Running head: DISCIPLINARY TEAM PLANNING 1

Team Disciplinary Plan

DISCIPLINARY TEAM PLANNING 2

Rules and Expectations

1. Honor- an honorable person does the right thing and treats those around them with the dignity

that they deserve. Students will practice honor by building a moral compass and doing what is

right even when no one is looking. Students will honor others opinions or stances even if they

might not be the same as their own. The honorable person looks out for those around them. This

includes classmates or in the community as a whole.

2. Ambition- Students will strive to be ambitious in their work putting forth the effort needed to

accomplish it. Students will put forth their best work no matter how small or large the

assignment is. Students will not run away from challenges or hardships but will instead try to do

their very best no matter the circumstances.

3. Respect- Students will respect themselves, each other, and their teachers. This means that they

will be attentive listeners to those around them. Likewise, the teachers will respect themselves,

their colleges, and their students. Students will respect each other by following the golden rule:

treat others the way you want to be treated. This means treating one another with kindness and

charity. Respect also includes respecting each other’s personal space and belongings.

4. Pride- Students will take pride in their work, class, school, and community. Students should

take pride in their school by displaying school spirit and supporting their classmates. Students

will go beyond school in order to make their community a better place.

Consequences

Teachers need to create an environment that encourages and promotes good behavior in

their classroom. An easy way to do this is by affirming students’ good or positive actions.

Behavioral management starts with promoting good behavior not “fixing/correcting” negative
DISCIPLINARY TEAM PLANNING 3

behavior. That being said, when students are misbehaving in class it disrupts the flow of the class

making it difficult for learning to occur. Students need to know that their actions have

consequences. To help instill this concept into our students, we will be using a card and check

based system. Students will be given a card at the beginning of the week when they break the

rules or cause an intentional disruption to the class, they will be given a check on their card. The

cards will be collected and recorded at the end of the week for two reasons. First, it will provide

data on which students are misbehaving in which classes and show patterns of behavioral that the

teacher could address if need be. Second, it helps instill a sense of resilience in the students

knowing that no matter how bad last week was, this week can be different and that they can do

better.

Verbal Warning- When a student misbehaves in class, the student is immediately given

a verbal warning. This warning will be brief, as to not take away from instruction, but specific so

that the student knows what he or she did wrong. The teacher will also inform the student that

this will be their only warning for the reminder of that class period and will receive a check (on

their behavioral card) if they miss behave a second time. (If the offence is severe enough then

this step may be skipped)

Check on the Card- When a student misbehaves a second time during a class period

they will be asked to put their behavioral card on the teachers desk. At the end of the class period

when the other students are leaving the teacher will check their card (put what the check was for,

sign, and date the student behavioral card) reminding that student why he/she is getting a check

and how they could improve. This conversation will be brief due to the lack of time between

classes. It will also help to foster a personal relationship between students and teachers. So that
DISCIPLINARY TEAM PLANNING 4

the students know that the teachers want them to be better and really care about them as a person.

(A student could be give more than one check in a class period)

5 checks in one week- If a student receives five checks in one week, they will be given a

demerit assignment. This could be a 200-word essay that the student must complete after school

or during free time. This essay must include how their action effected their classmates and what

their plan will be to improve in the future. The student’s parents will also be notified that their

child was given the assignment. (A student can receive multiple demerits in one week)

4 demerit assignments in a month- If a student receives four or more demerit

assignments in a month a parent conference will be set up the following week to discuss the

student’s behavior. This conference will include the student, his/her parents, the homeroom

teacher/the student’s advisor, and (if necessary) the principle.

In order to promote positive behavior, students who do not get a check for four weeks,

(does not have to be consecutive weeks) will receive a reward such as a dress down pass or a

pizza party during lunch.

Team Encouragement Strategies

Growth Mindset- Growth mindset means that teachers believe that through hard work and

dedication, teachers and students can change how they think and improve. It is the opposite to

having a fixed mindset, which is the belief that intelligence is fixed and cannot be improved.

