|
This
is a program developed in the year 2000 by students,
teachers and parents to encourage respectful
behaviour at our school. The program involves:
• a philosophy of discipline rather than
punishment
• monthly themes around the topic of respect
• a school wide program of lessons that
promote respect, empathy, anger management,
conflict resolution, assertiveness, safety,
friendliness, and how to deal with bullying
• a big buddy program with monthly activities
that support our themes
• special theme days to promote community
spirit |
Discipline
vs. Punishment
“Punishment is adult oriented. It may
be quick and easy but it ignores intent and
doesn’t change behaviour. Discipline is
child oriented. It considers intent and severity
of the deed. It shows the child what they have
done wrong and helps them to find solutions.
Discipline fosters empathy and changes behaviour.”
Source: Barbara Coloroso, Kids are Worth It
(available in our school library) |
4
Steps in Discipline
1. Show children what they have done
2. Help them take ownership of the problem
3. Help them find ways to solve it
4. Help them to stop it from happening again |
| We
use problem solving sheets that help the children
work through this process. |
Monthly
Themes
September.... La sécurité/safety
(rules)
October.......... La politesse/being polite
November..... Etre amical/being friendly (being
a good friend)
December..... Partager/sharing the goodwill
(sharing with the community)
January......... Etre serviable/being helpful
February...... Etre amical/being friendly (not
leaving anyone out)
March........... La sécurité/being
safe (finding safe places)
April.............. La politesse/being polite
(no put downs)
May............... Partager/sharing
June.............. Etre serviable/being helpful |
Classroom
Lessons
We use the lessons from the program “Focus
on Bullying”. We also use “The Second
Step” program and have recently received
the “Don`t Laugh at Me” program
that we will incorporate in the near future.
Each month we teach two main lessons in all
the classrooms. We also review other concepts
and deal with other issues that may come up
in our individual classrooms.
The lessons are taught across all grades so
that we all are using the same language and
the same concepts. |
| Some
of the lessons topics include: |
School
Rules (including rights, responsibilities,
and code of conduct)
Safety
Asking for Help vs. Tattling
What is Bullying? (or other
negative behaviours, ie: put downs, dissing,
leaving people out)
Assertiveness (passive, aggressive,
assertive, anger management, practicing assertiveness)
What is Respect? (imagine a
school where everyone respects each other)
Conflict Resolution (I messages
instead of putdowns, looking for solutions instead
of blame)
Student Behaviour Can Help Stop Bullying
and Other Negative Behaviours (circle
of bullying can become a circle of caring, courageous
bystanders, not leaving people out, being a
good friend)
Safety (finding another place
to play, just say no and go)
Assertiveness Review (think
positive thoughts/positive inner voice, stand
tall, think tall, act tall, confidence leads
to assertiveness) |
| |
| Big
Buddies/Les grands copains |
The
grade 1-6 classes have been twinned to form
big and little buddies.
Each month the buddy classes get together for
a special activity. Some of these activities
have included: buddy reading, making doll cut
outs for a display about accepting differences,
sharing our progress at report card time, etc
…. |
|
| We
do not expect perfection; mistakes are for learning.
We have already seen an improvement in respectful
behaviour and a more positive school atmosphere.
The program is constantly being reviewed, changed,
and improved upon. We believe that children
are worth it! |
| We
are trying something new with the children this
year to help with attitude and motivation. It
is called Steps to Raise Responsibility by Doctor
Marvin Marshall (www.marvinmarshall.com ) .
He developed four levels of behaviour or attitude.
|
Level |
Behaviour |
School
work |
Results |
A
Responsible
Independent
|
I follow the rules and behave kindly
and respectfully because it is the right thing
to do.
|
I do my work well
because I want to learn and progress.
|
I feel good about
myself. Personal satisfaction.
I learn and make good progress.
|
B
Cooperation
Conformity
|
I follow the rules
and behave kindly when the teacher is watching
or in order to get a prize or to avoid punishment.
|
I do my work when
the teacher is watching.
I want to avoid punishment or get free time
or some other reward.
|
I avoid problems
with the teacher.
I learn more or less.
My progress is slow.
|
C
Non-
cooperation.
Ignoring.
|
I often ignore
the rules or do not behave kindly or respectfully.
|
I am often off
task. I do the minimum or do not finish my
work. I often fake working.
|
I learn very little.
I am often in trouble.
I often have trouble with classmates.
|
D
Disruptive
Unsafe
|
I ignore and break
the rules.
I hurt or disrupt others.
|
I refuse to work
or listen to lessons.
I do not let others learn.
|
I am often in trouble
and angry.
I do not learn.
I feel bad about myself.
|
| Levels
D and C are not acceptable and the teacher
needs to intervene. |
| Here
are some examples to help the children understand
the levels.
Example one ( behaviour)
There is trash on the floor in the classroom.
Someone operating at level A
will see the trash and pick it up and put
it in the garbage because its the right
thing to do. ( internal motivation) At
level B the student will only pick
up the trash if asked to do so by the teacher.
(external motivation) At level C
the student will see the trash and kick
it around even if asked to help clean up.
( Non-cooperation, ignoring the rules )
At level D the student
might pick up the trash and throw it at
someone else ( harming or bothering others).
Example two ( work habits)
It is time to practice reading in class.
A student operating at level A
will choose appropriate books and read with
enjoyment because he or she wants to learn
to read.(internal motivation) At level
B the student will read when the
teacher is watching or will choose books
that are too easy or too hard because he
or she wants to please or get a prize or
just get through reading time ( motivation
is external ) At level C
the student will fool around and not practice
reading at all or take a library book and
leaf through the pages looking at the pictures.
( Ignoring the rules, non cooperation) At
level D the student may
be running around or making loud noises
instead of reading . ((Disrupting others)
We talked about how we all function at different
levels for different activities or incidents
(Even the teacher) but we can always choose
to function at a higher level.
When we see a child misbehaving or not on
task, rather than telling them what they
are doing that is inappropriate, We ask
them to tell me what level they are operating
at. That way they take ownership for their
behaviour and learning. Sometimes we ask
the children to think about the levels before
an activity and sometimes we discuss the
levels after an activity. We have noticed
an improvement in attitude and work habits
of all the children. Most of the children
are now making better choices about their
behaviour and learning. You may wish to
check out Doctor Marshall’s website
where the system is explained in more. |
| NB.
We have modified the names of the levels,
Doctor Marshall uses a slightly different
terminology but the behaviours and attitudes
described are the same. |
|
|
|
