Discipline

Declining Discipline Suspensions?

On July 6, 2014   /   Discipline  

The Los Angeles Times reported on June 1, 2014 that the Los Angeles Unified School District’s disciplinary suspensions have been reduced.

The article reported about schools where administrators typically handled discipline problems by suspending students. However, several parents complained that their children were sent home without officially being suspended.

Several parents at one of the schools said their children were unfairly removed from school and “off the books.” A confidential report by community organizations found that some principles were using “workaround” to district mandates to reduce suspensions.

Similar charges have been made elsewhere in the district. One school principal was removed following allegations that he sent home at least 20 students while directing the staff not to mark them absent … >>>

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Discipline by Imposing Consequences Results in a Lawsuit

On July 6, 2014   /   Discipline  

The July 2, 2014 issue of the Los Angels Times headlined the following: Ethics guru and school spar on discipline.

Michael Josephson made a career of encouraging people to do the right thing. His Los Angeles based nonprofit, The Josephson Institute of Ethics, has trained government officials, corporate officers, Olympic athletes, and millions of schoolchildren in ethical decision-making.

Josephson is now suing a school in Los Angeles because the school mistreated one of his teenage daughters because of a discipline disagreement and will not allow another of his daughters to complete her senior high school year at the private school.

In a nutshell, the problem arose when the school imposed a disciplinary action on one of his daughters.

The entire … >>>

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A Final Thought on Discipline about Today’s Approaches

On July 4, 2014   /   Discipline  

I received the following communication, which I am sharing because it articulates what so many teachers think about the current stage of discipline in schools.

“I used your strategies successfully for several years. It is a wonderful system that also works at home and in our private lives. I am completely sold. I love Dr. Marshall’s book. I learned so much.

“However, I have recently struggled to implement the discipline system in my classroom. There were so many obstacles. Kids were fine with it and understood it. I loved that part! But principals and parents could or would not support it. Several times I was told by a principal not to use it and to use whatever he/she wanted. The … >>>

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California’s Tenure Law and Classroom Discipline

On July 3, 2014   /   Discipline  

Beatriz Vegara was 15 when she said that one of her teachers fell asleep during class. Another of her teachers told Latino students that they would end up cleaning houses for a living.

Brandon Debose, Jr. said that his 10th grade geometry teacher had spent 10 minutes of class taking roll, didn’t explain the work, and expected students to learn math on their own.

In each of these classes, one can only imagine the discipline problems that existed.

Rather than just complain, these students did something about it. Backed by an advocacy group, they sued the California school system and testified about their experiences.

Judge Rolf Treu who heard the case ruled that the California teacher tenure system is … >>>

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Discipline and Tenure

On July 3, 2014   /   Discipline, Effectiveness  

The Los Angeles Times reported on July 1, 2014 that, according to a poll conducted by a Stanford-based research center and the University of Southern California’s Rossier School of Education, California parents support weakening teacher job protections that were the subject of a high profile trial in Los Angeles. The lawsuit (which is on appeal) overturned teacher tenure laws that made it difficult to remove ineffective teachers, many of whom were assigned to poor and minority schools.

One of the main challenges is that many new teachers are assigned to schools with large minority populations, and these new teachers have not had proper training in classroom management, discipline, or how to handle behavior problems. For example, new teachers are taught … >>>

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Negotiations and Discipline

On June 26, 2014   /   Discipline, Parenting, Responsibility  

Negotiating about changing someone’s behavior can be more effective than using coercion. With this in mind, here are a few suggestions when you negotiate about a behavior or discipline situation.

• Be just. Good negotiators always think about how they can show that the outcome will be fair to all parties. In a discipline matter, this means that all parties feel the outcome will be just. If the decision is fair or just, the person or people with whom you are negotiating will never feel coerced or taken advantage of. This will make it easier to agree on the decision.

