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Describe one or two discipline policies in place in your classroom or at your school that adhere to the model discussed in this lesson. Have they been effective?
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We start the beginning of the year by defining the classroom policies and procedures. Nothing in the classroom is done without following a procedure. When a student chooses to not follow the procedure, they receive consequences. I am attempting to implement Dr. Paul Tripp’s model: Culture of Grace, into my discipline policy. It is difficult to find the time and to make the connection with the student. However, that is the point — make the attempt, get any kind of connection.
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I have certain discipline policies spelled out in my classroom for students to have a guide to right and wrong behaviors. One of these is to listen when it is my turn to talk. I try to teach good traits to students and have a quiet learning environment so they will be able to learn. I know I need to bring those who are disobedient back into the fold, to get right, to be restored and held accountable with love.
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At my school, students are held accountable for their actions. They are always pulled aside to discuss the behavior at hand, point to God in the situation and given the opportunity to correct the behavior, etc. It is a model of God’s grace and redemption.
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Respect and accountability are high priority in my classroom. My students are held accountable for all of their actions to include their speech, homework, and behaviors in and out of the classroom. They must examine their actions before they talk about other’s behaviors. They are to respect each other’s opinions, thoughts, and/or remarks during discussions in the classroom. If at anytime any response or action becomes inappropriate, a time of self-reflection is given for everyone. If there needs to be a one-on-one intervention or group intervention, we will deal with that, but usually just the “mama” stopped me approach works for my students.
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In my classroom, I hold students accountable for their actions. If a student isn’t following directions with an instrument or playing it inappropriately, I warn them then I take the instrument away from the student. The student has to sit and wait for the next activity while watching their classmates follow directions. I may give them another chance. If I give them another chance, they follow directions (most of the time). It has been effective because it encourages good behavior.
