Discipline Journal #4

I. Ten Discipline Situations:
Grade level/Class: Pre-AP English I

Description of the Incident: As class was about to begin, a student yells out across the room to her friend, “Hey! Did you do your Spanish homework? Can I see it?” I walked over to her desk and told her that if he did have it, she was not going to cheat off of it in my classroom – this is an “Honors” class (not that it meant anything to her). She said it wasn’t for “this” class, so it shouldn’t matter. I told her to see me after class.

Consequences: I talked to her about cheating and what her parents would think about it, and how being honest with your work is a big part of the character she displayed. She listened, but didn’t seem interested. I told her I would have to talk to her Spanish teacher and he could decide what to do (if anything) about it.

Reflection: My relationship with the student is still fine. The discipline situation didn’t really impact my relationship with the student, though I hope she thinks twice before asking for someone else’s homework.

Grade level/Class: English II, 3rd period

Description of the Incident: Two students continued to talk after I asked for everyone’s attention. I paused, waiting to “give them the eye” to redirect their attention. One did, but the other continued standing up, speaking to the other girl. I asked her to please sit down. She said, “Hold on a minute!!”

Consequences: She received a meeting with me, a call home, and a detention. I don’t know if our relationship will be affected in the long run, but at the moment, she’s still angry that she had any consequences at all. She didn’t understand how what she did was disrespectful.

Reflection: This type of incident happens usually once or twice a year. It’s not a common occurrence, and I find that it is usually girls who behave this way. I don’t think there’s a way to prevent this type of disrespect; I feel it usually stems from their home lives.


Grade level/Class: Pre-AP English I, 2nd period

Description of the Incident: A student was written a detention for excessive tardiness, but did not show up. When I gave the student an office referral the next class period, her stayed in his desk and didn’t move toward the door. I nudged him to move, and he did, but not without remarking something under his breath.

Consequences: His consequence was a warning. I think the consequence was appropriate and so far the consequence has made a difference. I haven’t had any problems of this sort from him since.

Reflection: I hate taking class time to deal with behavioral problems, My relationship with the student is about the same, and he had followed directions ever since. Should it happen again, I think he will just go.


Grade level/Class: English II

Description of the Incident: I told my kids to find something to work on after their tests, that they couldn’t talk even after everyone had finished. A girl blurted out, “Why not??” I calmly told her that this was the plan for the day, she continued to argue.

Consequences: I asked her to see me after class. This was the same girl who told me to “Hold on a minute!!” It was the second outburst of that kind, and so I wrote her a referral since the detention and parent phone call were unsuccessful.

Reflection: Some problems aren’t resolved after addressing it once, which doesn’t bother me. I think the more we discuss things, the more they will see that I care about the situation and the more likely the behavior is to change.



Grade level/Class: Pre-AP English I, 3rd period

Description of the Incident:
A girl came in tardy for the 4th time to 3rd period.
Consequences: I wrote her a referral, which is the “next step”.

Reflection: The consequence was appropriate, and she hasn’t been tardy since then.


Grade level/Class: Pre-AP English I, 3rd period

Description of the Incident: When the students walked into the classroom, a girl handed me a grade sheet for basketball. I asked her to wait until the end of class and she rolled her eyes at me and “hmphed” at me.

Consequences: She received a detention for the disrespect she showed. I asked if she would come see me. Before I could get words out of my mouth, she apologized for the way she spoke to me, and accepted her apology. This has been a constant problem this year. I told her if it became a problem with her in particular, I would have to write about it in the comments section of her grade sheet. She seemed to understand.

Reflection: I think with this type of student, who wants everything when she wants it, how she wants it, it’s important to make listening a priority for both parties. I think our relationship is fine now, though not much time has passed. Relationships can only strengthen when listening is a priority (again).


Date/Time: October 14, 2008

Grade level/Class: Pre – AP English I

Description of the Incident: I prevented a discipline situation by having people sign in for tutoring when they showed up. Some students try to get out of athletics by coming to tutoring and messing around. I had any student who needed help in tutoring sign in, telling exactly what they needed help with. This has warded off some of those students.

Consequences: They may have gotten detentions for messing around or have been forced to run if their coaches were notified, but the problem was fixed, so they didn’t.

Reflection: Prevention is the best way to deal with behavior problems. I prefer to never deal with behavior problems, and it’s a relief to not have to worry about a small situation like this.



Grade level/Class: - Pre-AP English I

Description of the Incident:
A girl came in tardy for the 6th time to 1st period.
Consequences: I wrote her a referral, and she’ll probably end up going to MIC because of it, unfortunately.

Reflection: The district feels the consequence is appropriate, but I have mixed feelings. This girl will not receive instruction for me for some time, which puts her education out of my hands. I do not like this side of it.

Grade level/Class: Pre-AP English 4th period

Description of the Incident: Two students were talking during a test, apparently cheating on the assignment.

Consequences: I took up both tests, and they received a zero for the test, which they cannot make up. This punishment is fair and used pretty frequently. They didn’t deny that they were cheating, so it went pretty smoothly.

Reflection: I’m amazed that students can be so blatant with their cheating and it doesn’t seem to matter to them. The relationship with these students hasn’t changed because they didn’t realize it was a big deal.


Grade level/Class: Pre-AP English I

Description of the Incident: A student was singing a song with highly inappropriate lyrics. I raised my eyebrow at him, and he kept singing.

Consequences: I wrote an office referral because of the sexual nature of what he was saying. He disputed it, saying that he wasn’t cussing, but I sent him anyway. I think the nature of what he was saying warranted an office referral – the punishment was fair.

Reflection: Since the incident, our relationship has not improved unfortunately


II. Model to Implement: Rogerian
The Rogerian model encourages the participant to listen, to be a reliable, trustworthy sounding board for others’ problems.


Description of incident:
A student wanted to tell me how she and her sister had gotten in a fight about leaving for school on time. The fight turned physical, and she went into detail about all of her disagreements and troubles with her sister.

Specific steps:
I didn’t add anything to the discussion; I simply listened and repeated some statements back to her, being a sympathetic ear for her to share her story with.

Reflection:
I think she appreciated the fact that I listened to her. I don’t think she was looking for advice or sympathy or criticism; she just wanted to be heard. The Rogerian model is terrific for this type of occurrence. A lot of times we’re tempted to say everything we think, especially if you’re opinionated like I am. I found it a great exercise for listening, a practice we can all use from time to time.