In the Classroom - Discipline Journal 1

Discipline Journal #1

Because I have been on maternity leave since the beginning of the new school year, I will use discipline situations I remember distinctly from last year using approximate dates. I will try to remember what was said to the best of my ability.

I. Ten Discipline Situations:
Date/Time: First day of school, in the fall of ’07, First period, A-Day

Grade level/Class: On-level 10th grade English

Description of the Incident: At one minute to the bell, a young lady, Adrienne, stopped by my classroom door with her boyfriend, mumbled something like, “This is my class.” As I stood at my door, she hugged him goodbye and continued to talk to him as the tardy bell became more imminent. I remember struggling with how I should handle the situation. I didn’t want to come across too harsh because it could have ruined the opportunity to build a rapport with this young lady, but at the same time, I didn’t want to ruin my chance to set my expectations as a teacher. It is a difficult balance, deciding which should take precedence. I said, “Alright, it’s time to get started. Please come in and find the seat with your name on it.” She looked back over her shoulder at me and snapped, “THE BELL AIN’T EVEN RUNG YET!” I don’t know if it was just the stress of the first day of school or the cutting harshness of the way she responded to me, but remember pointing to her boyfriend and half-yelling, “Go to class before you’re late,” and moving closer to her and pointing inside the room and sternly saying, “Go.” If I had kept a calm air about me, I could have built a rapport and shown my expectations. Instead, I came off looking like a jerk to her and everyone else who heard me.

Consequences: I asked her to stay after class with me so that we could talk about what happened. She mostly stared at the floor while I tried to explain how we both could have started our morning better. She didn’t receive any real consequences and by her future discipline issues, it obviously had little effect.

Reflection: Because we had no prior relationship before this encounter, our relationship was pretty strained all year. Despite my efforts to smooth things over, she pretty much remained cold. I’ve wondered if our first encounter was the cause and if I missed an opportunity to reach a student because I lost my temper.


Date/Time: October 07 – 3rd period

Grade level/Class: Pre-AP English I

Description of the Incident: Students were assigned annotations and a summary of the chapters they were to have read the night before. When I graded their annotations and summaries, it was clear by their phraseology and word choice that at least 8 people out of the class of 30 had cheated by using Internet resources and/or each other. I had begun to grade while the class was at lunch and my ears became redder and my face hotter with each duplication of annotation or wording of their summaries. When they returned from lunch I lectured them for the rest of the class period about the evils of cheating and my expectations for them in an “honors” class.

Consequences: As the students listened to my lecture, there was a lot of eye-rolling, sighing, and denial. I knew the consequences that would follow would involve parents, principals, and coming up with solid proof that they had cheated. The students involved received 2 zeros for the 2 assignments and I called each of their parents.

Reflection: Some students ended up admitting their guilt and writing apology letters – probably prompted by their parents. There was a lot of blaming and finger-pointing, but in the end, the relationship with this group of students changed for the better. I saw no obvious signs of cheating and I think they realized that I was watching them more closely than they thought, which translated into evidence of how I cared for them and their reputations as honorable students.



Date/Time: December ‘07

Grade level/Class: Pre-AP English I student (in JHHS Writer’s Club)

Description of the Incident: Each student was asked to share a personal essay with the rest of the writers in the group, and Ashley decided to share one about her dangerous drug use and suicidal thoughts. She came to me after the meeting was over and begged me not to tell anyone about what she’d written. She is a 14 year old high school student, and I knew I had a responsibility to make sure she got some help and spoke with someone. I knew I had to show her some tough love and told her that I wanted her to speak with her counselor about what was going on with her life. She hated me for it, told me she couldn’t trust me, and quit the Writing Club. I could have prevented the incident by making strict guidelines about what they could and could not write about, but then she may not have spoken with anyone.

Consequences: She spoke with her counselor, I met with her parents and we tried to get across to Ashley that we all cared for her and that she wasn’t “in trouble”. She was forced to speak with a counselor on a regular basis, and I think the consequence was appropriate.

Reflection: I may have never regained Ashley’s trust after this episode, but I think something more important transpired because of the impact of the relationship I had with her. I think she was able to get the help she needed, to talk to her mom about events in her life that were bothering her, and that years from now she may look back on the incident with some understanding of why I had to betray her trust. Our relationship changed after this. She was more guarded than she had been, and I was not able to relate with her in Writer’s Club.


