3rd N7 Cluster Board Meeting

3rd N7 Cluster Board Meeting

24 March 2010 at Greenwood Primary School

Collation of Check-in Responses by N7 Ps & VPs onThe Skillful Teacher, Chapter 7- Routines & Chapter 8 - Discipline

1 Critical Question

Are we adding value to the child when we prescribe discipline procedures?

Increasingly, we have families who do not support basic discipline of the school and they put up emotional blackmail against the school via m-Care, the press and MPs. Negative energy is spent defending the schools position, although the school has gone through various communications to both child and parents.

How can the Ministry help school leaders to reduce negative energy spent on this, e.g. how m-Care should function?

How do we get parents to be effectively involved in their childs discipline issues if they are not keen to be involved?

How can we fully capitalize on school routines to reflect on the learning embedded in them?

How to get teachers to fulfill their roles and achieve individual and systemic roles?

Behaviour Modification is such a long drawn process can be draining for teachers. How can we help teachers to manage this?

Does the resistant class (or individual) know how to do what they are (or he is) asked to do?

Should schools decide on some specific routines for all classes so as not to have confusion?

Being able to instill good discipline in class requires certain skill set in a teacher. For teachers without these skills set, will they be able to eventually learn to be a skilful teacher?

To what extent do we accommodate the behaviour of pupils with emotional or psychological issues?

Why do we still discipline cases in our schools?

1 Big Idea

Discipline Helping students take responsibility and ownership of rectifying their misbehaviour

Teachers must be cognizant of the need for a comprehensive and customized approach to discipline, in view of the background and profile of their students.

Behaviour Modification BM

( assumptions ( values ( goals ( procedures/processes

Routines schools, especially primary schools, need to look into classroom routines a little more. Different routines in different classes/levels can cause confusion.

Discipline in a class sets the foundation to a good lesson. With good discipline, then the other components can come into play.

Matching it is essential that we know the pupils well before we could help the pupils through discipline.

Students do not know how much you know until they know how much you care Quality Relationship is the key to engagement!

Teachers need to be coached on non-verbal cues to maintain discipline to minimize disruptions to teaching and learning. Discipline ( shouting, challenging students

Communication of Routines direct, specific, repeated, positive, modeled, practiced and adhered till integrated

Discipline is the foundation for effective instructional design and delivery

Routines communicate expectations as they add to clarity

Formalise social contract with students to begin the new year or term

Discipline is quite logical

Routines help pupils do the right thing in the long term

Discipline with dignity help pupils to follow principles and practices

Comprehensive approach

( sound classroom management ( establishing routines

( positive classroom climate ( familiar with models

Establish school level routines such as greeting, care for schoolmates, furniture, etc. will create the desired culture. Very critical that all staff are involved so that a positive school tone is created. Children can be conditioned to exhibit desired behaviours

Matching Routines to Purpose before starting the lesson in the classroom, teacher to begin with

S quick scan of the environment T tell on conditions of classroom and

A assess on

R readiness of class

T then teach

Discipline with love Establish root cause of poor behaviour

Look for good things to say and affirm good effort

Guide child to reflect on the right thing to do

Then

Now

student

Discord/Disengagement

teacher

quality relationship ~ fair management ~ clear instruction

Climate of High Achievement

student

+

motivation

teacher

model of discipline

ownership