LEVELS OF DISCIPLINARY ACTION

The following list represents a gradual progression of disciplinary action from low to high. The sequence presented here is not absolute, merely suggestive.

Non-verbal responses. Moving around the classroom, staring at students, or entering their personal space is a good way to let student know that you want their attention. Snapping one's fingers, pointing to work, or motioning students to get back on task can all be effective.

Verbal responses. Minor violations of classroom rules can be handled with minor in-class responses. Remember that the "punishment must fit the crime." Nearly all of the above corollaries can be considered minor responses to inappropriate actions. Never personally attack a student; avoid needlessly embarrassing a student. These will only elevate the difficulty of the situation.

Private responses. When you must correct serious or on-going student misbehavior, do so privately. This helps to remove the "stage setting" for misbehavior. Some students like to "perform" for others; removing the audience removes the motivation. Research shows that private counseling tends to allow teachers to get to the root of the problem. Private conferences should include the following elements:

1. Tell the student what you think of his or her behavior.Use the "I" approach; avoid the "you" approach. Tell the student how you feel about his or her actions; don't accuse the student, this will only make the student defensive.
2. Avoid any form of personal attach to avoid putting the unruly student on the defensive. Defensive students tend not to "hear" a teacher's comments, and sometimes respond by rationalizing their behavior. Rather, use the pronouns "me" and "I" rather than "you" in your discussion. "I'm disappointed with your actions. I feel that such behavior disrupts the class, and prevents them from learning" is to be preferred over, "You are a real disappointment. Your behavior disrupts the class, and prevents the other students from learning." Though the difference is subtle, such approaches can and do make a difference.
3. Tell the student what (s)he must do to improve.
4. Let student explain any problems (s)he may be having.
5. Explain that you are trying to keep the student from getting into deeper trouble.
6. Indicate that you may have to draw others into the discussion if things continue as is or get worse.
7. Explain that you are giving the student a second chance.
8. Explain that you don't hold any grudges.
9. Provide positive reinforcements thereafter.

Behavior contract. Arrange for a written agreement between the student and the teacher that describes expected student behavior, and a signed promise from the student to comply with the terms of the contract.

Detention. Staying after school can be an effect deterrent for older students if it is carefully supervised and the students would much prefer to be doing something else during detention time.

Parental contact. Check with parents or guardians if you have a student that is unruly. Bring their attention to the matter and ask for their support. Be certain to show documentation of student conduct.

Removal from class activities. When private requests for proper behavior fail, simply removing the student from classroom activities may reduce or eliminate unwanted behaviors. Place the student in the back of the room or in an adjoining lab where the student can be supervised. Be careful not to "embarrass" the student by such things as (literally) wearing a "dunce cap," or putting them in a cardboard jail (both of which made national news in 2003).

Specialized program. Some disruptive students need specialized programs. Start with a conference between parents, student (if appropriate), teachers, counselor, and principal. Consider having the student analyzed for attention-deficit syndrome, sight and hearing defects, and learning disabilities. Provide daily or weekly progress reports to parents for their signatures. Provide special encouragement as needed.

Suspension. Suspension tells the student and parents that the problem is very serious and gives everyone involved a break in the situation. Expulsion may be necessary if the educational process is to continue and for the safety of others. In general, removal from the school does not improve the behavior of the offending student.

Expulsion. Students can be expelled from school by action of the school board. This is usually reserved for the most severe behavior problems.

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