Date/Time: May 08

Grade level/Class: 10th grade on-level English

Description of the Incident: During my conference period, I was walking down the hallway when I noticed that Parker, a student in my 4A was coming down the hall towards me. I said hello, he said hello back and we both kept walking. The next A day, during my conference, I saw him again in the same place at almost the same time. He had a hall pass, so I let him continue on his way down the hall. Something didn’t feel quite right about the situation, so I looked up his schedule and found out that during that period, he had P.E., and he wasn’t supposed to be anywhere near where he was during the times I saw him. Instead of talking to Parker about it and writing him up, I spoke to his P.E. coach about his skipping, and she handled it. It began to bother me that I went “around” him and threw it to another teacher to deal with. I could have prevented the incident by stopping to talk to him the first time and asking him where he should have been. If I had, he may not have skipped more than once, getting himself into further trouble in the office.

Consequences: Parker ended up in ISS for a week, missing my class and others. He never spoke to me about it, but I’m sure he assumed I was the one who turned him in, since his coach didn’t seem to realize he was even gone until I pointed it out. I think the consequences were appropriate for skipping, though unfortunate because he missed so much of real class time.

Reflection: I wish I had spoken with him face to face about what had happened. It wasn’t very professional of me to ignore my involvement in his punishment. The discipline never really affected our relationship. I don’t feel like he ever held it against me. I think I regretted how I handled it more than he did.


Date/Time: May ‘08

Grade level/Class: 10th grade on-level English, 1st period

Description of the Incident: Every morning, Taylor would come to first period in his huge diamond studded earrings. As he walked through the door, I would say, “Taylor- earrings,” and he would take them out on the way in the door. After the 5th time or so, it began to bother me that he wasn’t respecting the expectations of the school or my class. I asked him to stay after class one day and I asked him why he perpetually disregarded the dress code. He said it wasn’t personal, that he “forgot” to take them out every morning. I told him that from that point on, I would have to go through the motions of dress code violations even though it was a violation that could be fixed at the door and not one that was encouraged to be sent down to the office. He told me he understood, but the next day, there he was with his studs in. I told him that was his warning and that I was documenting it. The next time I had him – there they were again. I was getting frustrated because I didn’t WANT to send him down and miss class for something so harmless, but I issued his teacher detention anyway. He skipped his detention, which is an automatic office referral. So, now, I had major discipline issues with a student whom I had never had issues with before.

Consequences: He ended up in ISS for insubordination and missed a week of class. I called his parents to discuss what had happened, and they were somewhat supportive, though they made no attempt to hide their feelings about our dress code in Mesquite. By the book, the punishment was fair. He got in trouble and received consequences. Personally, it left a little bit of a sick feeling in me as a teacher to have to punish him so harshly for non-disrespectful behavior.

Reflection: I sometimes wonder if I had followed the district policy hard and fast to begin with and not given him so many breaks if he would have had to go to the office. Yet, it was his choice to decide to continue disobeying the rules. To me, these are the most frustrating issues to deal with (regarding dress code).


Date/Time: April ‘08

Grade level/Class: Pre-AP English I

Description of the Incident: The students were in groups, and I noticed that one group was ostracizing and bullying two of their members. The dynamics of the group were a bit uncomfortable. There were three very tightly knit friends, all cheerleaders and the other two were a little nerdy, poorly dressed and not as socially confident as their counterparts. I knew the three cheerleaders to be very friendly and knew them to work well with others. Not so in this case. It began with a snide remark about how one of the “nerds” was over-thinking a question. I intervened and noticed some sideways glances and didn’t get a real sense that the issue had been resolved. Class was nearly over, so I asked the two group members who were being targeted if they would come see me after class. They told me that their issues went beyond the assignment, and that the other girls were making fun of the way they were dressed. I wanted to get their side of it, so I pulled them out of their classes individually the next day to speak with the girls. Two of them denied it and one confessed and apologized. I asked her to apologize to her group members, and I believe she did. The others never admitted to teasing their group members, and I ended up breaking up the group and having them work separately. I asked the two students who were being picked on first if they didn’t mind, and they did not. They preferred it. The three who were picking on them, however, were taken out of a situation that they enjoyed being in, which I felt was punishment enough.

