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Discipline Philosophy

I believe that there are several components to student discipline. First, the philosophy

must inform students of the classroom rules and what expectations are. Second, in the beginning

as we are teaching the students to follow the procedures and rules, the teacher needs to remind

the students of the policy and enforce the rules. The teacher needs to be consistent. Jim Fay

says, "The principle (rule) allowed the class to maintain a consistency, at the same time allowing

individualization based on specific students and circumstances." (Fay, 1995) He goes on to say

that maintaining consistency is the Key Principle of "Love and Logic" that it will reduce stress in

maintaining discipline. Finally, I believe that when I make a rule, I will uphold it. Don't make

rules that I am not willing to enforce.

On the first day, the teacher will explain the rules to the students. The procedures, rules,

and consequences will be posted in the classroom, so that the teacher can refer the student to

them. Then they will practice these procedures until it is routine and the students know what to

expect. Fred Jones said, "That the best research is shown that teachers with the best run

classroom spend most of the first two weeks of the semester teaching their procedures and

routines." One quote that I liked is "Pay me now, or pay me later. Do it right, or do it all year

long." (Jones, 2007) If I am consistent and uphold the consequences, then the students will know

I won't back down. If the teacher isn't consistent, the students will do whatever it takes to see

how far they can push the limit and see what they can get away with.

The student will get one reminder of the rules by making eye contact and pointing to the

procedure or by going to the student and then pointing to the rule. The second time the student

will go and move his/her clip down to the yellow on the behavior chart and spend 5 minutes from

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recess to practice on following procedure. The third time, the student will move his/her clip to

the red and they will spend the whole recess practicing the procedure. Student will also write up

a behavior plan in which it will have them say what they did; and then they will take it home for

the parents to sign and return it. The fourth time, they will miss a week worth of recess so they

can practice the procedures. In addition, the student will write up a behavior plan, which will be

sent home to be signed and returned. The student will call home to explain to the

parent/guardian of his behavior and what the consequence is going to be. On the other hand, if

the student goes above and beyond, they will move their clip up; they will be given a paper

telling of the hard work, and what they did that was above and beyond. It will praise the student

for their hard work and going the "extra mile."

I believe that there must be a serious offense for a student to be sent to the office. I

believe that if it is the same student causing problems to first, talk to other teachers for ideas

what can be done. Second, talk to parents and find ideas what other things that can be done.

Third, work with the principle to see if we can get the behavior to change.

The most important thing is to have high expectations of these students. If a teacher

believes that they can do it, they will. If a teacher has low expectations of them, they will behave

in that manner too. Thinking positive and having high expectations are the way to go, believe in

them and they will show me in their behavior on what I expect out of them.

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Works Cited

Fay, Jim., & Funk, David. (1995). Teaching with Love and Logic. Golden, CO. The Love and

Logic Institute.

Jones, Fred. (2007). Tools for Teaching (5th edition). Santa Cruz, CA. Fredric H. Jones &

Associates, INC.