Teachers will instill a sense of growth mindset in their students. This will change statements like,

“I can’t,” or, “I’m not that smart enough,” into, “I can’t do it yet but I will…” or, “I need to work

a little harder.” This will help students to learn form their failure and mistakes so that they can do

better in the future.

DISCIPLINARY TEAM PLANNING 5

Never Ceasing Positivity- Teachers will continue to have a positive attitude toward their

students and each other, seeing each day as an opportunity to spread a positive attitude to those

around them. This can be difficult, and everyone has bad days, but teachers should strive to

constantly be encouraging their students no matter their personal feelings. Teachers will affirm

each other, their students and colleagues when they are given the opportunity. By doing the

teachers are modeling how the students should treat each other.

Communication- Teachers will communicate their exceptions (this could be assignments, due

dates, procedures etc..) to their students in a clear manner. They will also be transparent with the

reasons behind giving the expectations leaving no information in the dark. Teachers will also

communicate the information they want students to learn using the most effective strategies they

have available. Likewise, students will communicate their learning needs with their teachers.

Teachers and students will also communicate what is happening in school with the students’

parents in order to keep them informed and up to date.

Team Procedures

It is important that as a school we have unified procedures across the board. Middle school

students need structure in a different way than elementary or high school students do. The

structure that we provide them with can help to establish good habits (such as organizational

skills and self-discipline) that can help them for the rest of their lives.

1. Procedure for Notebooks/Binders-

a. All students (6th-8th) will be required to use a 1in-1.5in binder for taking notes and

collecting/organizing their materials for each class.

DISCIPLINARY TEAM PLANNING 6

b. The binder will contain at least four dividers which will be labeled: Notes,

Handouts, Homework, and Test/quizzes. (Teachers may require more

subdivisions if they feel it is necessary for their class/subject.)

c. Each section of the binder will hold the correct materials. Ex: There won’t be a

test in the homework section

d. The back of each binder will hold additional loose-leaf paper for the students

e. Teachers will provide at least one hole punch in their classroom for students to

use when they need to put materials into their binder.

f. Teachers will conduct binder checks during test days. The teacher will test to see

if the student’s binder is organized and that it still has all the necessary materials.

2. Procedure for Heading Papers

a. Students will write their name on the first line in the top left corner of their piece

of paper. This will be next to the red line.

b. Students will write the data on the first line in the top right corner of their piece of

paper.

c. Students will write the subject and their class number directly under their name on

the second line in the top left corner

d. Students will write the heading/what the assignment is on the third line in the

middle of the paper.

e. Teachers will have models on the wall in every classroom for students to look at

and be reminded by for at least the first three months of the school year.

f. Teachers will also provide three lines on the top of their handouts and tests so that

students can put the same heading on those materials as well.

DISCIPLINARY TEAM PLANNING 7

3. Hallway Procedure

a. Students will be allowed in the hallway in-between classes or with the written

permission of their teacher in the form of a hall pass or bathroom pass.

b. Between the bells/classes students will go directly from their class to their lockers

to exchange books, make a brief restroom stop if needed, and continue directly to

their next class.

c. Students will not run in the hall.

d. Students will not use inappropriate language in the hall. (this includes but is not

limited to put downs, cursing, teasing, name calling, any form of verbal bullying

etc.)

e. Students will not shout in the hall especially while other classes are meeting.

f. Students are not allowed to leave any personal belongings in the hall.

g. There will be no horseplay of any kind such as roughhousing or pushing in the

hallway.

h. Teachers will stand in their door ways to keep an eye on their rooms and the

hallway in between classes.