Consequences: The three students who were being punished pouted and complained, but I believe the consequences were sufficient. Two of the cheerleaders were probably not phased by the punishment, and probably didn’t feel bad for their actions. One, though, seemed to regret her actions.

Reflection: It’s difficult to know what to do in group-work type situations. I wanted to be fair, and I think I did the only thing I could to make the offenders feel deprived and the offended feel more secure. I don’t think it affected the impact on the students involved in the group except maybe the two for whom I stood up. They saw me as someone who could make them feel safe if they felt threatened.


Date/Time: December ‘07

Grade level/Class: 10th grade on-level English

Description of the Incident: After asking a student to please stop talking, she whispered, “Bitch” underneath her breath. Though she denied it, I wrote her up immediately. She threw her books, and stormed out the door. I called the office to tell them she was coming and I didn’t see her for a while after that. I don’t think this is one of those situations where I could have prevented what transpired. To me this is one of those very clear cut discipline issues.

Consequences: I called her mom who said, “Yeah, that sounds like Brittany.” She ended up in ISS, then MIC for another issue. I didn’t see her much that year. I think the consequence for the offense was appropriate, but I wondered about her home life.

Reflection: After 7 years of teaching, I know not to take this kind of behavior personally. I know that students who act out in this manner are probably dealing with bigger issues than school. I made an effort to build a rapport with Brittany after her stint in ISS and MIC, but never really got inside her life. I knew she was into music and was trying to start a band, but she never felt comfortable enough with me to tell me much more than that. She was very defensive and ignored my attempts at breaking down the wall between us.


Date/Time: May ‘08

Grade level/Class: 10th grade on-level English

Description of the Incident: Two girls in my classroom began a fight – I believe over a boy they were both interested in. It was before class began and I could see that there was tension building. They began punching and grabbing, and by the scream issued by the bystanders, other teachers came to my classroom and helped to break it up. It all happened in a matter of seconds. Looking back, I could probably have prevented the fight by calling both girls into the hallway before it escalated into a physical fight. I wish I had. No one got hurt, but even though it was near the end of the school year, the dynamic in the classroom was never the same. There was always a sense of tension, and I don’t think I was as effective in that class as in others because the fight happened in my classroom.

Consequences: Both girls went to MIC for their behavior, and I believe the consequence was appropriate. I honestly don’t think their stint at MIC had much of an impact on their future behavior, but that may be something that could happen over time.

Reflection: My relationship with the girls was a bit strained after the fight. My relationship with them didn’t impact the dealings with the students or my relationship with the students.


Date/Time: May ‘08

Grade level/Class: 10th on-level English

Description of the Incident: Two boys in my 3rd period class were constantly playing and talking at inappropriate times. I had spoken with their parents and issued teacher detentions. There was nothing really to send them to the office for. They were matters that I had to handle in class. One day they were at it again. Justin threw a pair of scissors across the room to Cody without incident, but all of the “what-ifs” ran through my mind and demanded the two of them see me outside immediately. I don’t know that I could have prevented the incident. They were told constantly about my expectations, but with no effect.

Consequences: While outside, I decided to take a personal approach instead of a by the book “here’s your office referral” approach. I asked them, “What is it, guys? What is the problem here? I’ve tried everything I know how to do to communicate what’s OK and what’s not OK in my class…” I felt like I had their attention for the first time. They were making eye contact with me and they both said they didn’t know what their problem was, that they were just having fun and didn’t mean for anything bad to happen. I made a personal appeal to them to try to develop some self-control for my sake and for the safe and calm environment of our classroom. Their consequences was making a similar appeal to their parents. From the beginning of May to the end of school I rarely had any problems with either of their behavior.

Reflection: Sometimes consequences do not have to be slips of paper, which rarely do any good anyway. Depending on the student, sometimes a personal appeal of this nature can be equally if not more effective. Seeing their behaviors change so dramatically made me think that the way I decided to deal with this particular problem may have had a positive impact on Justin and Cody.


