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THE
SYSTEM OF ASSERTIVE DISCIPLINE
Assertive
Discipline
1.
The aim
of the Assertive Disciplinary programme is to teach pupils
how to make the correct choices when it comes to their
behaviour and in so doing their self esteem is raised and
thus their academic success will be boosted. The programme
is based on consistency, follow through and positive
relationship building. The key is the belief that the
teachers have the right to teach and the pupils the right to
learn and thus all who are concerned are being empowered.
2.
Teachers,
through established rules and clear routines, leave pupils
no doubt as to what is expected of them at all times.
3.
Pupils
are rewarded for following instructions through supportive
feedback.
4.
Firm
disciplinary boundaries are secured within the classroom
which encourages a secure learning environment for all. With
this sense of security comes academic success.
The
Classroom Management Plan
1.
The
commitment to having a classroom that is safe and orderly, a
positive learning environment for the pupils and a positive
teaching environment for the teacher.
2.
The
classroom management plan has rules for behaviour,
supportive feedback when pupils follow the rules, and
actions that will correct the behaviour of students who
choose to break the rules.
3.
The
Management Plan is made up of three components: The Rules,
Corrective Actions and Supportive Feedback.
The Rules
The body
of rules are agreed upon by all through consultation. The
rules are displayed on the classroom wall and are referred
to all the time. These rules apply to behaviour and focus on
the required behaviour before real learning can take place.
There are
5 school rules that the children will follow;
1.
Follow
instructions.
2.
Keep your
hands, feet, objects and unkind words to yourself.
3.
Listen
while somebody else is speaking.
4.
Look
after all property.
5.
Behave
appropriately.
Corrective Actions
1.
Children
deserve structure, and they deserve limits. There is nothing
more harmful to children than allowing them to misbehave.
2.
Corrective actions are consequences.
3.
Corrective Actions must be things that students do not like
but, they must never be physically or psychologically
harmful.
4.
Corrective Actions do not have to be severe to be effective.
5.
Corrective Actions must be appropriate to the pupils and
easy to implement e.g. time out, written assignment in the
behavioural journal, lines etc.
6.
It is the
prerogative of the class teacher to institute everyday
corrective measures. The grade leader should be consulted
before any disciplinary cases are deemed serious enough to
be referred to the SMT.
7.
In severe
disciplinary cases, prior to instituting Disciplinary
Procedure for Serious Misconduct, it may be necessary to
remove the guilty party’s privileges such as taking part in
extra murals, going on school trips, representing the school
in particular forms or in any forms or attending school
functions. The SMT decision at this level is all that is
required.
8.
Should a
case be so severe that the SMT decision is that Disciplinary
Procedure for Serious Misconduct is the only recourse, then
the case will be referred to the SGB for consideration.
Keeping
track of Corrective Actions
-
The
Tracking Sheet is our system of keeping track of
Corrective Actions.
-
The
Deputy Principal will keep records of serious
misconduct.
Supportive feedback
1.
Supportive feedback is the sincere and meaningful attention
given the pupil for behaving according to the teacher’s
expectations.
2.
Supportive feedback is a system of rewarding pupils when
they follow the rules.
3.
We have a
system of Golden Stars which pupils accumulate.
4.
Pupils
with high numbers of Golden Stars are rewarded at the end of
each term.
Teach
responsible behaviour
1.
General
and Specific Routines must be established.
2.
General
Routines will include for example, how pupils enter and
leave a classroom, how they line up in the mornings and
after breaks.
3.
Specific
Routines will describe for example, what the teacher expects
pupils to do during lessons, how much noise the teacher will
tolerate, what level of movement is allowed and how pupils
manage their materials.
4.
These
routines need to be consistently planned and applied
throughout the school to be effective.
Handling
difficult pupils
Approximately five percent of pupils will probably fall into
this category. The challenge facing us is how to effectively
deal with them.
-
Build
positive relationships.
A special effort needs to be made to establish positive
relationships with difficult pupils. The difficult child
needs to be shown that the teacher cares for him/her as
a unique individual and that the teacher is deeply
concerned about the child’s behaviour. NB: Treat pupils
the way you would want your own child to be treated in
school.
-
Conduct one on one problem solving relationships.
This is the meeting that takes place between a pupil and
the teacher to discuss specific behavioural problems.
The interview includes reaching agreement on a course of
action to be taken to remedy the problem/s.
-
Develop an individualized behaviour plan.
The purpose of this plan is help the pupil behave
responsibly and to help the teacher develop a positive
relationship with the problem child.
-
Gain
support from parents and administrators.
The support of parents and the SMT for the child’s
individualized behaviour plan is critical. Personal
contact with the parents is vital.
Management intervention - the
point at which challenging pupils are referred to the SMT
for intervention
Referral
to management will only take place after the teacher and
grade leader have exhausted all possible steps in remedying
the problem.
The
hierarchy of consequences;
-
First
time sent to the office
– student counseled and alternative ways of handling the
situation are considered.
-
Second time sent to the office
– hold a parent conference to discuss the problem. Ask
the parents to support the school’s efforts at home.
-
Third
time sent to the office
– In school suspension, the pupils does his schoolwork
outside the regular classroom and in a closely
supervised environment.
-
Severe cases
– counsel with the pupils and the parent (if necessary),
consult with SMT as to a course of action to be
followed, refer to the SGB if necessary.
Key
SGB =
School Governing Body
SMT =
School Management Team
References
Lee
Canter’s Assertive Discipline Programme as presented by
Bridgette Thompson © Bridgette Thompson.
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