, so you can just transfer the information when you get home.”

What were the precipitating factors and what (if anything) could have prevented the incident? We were working on a two-day project. Had I had an area in my room for the students to store their projects, Jane might not have forgotten her work.

D. Consequences:
The consequence was that the student was going to have to do extra work. I think this did make a difference in the student realizing that I knew she was human.

E. Reflection:
The student has since left her assignments in her locker, but she now knows through experience what her options are. She is a little more self-reliant now.

II. Model to implement in your class: Love and Logic

A. Summary of model: This model was created by two educators who believe in choice. This model allows students to learn from the consequences of their choice instead of learning from someone preaching at them. The theory also teaches teachers how to take care of themselves by not entertaining the argument. They give you the skills to avoid arguments, and thus diffusing the situation.

B. Description of incident: Student is continually asking questions in order to start an argument.

C. Steps: Student asked question. I answered the question. The student began to ask why. For every answer, I gave he would say “but” or “why”. I felt my temperature begin to rise and realized that he was trying to engage me in an argument. I smiled at him and began saying, “Thanks for sharing!” This stopped the argument but I did realize that I was using sarcasm. I need to be conscious of the sarcasm in my voice because that can continue the argument.

D. Reflection:
What effects did the model have on your student(s)? I think this had a positive effect on my students because I was able to keep my temper.

What changes did you note once you implemented the model? The students now know what to expect when they try to argue with me and they stop trying when they hear the magic phrase “Thanks for sharing!”

Did the implementation have any impact on the overall classroom/learning? This model definitely had an impact on the classroom and learning. I was able to keep a positive working environment and could delay the consequences, which is something they experience in real life.