• Use a power pose. Expansive, open postures will prompt you to feel more powerful and confident during the negotiation. … >>>

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Discipline and Suspensions

On June 25, 2014   /   Discipline  

The Los Angeles Times recently reported (June 17, 2014) that a number of school districts in Southern California counties performed above the state average for reducing discipline suspensions last year. School districts are finally beginning to understand that discipline suspensions neither improve school climate nor boost academic achievement.

The suspension declines come from a national movement to lower suspensions due to behavioral and discipline problems that have been found to imperil academic achievement and lead to more student run-ins with police. A 2013 study by researchers at Johns Hopkins University found that just one suspension in ninth grade correlated with doubling the risk of dropping out of school and a threefold increase in the risk of involvement with the juvenile … >>>

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National Study on School Discipline

On June 24, 2014   /   Discipline  

The Council of State Governments Justice Center released a new report on school discipline across the nation. Their School Discipline Consensus Report is the result of more than 700 interviews spanning three years.

The report found a wide disparity in discipline rates among student populations. Black, Hispanic, and Native American students were suspended at higher rates than their white peers. This report is the culmination of efforts that began in 2011 following the release of the Breaking School Rules study, which found nearly 60 percent of secondary school students in Texas had been suspended or expelled at least once.

The School Discipline Consensus Report concluded that administrators and teachers should set about improving the basic learning environment inside their … >>>

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Teaching and Tenure

On June 22, 2014   /   Discipline, Learning  

Los Angeles County Superior Court Judge Rolf Treu ruled that California K – 12 school tenure laws are unconstitutional because they compromise student rights to a quality education by protecting incompetent teachers.

The tenure system is a holdover from an era when public school teachers were almost all women and could be fired for many petty procedures and personality relationships that had nothing to do with their teaching competence. Tenure laws were passed to protect teachers from such personal vendettas and from meddling parents trying to dictate what is taught in classrooms.

As an elementary, middle, and high school principal and district director of education, I have learned that good teachers have long been aggravated by the poor performance of … >>>

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PBIS Mandated

On June 21, 2014   /   Discipline, Learning, Responsibility  

A teacher contacted me about Positive Behavioral Interventions & Supports (PBIS) being mandated in her school. The district has a new superintendent who used PBIS in his former district. The teacher has been using Discipline Without Stress for 10 years with great success and asked if there was any assistance I could give her because she does not want to use PBIS. She does not believe that young people should be rewarded for doing things that are expected of them. She asked me to please include the conversation I had with her in my next newsletter. Here it is.

I suggested she ask her students if they feel mature enough to make decisions themselves or whether they want the teacher … >>>

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Rewards Lead to Increased Discipline Issues

On June 19, 2014   /   Discipline, Effectiveness  

Have you ever noticed that the more behavior problems a child has, the more “rewards” they ultimately end up with? This may sound odd, because they certainly end up with a larger share of negative consequences too, but in reality, they get more rewards.

A child who always does the right thing does not need a reward to coerce them to be cooperative, but the kids who don’t behave get one. In fact, in some classrooms misbehaving children get stickers (or some other tangible item) every 15 minutes or so. What must the behaving kids think?

And while it’s nice to think that the children who have developed self-discipline understand that others sometimes need rewards, that is simply not true. … >>>

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Consulting, Discipline, and Relationships

On June 17, 2014   /   Discipline, Effectiveness  

When most people think of “consulting,” they envision a business scenario—something very corporate. But did you know that consulting can help on a personal level too, especially in terms of discipline and relationships?

After recently presenting to a number businesses, schools, and parent groups and listening to so many complaints, I feel an obligation to offer a consulting service to teachers, parents, and/or leaders in any occupation or industry who would like to reduce stress, promote responsible behavior, improve relationships, promote learning, and/or receive more joy in parenting.