Date/Time: May ‘08

Grade level/Class: Pre-AP English I

Description of the Incident: I had a planned doctor’s appointment and had to be out during my 4th period class. I told the students in advance that I had to be out, what they were going to be doing during the class and my expectations for what should be done when I came back. When I came back the next morning, I received the worst sub note I have ever received in my 8 years of teaching. The students pretended not to know what to do, told her that they had never heard of the terms they were working with, though we had gone over it the day before, lied to her about what their names were, and a list of other minor infractions. After talking all year long with my class about what honor and personal responsibility mean, I expected a easy day for the sub. I was very disappointed and a little stumped on how to handle the situation because I was not there to witness the events. I wrote and distributed a note to each of my 4th period students telling them how disappointed I was in those who tried to fool the sub and in those who didn’t stand up for the woman who was just there to help them out and pass on my instructions to them.

Consequences: Each student had to write a 1 page essay about what they had learned about honor and personal responsibility during the year so far and if what they learned matched up with the behavior they displayed while I was gone. They also were instructed to write an apology letter if they felt that what they learned and what they displayed didn’t match up. As hard as I tried to prevent the situation, it happened anyway. Sometimes when that happens, it can leave me very discouraged.

Reflection: I had a myriad of responses from students (and their parents) as I expected. You cannot force a student to be nice or honorable, and for those students, they didn’t see that there was a problem, or it was someone else’s fault and they were blameless. It’s difficult to build meaningful relationships with these students. Other students seemed to understand that treating another human like they treated the sub wasn’t fair, and that they should not have acted like they did or that they should have stood up for the sub and called out their peers if they had nothing to do with the infractions listed on the sub note. I hope that these students will remember the incident when they encounter substitute teachers in the future. My relationship with these students was eventually strengthened because of this experience.

II. Description of Incident Handled Well:
When we read To Kill a Mockingbird last year, a student in my 4th period class brought it to my attention that his book from the class set was littered with graffiti. I had assigned each student a particular book and held each student responsible for checking their book out and bringing it back to me at the end of each class period. Thinking this would prevent any problems with graffiti, I felt pretty secure about the safety of the school’s property; however, there it was – a graffiti-filled book.

Specific steps:

I referred to my list of book numbers and saw who had the book the prior class period. I asked him about it, and by looking at his face I could tell that he could tell he was busted. He simply asked, “How much is the book?” He then pulled out his wallet, gave me 15 dollars, and the issue was over. I don’t think I’ve ever had a discipline situation that went smoother than this incident. Because I was prepared for potential problems with property destruction of our class set of books, I was able to hold the student who was responsible to task and take care of the problem without much ado.

Reflection:

Through my experiences teaching I have realized that preparation and organization are my best friends when it comes to discipline. It’s only when I’m caught off guard that a behavioral problem gets the better of me. When I can anticipate problems before they happen, I end up with a more organized, successful classroom.

III. Description of incident I could have handled better:
Unfortunately, I cannot anticipate every problem that comes my way. When I can’t anticipate the discipline problems that arise, that’s when I end up regretting how I handle certain situations. During the first six weeks of last year, I had a very difficult class, my 4th period on A-day. It was a class of Pre-AP English freshman who were very close knit and very social. It is a classroom expectation for my students to remain seated until the bell rings. At the end of a class when I had to redirect their energy several times, I was in the middle of an explanation when the bell was about to ring. They began to pack up and get up out of their seats as I was talking. I got very flustered and roared, “Go back to your seats and sit down!” They continued to get up and leave my room, some laughing, others explaining how I couldn’t keep them if the bell rang. Some students left and I worked my way through a group of students to stand in the doorway and told them again to get back in their seats. The ones who were left did as I instructed. I finished my lecture and then let them leave. I tried to remember who had left and who had stayed, but I didn’t think to take that measure and it made it nearly impossible to discipline those who needed it.

Specific steps:
The next time I had that 4th period class, they got another lecture. Completely useless and laughable. My relationship with that class was not strengthened, and I came across as helpless and weak.
Reflection :
If I could do it over again, I would have announced as they were leaving that I would handle this next class period, but if they would like to stick around to finish listening to me, they could escape additional consequences for leaving without permission. I would have written down the names of the students who stuck around and dealt with the other students on an individual basis. If I could have remained calm and kept my wits about me instead of losing my temper, I could have come across as a teacher who can handle incidences such as this with a cool head and would probably have earned a measure of respect.