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Step 1. Specify How You Will Present
and Conduct Yourself
State your conclusions concerning what you must do to present and conduct yourself in a
professional and ethical manner, in accordance with legal considerations. A few reminders
are that you
â-  Must exercise due diligence over students
â-  Shall not intentionally expose students to embarrassment or disparagement
â-  Shall not disclose information about students obtained in the course of professional
service unless disclosure serves a compelling professional purpose or is required
by law
In addition to the NEA stipulations, professionalism requires you to do the following:
â-  Dress professionally, as an adult in a professional situation.
â-  Use appropriate language for the educational setting, with correct speech patterns
and complete avoidance of obscenity.
â-  Treat others with respect and courtesy.
Step 2. Specify the Behavioral Goals
for Your Students
Clarify the social, emotional, and moral learning students need in order to interact respectfully,
now and in the future. Compare your views with the following reminders:
â-  Show positive attitude.
â-  Behave considerately toward others.
â-  Take initiative.
â-  Show self-direction.
Finalizing Your Personal System of Discipline 281
ISBN: 0-558-16606-7 Building Classroom Discipline, Ninth Edition, by C. M. Charles and Gail W. Senter. Published by Allyn and Bacon.
Copyright © 2008 by Pearson Education, Inc.
â-  Make a strong effort to learn.
â-  Assume personal responsibility for behavior.
Step 3. Describe the Classroom Conditions
You Will Provide
List the physical and psychological classroom conditions you can provide to help students
do their work peacefully and develop into the kinds of people you hope they will be. You
might wish to consider the following reminders:
â-  Comfortable physical environment
â-  Sense of community
â-  Positive attention
â-  Good communication
â-  Consideration for others
â-  Trust
â-  Interesting activities
â-  Student knowledge of expectations
â-  Continual helpfulness
â-  Preservation of dignity
â-  Minimizing causes of misbehavior
â-  Teacher charisma
â-  Student involvement in decisions about the class
Step 4. Specify How You Will Help Students
Conduct Themselves Appropriately
Explain what you will do to encourage students to do quality work, relate well with others,
and conduct themselves in a responsible manner. You might wish to refer to the following
list of reminders:
â-  Help students meet their needs.
â-  Involve students in discussing and planning aspects of the class program, including
behavior, interactions, instructional activities, and preferences.
â-  Identify and minimize conditions that lead to misbehavior.
â-  Teach students how to follow necessary routines and procedures.
â-  Give each student personal attention as often as possible.
â-  Develop trust with and among class members.
â-  Seek to energize the class when doing so seems appropriate.
â-  Select instructional topics and activities students enjoy and find rewarding.
â-  Use congruent communication and I-messages in speaking with students.
â-  Encourage student initiative and responsibility.
â-  Seek parental support for the class program.
â-  Teach students to use win-win methods for resolving problems and conflicts.
â-  When students misbehave, help them assume responsibility for correction and selfrestitution;
use established interventions that preserve personal dignity
282 C H A P T E R 1 5 Formalizing Your Personal System of Discipline
ISBN: 0-558-16606-7
Building Classroom Discipline, Ninth Edition, by C. M. Charles and Gail W. Senter. Published by Allyn and Bacon.
Copyright © 2008 by Pearson Education, Inc.
Step 5. Indicate How You Will Intervene When
Misbehavior Occurs
Clarify supportive actions you will take when common disruptions, neurological-based
behaviors, or serious actions occur or appear imminent in your classroom. You might
wish to consider the following reminders:
â-  Show interest in the studentâ??s work and ask cheerful questions, make favorable comments,
or provide hints.
â-  Catch studentsâ?? eyes, send private signals, or move closer to students.
â-  Provide a light challenge: â??Can you get five more problems done before we stop?â?
â-  Ask students if they are having difficulty; ask what you might to do help.
â-  If the work is boring or too difficult, restructure it or change the activity.
â-  For more serious infractions, follow procedures that have been clearly established in
advance, with student involvement and approval. (Indicate what those procedures
might involve.)
â-  Talk with offending students calmly and respectfully. Donâ??t lecture, threaten, impugn
their dignity, or back them into a corner. Always try to help the student and the class.
â-  Teach students how to use win-win conflict resolution. If they have disputes, ask
them to try to resolve their conflict.
â-  Conduct the interventions in a consistent manner. Donâ??t give in to student
wheedling or begging. Remind them that everything will be all right so long as they
behave responsibly and show consideration for others. Use mistakes as learning
opportunities, from which to make fresh starts.
Step 6. Think Through and Write Out How You Will
Introduce and Explain the System to Your Students
Consider doing the following:
â-  Write, in outline form, what you will say, show, demonstrate, explain, and discuss
with students when introducing your system. This may include indicating the behavioral
goals for the class, a description of how you want the class to function, how you
will relate to students, and how you want them to relate to you and each other so
everyone has an opportunity to flourish in comfort and safety.
â-  Indicate how you will provide topics and activities for learning that bring interest,
excitement, and competence to your studentsâ?? lives.
â-  Specify and show on a chart the roles or jobs of teacher and students that will lead to
the goals your program is designed to achieve.
â-  Identify behaviors and procedures you want students to understand clearly and
describe how you will have students practice sufficiently to familiarize themselves
with expectations. You might either state these behaviors and procedures in advance
or lead students through a process in which they help you identify appropriate and
inappropriate behavior for the class. This activity should culminate in a brief set of
agreements concerning how students and teacher are to behave, together with what
Finalizing Your Personal System of Discipline 283
ISBN: 0-558-16606-7 Building Classroom Discipline, Ninth Edition, by C. M. Charles and Gail W. Senter. Published by Allyn and Bacon.
Copyright © 2008 by Pearson Education, Inc.
284 C H A P T E R 1 5 Formalizing Your Personal System of Discipline
philosophy of discipline theory of discipline practice of discipline
will be done to help students (and teacher) behave more appropriately if class
agreements are violated.
â-  Specify what you will do to inform your school administrator and studentsâ?? parents
or guardians about your discipline approach. Indicate what you will do to enlist and
maintain parental support

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A personal classroom management plan is brainstormed.

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Since I am not in your precise class, I offer some brainstorming from my 13 years of teaching grades 7-12. Please rate 5/5 for this job and ask for me again soon!

Step 1. Specify How You Will Present and Conduct Yourself:

First off, I will utilize high professional standards in terms of proper attire at work and language. I will try and use a business casual style to show more professionalism. When writing to parents, staff, and students through email, website, and all handouts, I will use standardized English and formal diction.

In order to maintain ethical and legal considerations, I will adhere to FERPA and not discuss students with other pupil's parents. I will also not disclose grades, allow kids to see each other grades, etc.

Using Love and Logic premises and Constructivism, I will treat all students humanely and with tolerance. I will accept all students regardless of race, gender, socioeconomic class, religion, language, sexual orientation. etc.

In order to avoid embarrassment or disparagement, I will privately conference with students when a discipline issue occurs and demonstrate that I still love the child, just not his or her inappropriate behavior. I will be proactive in my disciplinary approach and student-centered in scope, using contracts, I statements, peer mediation, parental contact, etc.

Likewise, I will use respect and humanitarianism in my dealing with colleagues and administrators as well as students, parents, and community stakeholders. I will also use "sir" and "madam" to show respect, and I will also work as a positive, affirmative team member. I will view teaching overall as a "calling," not just a job. I will treat each child as if he or ...

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