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Perspective teachers clearly develop and maintain clear expectations for academic and social
behavior. The teacher knows how to create a positive environment while maintaining a discipline plan.
They establish rapport with students and respond appropriately with sensitive issues. The teacher
creates a social environment that enhances the academic performance for all students and makes
Abstract:
Attached is a sample discipline plan along with auxiliary materials explaining the basic
elements of discipline plans along with how to implement them and motivation that can be given to
Rationale:
This sample discipline plan demonstrates that I am able to formulate a plan that I would
implement in the classroom in order to manage the students. The auxiliary pages show the types of
outside help I would get to make sure my discipline plan is appropriate and to get ideas that I can
Classroom Rules (to be posted)- brain storm with students rules they think they should have and state
ex. We have the right to a quiet classroom where we can think without disruptions.
Lead the students to rules that you would like in the classroom
1. We have the right to a quiet classroom where we can think without disruptions.
2. We have the right to keep focused and work our hardest to accomplish all that we can.
4. We have the right to follow classroom traditions and have everyone else do the same so that the
These traditions are the rest of the little rules that can be implemented as need be.
Incentive
-Students on task will receive spirit tickets that they can enter into a drawing for prizes.
-Students receive verbal praise and “snaps” from the other students for good behavior.
-proximity
-eye contact
Negative consequences
-Verbal warning
-behavior slip
-Missing of recess
Back up Plan
-Sent to another room
-A call home
DISCIPLINE PLAN
TEACHER_______________________________ SUBJECT_______________________
GRADE LEVEL/SUBJECT _____________________ SCHOOL ___________________
RULES [General classroom rules stated positively]
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
INCENTIVE PLAN [DESCRIBE--[May include Preferred Activity Time (PAT)]
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
LIMIT SETTING ACTS TO BE USED [Generally non-verbal]
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
NEGATIVE CONSEQUENCES [Hierarchical steps to be used in class when limit setting acts are
ineffective.]
Step 1. _________________________________________________________________
Step 2. _________________________________________________________________
Step 3. _________________________________________________________________
BACK-UP PLAN [Outside help to be requested]
Step 4. _________________________________________________________________
Step 5. _________________________________________________________________
Step 6. _________________________________________________________________
ADDITIONAL ADMINISTRATIVE STEPS POSSIBLE: Action by School Attendance Review Board
(SARB); Suspension from school by administrator; expulsion from school by school board.
Note: Student teacher is to obtain support of master teacher [and vice principal if appropriate] prior to
implementation of the plan. The plan is hierarchical--the teacher always knows what will be done next
if the present step doesn't achieve desired results. The teacher can then remain calm with the assurance
that the plan will work and thus avoid becoming emotionally involved.
ON MOTIVATION
The teacher's role: to enable others to learn...to develop attitudes toward learning...work on attitudes
and the learning will smooth out.
When you get up in the morning, do you want to run 10 miles? Do a dozen hard calculus problems?
Kids don't always want to do what you give them to do.
How do you handle the kid who says, "I don't want to do it?" [QUIETLY] Tell him he doesn't have to
do it...just sit quietly so others can work...they'll get bored and join in later. Or, "ok, you can read
something else...but tell me, how are you going to get this concept if you don't do the assignment?"
What is the most frustrating thing from the teacher's point of view? Wasting time, goofing off, stalling,
not doing the work.
You will be paid as a teacher to cause children to learn. Yet Madeline hunter says that no one can
motivate another person. Certainly no one can force another to learn. What can we do?
You can set the stage so that a pupil will go to work. What are the conditions that encourage learning?
1. Attractive, enriched environment.
2. Material at a level that challenges but can be understood.
3. Teach to individual learning styles.
4. Use appropriate model of teaching for the purpose.
5. Praise, prompt, and leave [get all pupils started quickly and provide prompt seat work assistance
as needed...then move on quickly].
6. Clear expectations and consistent class control.
7. Madeline Hunter's 6 variables of motivation: feeling Tone, Reward, Interest, level of
Concern, Knowledge of results, and Success (TRICKS).
8. Make learning intrinsically interesting to students by relating lesson content to the student's
life.
9. Vividness of the presentation...novel or different approaches in the readiness part of the lesson.
10.Vary the lesson presentations, use a variety of audio-visual approaches to keep teaching from
going stale.
Use of the TESA or GESA interactions so that each pupil is involved in success.
11.The bottom line in motivation is meaning/understanding.
This list of a dozen variables that you can use to set the stage for student self-
motivation includes, of course, nearly everything you've studied about
teaching, doesn't it? Not a bad check list if things aren't going right.
http://www.humboldt.edu/~tha1/disciplin.html