Running Head: DISCIPLINARY TEAM PLANNING 1

Disciplinary Team Planning

Stevie Morga
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Rules:

In our school community we have four major school rules we call the STAR rules. Each of these

rules enable our teachers, staff, and students to have a respectful learning environment. With

these rules in place we hope to create a school where students are able to grow academically as

well as socially. All four rules are ways to create a respectful school community.

1. Safety- In order to provide a school where everyone can learn and grow, the priority must

be safety. It is important to pay attention to directions and have safe bodies to keep every

person safe in our school. Learning can be fun if we all work together to make sure our

learning environment stays safe!

2. Tenacity- “If at first you don’t succeed, try, try again” -W. E. Hickson. We foster a

school of encouragement and perseverance. Students are encouraged to reach their goals

by never giving up. It is important that teachers and students work together in order to

help one another reach their goals.

3. Attentive- Be attentive to teachers, peers, and everyone in our school community. Give

everyone the respect they deserve when they are speaking. Remember to treat one

another the way you would like to be treated. If we are able to be attentive to one another

we will be able to foster good conversation and respect for each other.

4. Reason- Try to determine if you are tattling or gossiping. Ask yourself: “Is it helpful?”

“Is it necessary?” “Is it kind?” We do not want a negative community, our school

community should foster positive relationships and positive conversation by respecting

one another.

Consequences:
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Our rules are set in place in order to ensure academic success and a growth in the maturity of

each individual student. The rules allow students to create a positive environment by self-

empowering as well as empowering one another. To ensure students understand the disciplinary

process, we have four consequences which will be a response to unwanted behavior.

Consequences will progress numerically based on continued misbehavior. This will be the

disciplinary process in every classroom. All teachers and staff will be aware of the process.

1. Verbal Warning- Students will receive a verbal warning from the teacher or staff

member. Warning must include behavior specific wording to ensure the students have a

clear understanding of their misbehavior. Verbal warning must be documented to ensure

that all students are given a verbal warning in order to keep the order of the process

consistent.

2. Loss of Free Time- If misbehavior continues to happen, students will lose some or all of

free time. Free time includes recess, free choice time, or any other time instruction is not

taking place (specials are not included as they are considered instruction time). Teachers

will use their own discernment to determine if students should lose all or some of their

free time. Loss of free time must be documented to ensure the steps of this process are

happening chronologically. Students will have a short conversation with the teacher to

ensure students have a clear understanding of the misbehavior.

3. Visit to the Office- If misbehavior continues, the student will be directed to visit the

office. The student will meet with the principle to discuss the misbehavior and alternative

behaviors that could occur. The student and principle will work together to co-create a

behavior management plan which will the implemented in the student’s classroom. A
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visit to the office will be documented to ensure the steps of this process are happening

chronologically.

4. Call Home- If misbehavior continues, the teacher and/or principle will call home to set up

a parent teacher conference. Students will be informed that home is being called and will

be present at the parent teacher conference. Students will be given time to explain their

understanding of the situation prior to the teacher and/or principle to explain their

understanding of the misbehavior. Students, parents, and teacher/principle will work

together to determine future steps that must be taken.

Team Encouragement:

Our goal is to foster a learning community among students, teachers, and staff. In order to foster

a community of learning and respect, we have three strategies to build each other up and

encourage one another within our school community.

1. Communication-Teachers will keep communication open with all parties involved.

Teachers should clearly communicate expectations to students. Teachers should also be

sure to include the appropriate people in any issue that arises in their classroom. By

keeping communication open and consistent, questions, comments, or concerns will be

discussed clearly and as a team. This bring coherence to the school.

2. Positive Discussion- Teachers will keep discussion positive in nature. Students should not

be discussed unless conversation is constructive and positive. The goal of our school is to

work as a team to build up our students and staff, in order to do this, teachers should keep

conversation positive.

3. Respect- Respect is the key to have a positive school community environment. It is

important that teachers set an example of being respectful. This means valuing the point
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of view of every staff member. Conversation and encounters should value the dignity of

each person through a respect of one another as professionals.

Team Procedures:

1. Late Homework

a. Unexcused late homework will be accepted up to four school days after the initial

due date.

i. If the student turns in his/her work on the initial due date the student will

have the opportunity to receive up to 100% on the assignment. If

assignments are one day late the student will have the opportunity to

receive up to 80% on the assignment. Two days late, the student can

receive up to 60%. Three days late, the student can receive up to 40%.

Four days late, the student can receive up to 20%.

ii. If the student turns in his/her work after the four days after the initial due

date, the student will not receive credit for the assignment.

b. If the student is excused from turning in homework on the initial due date, the

student will be given two days to complete the homework past the initial due date.

i. If students turn in their homework past their new due date, the teacher will

implement the unexcused homework procedure.