Think of this as a way to tap into my years of wisdom on a one-to-to level and get customized advice and strategies based on your unique situation. Do you have a … >>>

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Discipline and Visiting Children

On June 12, 2014   /   Discipline, Effectiveness  

Sometimes you may have children in your care for only a short period of time, such as when substitute teaching or when you have children visiting your home. When you are with children for just short bursts of time, is it possible to utilize the Discipline Without Stress approach to make your time together easier and less stressful?

The answer is “yes.” While you may not have time to go over the hierarchy and the various levels of behavior, you can decide to make it a habit to use the three principles of POSITIVITY, CHOICE, and REFLECTION in all your interactions.

1. You can phrase your communications positively.
For example, if you’re subbing, you can begin the class with a … >>>

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A New View on Rules, Consequences, and Rewards

On June 10, 2014   /   Discipline, Responsibility  

Many school districts require their teachers to post rules, consequences, and rewards in the classroom. The theory is that if children know what the rules are and what happens if they break them or follow them, discipline issues will cease. This, of course, doesn’t work. Here’s a better approach that will instill responsibility in your students, reduce discipline issues, and appease the administrators in your district.

1. Post classroom expectations or standards, instead of rules.
Standards are much different than rules. Standards engender student empowerment. They promote an esprit de corps in the classroom, similar to what occurs with any team. Standards serve as expectations, and expectations are responsibility lifting. They tap into internal motivation and foster commitment, rather than … >>>

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What to do When a Child Chooses Level A Behavior

On June 3, 2014   /   Discipline, Relationships  

When using the Discipline Without Stress Hierarchy, you will sometimes run into a child who likes to challenge you. For example, upon learning the various levels, the child may say, “I like being on Level A. I don’t want to be on Levels C or D.”

When this occurs, what is an adult to do? How do you help the child move past this challenging behavior without resorting to a coercive discipline approach?

The key is to let the child know (in a positive voice and demeanor) that it is her choice to act on Level A, and when she chooses that level, that means she wants you to boss her. Explain that a person acting on Level A … >>>

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Can Discipline be Both Simple and Easy?

On May 29, 2014   /   Discipline, Learning  

I often describe the Discipline Without Stress approach as “simple.” Sometimes teachers question my word choice. After all, it does take continual effort to deal with classroom management and at the same remember to be positive, offer choices, and ask reflective questions.

Realize, though, that “simple” does not automatically mean “easy.” For example, learning how to drive an automobile is SIMPLE, but it only becomes EASY after you have driven for awhile. Likewise, deciding ahead of time not to eat dessert at a banquet may be SIMPLE. But when the plates from the main course are removed and the cheesecake is placed in front of you, your original decision may not be so EASY to implement. The point is that … >>>

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Positivity Tips that Reduce the Need for Discipline

On May 6, 2014   /   Discipline, Effectiveness  

For many people, mastering the first principle of Discipline Without Stress—positivity—is a challenge. After all, how do you keep positive in a discipline situation when a student is doing something he/she shouldn’t be doing and quite possibly testing your nerves?

It’s important to think, speak, and act with positivity in order to be most effective when you implement the Discipline Without Stress system. Even when a situation might be perceived as negative, as in a case where discipline is necessary, it is possible to phrase communications with students in positive rather than negative ways.

Why is this so vital? Because people do best when they feel better about themselves, as opposed to when they feel worse. Additionally, student cooperation … >>>

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Does Less Play Mean More Discipline?

On May 1, 2014   /   Discipline, Effectiveness  

More and more kindergarten teachers tell me each year, “This is the worst group of kids I’ve ever had.”

Does this ring true for you too?

The reason teachers have this perception is that young children do not have the social skills that children developed in prior years. In many communities and schools today, kids are deprived of opportunities to engage in play activities that prompt both creativity and successful social relationships. Instead, they are engaged in developing academic skills (many boys of whom have not yet developed cognitively enough to be successful).

This push for academics at an early age (some children are being pushed to read by age 3!) is at the expense of promoting empowering self-images and … >>>

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