Effective Progressive Discipline Plan for Teachers

Classroom discipline can present even the most seasoned teacher with a plethora of challenges. With each passing year, it seems that society's standards for student behavior changes, with resulting increases in student discipline problems. This in turn leads to the loss of valuable instructional time and affects morale. One of the ways to effectively address poor student behavior is to implement a progressive discipline plan. In progressive discipline, each step is followed by another, providing the student with several opportunities to modify his/her behavior.

It is important to note that there are severe behaviors that require discipline steps to be skipped, such as physical aggression, threats, severe classroom disruptions, and open defiance. For typical classroom situations, the following is an effective list of ten progressive discipline steps that can be implemented. Make sure to keep written documentation of each step as you progress through them with a student.

Step One: Redirect student behavior. A redirection can be a verbal or non-verbal reminder to the student directed at pointing out what the student should be doing. Sometimes a tap on the desk, standing in close proximity to the student, or asking the student a clarifying question can serve as effective types of re-direction. It is important to avoid public confrontation with the student if possible, so re-direction should be as subtle but as clear as possible.

Step Two: Face-to-face conference with the student(s). Often the best way to carry out this step is to schedule a quick meeting after class with the student, before he/she is released to another class. During this step you can pull a student aside and communicate your behavior expectations to the student and provide that student with the opportunity to respond.

Step Three: Relocate the student to another seat within the classroom. Attempt to separate that student from other students who may be partnering with him/or in misbehaving. The front row, closest to the teacher is often a good spot for relocation, although I've used the back row for attention-seeking students on occasion.

Step Four: Informally discussion options with other trusted teachers and support staff. Use this opportunity to express your concerns and field any input or behavior strategies that may be working in other classes. Recruit a couple of colleagues to informally reinforce the behavior expectations with the student in support of what you are doing in your class.

Step Five: Relocation of student to another teacher's classroom for a time out. If the first four steps have been implemented and the behavior continues, you can send that student to a pre-arranged time-out room. Make sure to notify the partnering teacher that you are sending over the student and always provide work. The time out should last from 10-15 minutes, and should rarely last for the entire class.

Step Six: Contact the parent, preferably by phone. Always begin your call on a positive note by underscoring an area where the student is being successful. After that, calmly communicate the concern along with the process that has already taken place. Make sure to explicitly ask for the parent to help. Set concrete goals and attempt to secure verbal agreement that the discussed steps will be taken by the parent. Make sure to take notes, provide contact information, and to express your eagerness to partner with the parent through the process.

Step Seven: If the behavior persists, issue a detention. Detentions can be served before school, or during lunch (if the administration allows). I usually avoid after-school detentions if possible, as students may depend on school busing for transportation, but if it works for you then this is another option. Make sure that you are never alone with a single student and that you are adhering to school policy. Attempt to partner with another teacher or to have your detention in a public area, like the cafeteria or office.

Step Eight: Issue a guidance referral. If your school has a guidance department, you can schedule a conference with the guidance counselor, or you may be able to send that student directly to the guidance office at the time of infraction.

Step Nine: Meet with your direct supervisor or assistant principal and provide them with the documentation collected over the process. Seek their counsel and direction. All too often, we approach administration far too early in the process before implementing the progressive discipline steps. This can undermine your administrator's confidence in your classroom management, overburden administration, and weaken your classroom authority with your students.

Step Ten: Write a detailed discipline referral to your administrator. Trust that the administrator will make the right decision for the student based on the documentation that you provide.

SOURCES
Valverde.edu
Southeast Raleigh Magnet High School
Franklin Elementary School
Washoe County School District
Dr. William Martin
Tom & Daisy Bradwell