2. Extra Credit

a. The maximum extra credit that will be offered is 10 points per year per class.

Students will earn extra credit by completing an academically enhancing activity.

b. Extra credit will not bring any percentage past 100% and will be optional for all

students.
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c. Extra credit will not be accepted past the due date, however it is the choice of the

individual teacher to accept extra credit early.

d. Extra credit will be given and explained to the entire class by the teacher.

Students will have a minimum of one week to work on and complete the extra

credit. For extra credit to be accepted it must be completely done. Partially

finished extra credit activities will not be accepted.

e. The goal of extra credit is to give extra practice in one specific area. Therefore,

extra credit should not be given more than three times per year per class.

f. Extra credit should not distract from any instructional time in the classroom.

Students are to complete extra credit during free time and/or after school hours.

3. Headings for Papers, Tests, and Assignments

a. Students will have the same heading for all papers, tests, and assignments.

b. All papers and assignments will be headed as follows:

i. Name

Date

Teacher/Period

Assignment Title

ii. (Ex) Jane Doe

11/27/2018

Ms. Morga/Pr. 3

Pg. 28 #3-18

c. All tests will have the following heading for students to fill out:
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i. Name:_____________________________ Date:___________

Student ID:_________________________

d. Papers, tests, and assignments will not be accepted if the proper heading is not

used.

Parent Conferences:

Parent-teacher conferences should be called when teachers have tried steps 1-3 in the

consequences section, or students deserve praise for outstanding behavior and/or work. If a

parent-teacher conference needs to be called, the teacher will first set a meeting with the

principle to discuss the reasons that a parent-teacher conference must be called. The teacher will

then call the parent to set up a parent-teacher conference. The student being discussed must be

present at the parent-teacher conference. On the day of the parent teacher conference, the teacher

will gather supporting information. If the teacher is calling the parent-teacher conference to

discuss misbehavior, the teacher must have record of the three steps prior to calling home. If the

purpose of the conference is to praise the student, the teacher should have exemplary work that

the student has done and/or a brief description or documentation of outstanding behavior. The

principle can be present if requested by the teacher, student, or parent. Once all parties arrive at

the conference, the teacher will state if the conference is about misbehavior, outstanding work,

and/or outstanding behavior. Parents will be encouraged to voice any questions, comments, or

concerns throughout the entirety of the conference. After the initial statement has been given the

student will be given the opportunity to present his/her work or explain the behavior. Next, the

teacher will present the collected information to show the parent. If the parent-teacher conference

is about misbehavior, the student will be given the opportunity to come up with a behavioral

contract which satisfies all parties present. This can be done with the help of the parent and
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teacher. The teacher will conclude the parent-teacher conference by thanking everyone in the

room and stating one way the student adds to the school community.

Community Plan:

Our school aims to have a community of respectful and academically competent young

men and women through encouraging teachers. We do this through working as a team to build

up one another and assisting each other. While we, as a school, are a team, teachers will be

arranged in teaching teams according to grade level in order to encourage interdisciplinary

learning. By organizing teachers into teams, students are shown an example of positive

discussion and maintaining a respectful relationship through teacher interactions. Teacher teams

will allow teachers to work together to create curriculum themes and encourage one another.

Students will begin to work positively together if they are surrounded by adults interacting with

their peers in a respectful and positive way. Teachers and students should always be encouraging

to one another in order to ensure the success of every person in the school. Students will be

noticed for being a good steward of encouragement. Teachers will recognize and exemplify

students for fostering positive relationships.

Theorist:

One theorist that should be noticed when discussing discipline is Lev Vygotsky.

Vygotsky discusses children learning through social environments (Bodrova & Leong, 2015).

Vygotsky observed students learning through play (Bodrova et al, 2015). This should be known

when discussing discipline because students will observe discipline and understand the social

and administrative discipline that takes place if misbehavior is acted out. The reason

consequences build upon one another is because it is important that students understand that with
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progressive behavior comes progressive consequences. Students will see how their peers act and

the consequences that come with actions, both positive and negative, and will adjust according to

their peers. According to Bodrova et al (2015), Vygotsky believed that student acted beyond

their developmental levels when observing and interacting with their peers. This is important

because teachers will be setting this example of how to interact within the school setting, and

students will observe and mimic such behavior. This is why Vygotsky should be regarded when

discussing discipline.
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Bodrova, E. & Leong, D. (2015). Vygotskian and post-vygotskian views on children’s play.

American Journal of Play, 7(3), 371-388.

George, P. S. & Alexander, W. M. (2003). The exemplary middle school. Belmont, CA:

Wadsworth/Thomson Learning.