Parent Conference Procedure

A parent teacher conference will be called for one of three reasons: a student may be

struggling academically in such a way that an increase in parent-teacher communication would

benefit; the student is having a behavioral issue that was persistent enough for the parent to be

brought in so that all adults in this students life are on the same page; or to inform the parent of

some sort of outstanding work done by the student. In order to help students express their

feelings/needs they will be allowed to take part in any parent teacher conferences. This will also
DISCIPLINARY TEAM PLANNING 8

help to promote a sense of responsibility for their own actions. Teachers are expected to prepare

for parent teacher conferences. The conference should consist of the teacher, the parent, the

student, and any other faculty members that are relevant to the conversation. (ex. The principle if

it is for a behavioral issue or other teachers for an academic issue.) The teacher will begin by

stating at least one positive thing about the student and express to the parent that we are all on

the same side and want what is best for the student. The teacher will then give the reason for

their meeting. Then the parent or student will be given an opportunity to provide any insight into

the student’s life that may have affected the situation. This information is valuable because it can

give context to a student’s actions at school that the teacher or staff might not be aware of. To

conclude the meeting, the teacher, parents, and students will agree on what the next step will be

for the given situation. The teacher and parent will schedule a follow up meeting if needed.

Throughout the entire process, teachers are expected to conduct themselves in a respectful and

professional manner.

School Community Plan

It cannot be stressed how important it is for there to be a sense of community in a school

especially at the middle school level. Students need to have a place where they belong and feel

wanted. One way that our school will promote school community is through taking pride in

student houses. (Our school operates as in the school within a school model and each sub

“school” will be its own house or team.) Each house will choose its own colors and mascot.

Students will be given opportunities to win points for their house throughout the year by

participating in activities such as: spirit week, clean up days, dress down days, and overall

behavior (least amount of checks = more points). This will help students feel like they belong to

a bigger community then just their individual class or grade level. Another way our school will
DISCIPLINARY TEAM PLANNING 9

create an atmosphere of community is by allowing parents to get involved as much as they are

able to. Joanna Nesbit says, “When parent groups and schools work together to build a strong

sense of community, everyone benefits”(Nesbit, 2015). Nesbit goes on to explain that when

parents feel welcome, they take a more active role in their child’s education and teachers feel

appreciated at the same time. Parents will be asked to volunteer their skills and services during

various projects and activities that will be going on during and after the school day. (such as

clubs, sports, classroom experiments, etc.)

Theorist- Ruth Charney

Educational theorist, Ruth Charney, beliefs on discipline at the middle school level are

centered around the elements of empathy and structure and viewed through the lens of learning.

Ruth Charney wrote that, “Empathy helps us to ‘know’ children, to perceive their needs, to hear

what they are trying to say”(Charney, 2002). Teachers must remember the unique social,

developmental, and even biological struggles that middle schoolers face. Educators must

continually try to see situations from the student’s perspective in order to gain an understanding

of what the real underling problems/reasons may be for a student’s behavior. This will allow

teachers to help that individual student with his or her unique needs. Structure, according to Ruth

Charney, “allows us to set guidelines and provide necessary limits”(Charney, 2002). Teachers

should not use discipline as a reaction to a problem but must first implement a structure of self-

control and human development in their classrooms. This leads to the proactive element of

discipline helping students (and giving the opportunity to) practice the appropriate behavior.

Having clear and defined expectations is a great way to help students develop this appropriate

behavior while at the same time providing students the opportunity to practice it. This relates

strongly to the principles and importance of classroom management. It does not matter how good
DISCIPLINARY TEAM PLANNING 10

of a teacher someone is, if they do not have classroom management skills learning will not take

place.
DISCIPLINARY TEAM PLANNING 11

References

Charney, R.S. (2002). Responsive Classroom Approach to Discipline. In Responsive Classroom

Discipline for Middle School. Turners Falls, MA: Center for Responsive Schools, Inc.

Retrieved from https://www.responsiveclassroom.org/wp-

content/uploads/2017/10/Responsive-Classroom-Discipline-for-Middle-School.pdf

George, P. S., & Alexander, W. M. (2003). The exemplary middle school (3rd ed.). Australia:

Thomson/Wadsworth.

Nesbit , J. (2015, September 12). 5 Ways To Build School Community. Retrieved November 23,

2019, from https://www.ptotoday.com/pto-today-articles/article/5949-5-ways-to-build-

school-community.