perhaps a couple of examples below you can draw from
other sites I have used - australian!
a curriculum on self-regulation below
the understood site is great - two examples below
this may help - good resources to access plus ideas for dealing with behaviour of children at risk etc.
this looks good for those tricky situations involving admin, parents, student etc.
Schools Do Make a Difference: Discipline with Dignity
Schools Do Make a Difference: Discipline with Dignity
Discipline problems have existed for as long as schools. Any time a group of 25 to 30 people are in close proximity to each other for six hours every day, 10 months of the year, a variety of interpersonal conflicts occur. Discipline with Dignity offers a three-pronged approach to taking charge of such conflict.
- Prevention—what can be done to prevent problems from occurring?
- Action—what can be done when misbehavior occurs to solve the problem without making it worse?
- Resolution—what can be done for students who are chronically challenging?
Foundation of the Program
If we allow ourselves to become helpless in the face of the many causes of misbehavior, it becomes very difficult to teach. Discipline with Dignity is designed to help the teacher work effectively with children despite these numerous problems. The 12-step plan that follows is a guide for teachers. Each step represents specific things educators can do to ensure the success of their students, help prevent discipline problems, and intervene when disruption does occur.
- Let students know what you need, and ask them what they need from you. Most teachers only do the first part. It is easy for us to tell them what we need. However, the best teachers also ask students what they need.
- Differentiate instruction based on each student's strengths. If a student is acting out, assume that this is his defense against feeling like a failure because he cannot, or believes he cannot, handle the material. If you are unable or unwilling to adapt your teaching style to lower or higher academic levels based on the student's needs, then you should not be surprised when that student is disruptive.
Just as expectations that are too high lead to frustration, those that are too low lead to boredom and the feeling that success is cheap and not worthy of effort. When we make learning too easy, students find little value in it and little pride in their achievements. It is important to increase the challenge without increasing the tedium.
- Listen to what students are thinking and feeling. There is probably no skill more important than active listening to defuse potentially troublesome situations. For example, Denise says, "Mrs. Lewis, this lesson is soooo boring. I hate it." A "button-pushed" response would be "Well, maybe if you paid more attention and did some work once in a while, you'd feel differently." A better response that defuses might be "I hear you, and I'm sorry you feel that way. Why not give me a suggestion or two that will help make it better? Please see me right after class."
- Use humor. We are not paid to be comedians, nor should we be expected to come to class prepared with an arsenal of jokes. But many frustrating situations can be lightened by learning how to poke fun at ourselves and by avoiding defensiveness.
Make sure students are not the butt of your jokes. Bill, a 7th grade student obviously intent on hooking Ms. Johnson into a power struggle, announced one day in class as he looked squarely at his teacher, "You are a mother fu**er!" Ms. Johnson responded by looking at the student and saying, "Wow, at least you got it half right!" The class laughed, and a tense moment had abated. It is important to note that it is almost always better to give a consequence or otherwise more fully explore what to do about highly inappropriate behavior at a time that does not take away further from classroom instruction. We explore this issue in more depth in Chapters 6 and 8.
- Vary your style of presentation. Older children have a maximum attention span of 15 minutes and younger children 10 minutes for any one style of presentation. If we lecture for 15 minutes, it helps to have a discussion for the next interval. If we have a large-group discussion, switch to small groups. Continually using the same approach will create inattentiveness and restlessness, which may lead to disruption.
- Offer choices. Teachers and administrators need to constantly be looking for places during the school day to allow children to make decisions. For example: "You can do your assignment now or during recess." "You can borrow a pencil or buy one from me." "When people call you names you can tell them you don't like it, walk away, or ask me for a suggestion." Allowing students to make decisions and then live with the outcome of the decision goes a long way in teaching responsibility.
- Refuse to accept excuses, and stop making them yourself. When students are allowed to explain away their misbehavior, you place yourself in the uncomfortable position of being judge and jury. Students with good excuses learn that a good excuse will avoid trouble. Students with bad excuses learn that they need some practice in improving their excuse making. Either way, accepting excuses teaches students how to be irresponsible. If you consider certain excuses legitimate, try to include them as part of the rules so they are clearly stated before an incident occurs. It can be helpful to provide students with an explanation as to why certain excuses are considered legitimate while others are not.
Teachers should hold themselves accountable, too. For example, if the rule is that all students will turn in their homework within 24 hours, promise your students feedback within 24 hours or an automatic Aif you are late. Holding ourselves accountable keeps us from making the same kinds of excuses we hate hearing from our students.
- Legitimize misbehavior that you cannot stop. If you have done everything possible to stop a certain behavior and it continues, think of creative ways to legitimize it. If there are daily paper airplane flights buzzing past your ear, consider spending five minutes a day having paper airplane contests. If abusive language persists, ask the student to publicly define the offensive words to ensure understanding. If your students like to complain about one thing or another, have a gripe session or a suggestion box in which students are encouraged to deposit their complaints. If your school has chronic disruptions in study hall, then offer a game-filled, nonacademic study hall in addition to one that is quiet for those who really want to study. When misbehavior is legitimized within boundaries, the fun of acting out often fizzles.
- Use a variety of ways to communicate with children. In addition to the spoken word, caring gestures and nonverbal messages can be effective. Some students do better when they get feedback on a sticky note, in an e-mailed note, or on a cell phone message. Since the original publication of this book, there have been numerous reports of inappropriate relationships between teachers and students. Although touch can be a very effective way to communicate caring, we understand that many educators have become wary. Certainly, we need to be respectful of physical boundaries, and we must never touch a student when seduction or abuse is even a remote possibility. Although there is no substitute for good judgment, a pat on the back, touch on the shoulder, handshake, or high five can help form bonds with many tough-to-reach children.
- Be responsible for yourself, and allow children to take responsibility for themselves. Teachers are responsible for coming to class on time, presenting their subject in as interesting a fashion as they can, returning papers with meaningful comments in a reasonable period of time, providing help for students having difficulty, and ending class on time. Students are responsible for bringing their books, pencils, and completed homework.
- Realize that you will not reach every child, but act as if you can. Some students, after all is said and done, must be allowed to choose failure. However, there is a difference between reality (we won't reach everyone) and belief (we work each day as if today will be the breakthrough). It is important that we access and sustain optimism so that we can continually persist in making it difficult for our students to fail our class or themselves.
- Start fresh every day. What happened yesterday is finished. Today is a new day. Act accordingly. Stop listening to negativity from other faculty members. Instead, make a point to have a positive attitude every time you step foot in the school building.