Excellent piece. I have to say, though, and this may sound defeatist, that I tried the documentation thing and worked some (incredibly disruptive) kids up the disciplinary ladder. It never amounted to much, though. The kids knew it, too. Perhaps other schools had administrators who backed up their rhetoric with actual suspensions. In the end, I just stopped documenting things. It was a big drain on my time, with little to show for it.
That said, the advice here is fantastic. My experience, at one school, mind you, is not necessarily indicative of experiences systemwide.
I also think this is great advice. Selective ignorance is something I've never thought of, but often practiced.
The top step of the ladder, of course, is dependent upon having administrators who will act, which is often not the case. I often skip the first steps and go right to the call home, doing a dozen at a time so word gets around.
To cut down on paperwork, I used a positive-toned check off list using a letter system and tear-off for parents to sign and return.
I would just include the appropriate letters in the tear-off and made of record of the date and letters used. If it wasn't returned, it was easy enough to make out a "2nd request".
If more than one letter is necessary, I then ask to meet with the parent and now have evidence to back me up.
By "positive tone" IMO means using language that does not put parents on the offensive.
"I am very concerned about ____ behavior and how it may affect his/her progress. Please speak to your child about the importance of following the rules below. Should you have any questions or concerns, please do not hesitate to contact me.
(of course I am writing this from memory, but you get the idea. Use the top 5-6 offensives that fit your classroom)
A__ The importance of doing all assignments.
B__The importance of raising one's hand instead of calling out.
C__The importance of coming to school on time so not to miss out on any part of the instruction.
D__The importance of remaining seated and not getting up without permission.
E__The importance of listening attentively rather than talking to classmates during lessons.
F__The importance of walking rather than running through the halls.
G__Other:
Thank you for your cooperation in this matter.
Sincerely,
Teacher
btw, corporal punishment is now taking away a "special" because we cannot undermine these poor dear's "self esteem".
And forget about admins unless the student has been in trouble before and the principal has dealt with the parents in the past.
Also, some teachers still think that by trying to raise their own voices during a lesson is going to solve the problem if the class is not paying attention. That doesn't work. Nor do too many lectures. The best thing to do is to stop the lesson, then get your marking book and start writing little marks in it. The kids know you are doing something that will either mean a letter or phone call.
For some students, that will be enough. Others may not care--nor will their parents.
Strong follow up is important. But an administration that backs the teacher and follows through is the real measure of success. Unfortunately too many principals don't want to deal with it.
Another thing is that the discipline code for charters is way more effective than that of the DoE. Until the discipline code is updated and sanctions are more appropriate (like not allowing a child to attend a trip instead of allowing a child to attend if accompanied by a parent) would make better sense. The child is still be rewarded for the behavior violation.
Great idea, Schoolgal. What did you do for students whose parents did not speak/read English? Translation by friendly and willing co-workers?
I love that idea, Schoolgal. I use something similar in failure warning letters.
My rule about sending kids up the "ladder of referral" is that unless I am in immediate danger of tossing a child out the window, that child stays on my rung. As soon as you pass a kid off to a dean or an AP you have lost most of your authority over that child permanently. Essentially, you are admitting to the child that you are out of ideas--and for some kids, that means they have won. No matter how good your AP or Dean may be, don't forget that a very short time will pass before that child is dumped back into your room, and you still need to find a way to manage.
Very informative and useful. May I also add that every teacher read and review Chancellors Regulation A-421. This regulation states the proscribed procedures for the removal of disruptive students as part of the SAVE legislation (law). Every school MUST have a SAVE room for the removal of disruptive students. The regulations offers a streamlined procedure for removing a student who has disrupted the classroom. Teachers should file a safety complaint Article 10, which then introduces the regulation as a chancellors regulation it is part of every schools safety plan.
My school did not have a SAVE room. And I have been told that if a child is sent to the SAVE room, the classroom teacher must write out plans for the SAVE teacher. Seems to be just more paperwork and punishment for the teacher.
Former NYC Math,
I have been very lucky to find co-workers who write me notes in other languages or sit in on parent meetings. The DoE is also supposed to have translaters available during PTCs.
btw, I love the "watch instantly" on Netflix too. I am also happy with Hulu. I just got hooked on a new program called "Royal Pains" on Hulu. It's silly, but a fun summer show.
Miss Eyre:
Nice post but I must disagree with you in two important areas.
First, untenured newbie teachers do not get 3020-a hearings. They are simply terminated by the Superintendent.
Second, the regulations are composed in such a way as to make any statement or action by a teacher subject to the corporal punishment/verbal abuse regulations. Therefore, if an administrator targets them, they are as good as terminated.
Excellent advice, both in the post and in the comments.
Rick,
I find that SAVE room regulation interesting, but A-421 seems to deal with complaints against teachers. Maybe I missed it, but if you could point me to it I'd very much like to see it.
Good point, chaz--thanks for clarifying that.
Reading this--and the comments--makes me SO grateful that I don't teach out there. Seriously, putting an unruly kid out in the hall or in a corner is considered corporal punishment out there? Wow. Out here, we consider it removing disruption from the classroom long enough for the kid to chill out--when it hasn't gotten to the point where the kid needs to be sent to the already-too-busy-administrator.
I mean, I don't have kids spending class periods out in the hall, but 2-3 minutes or a walk around the building is fairly frequent.
Yes, it is, Cheryl. Especially if they don't take their materials with them. You are depriving them of their education if you do that.
A teacher who wants to be a good disciplinarian must, like NYCEd., Schoolgal, Mr. Talk and others, be crafty, creative, and very, very careful.
Sad. And in my opinion, it's ridiculous to consider it "depriving a child of their education" if they choose to create an instruction-stopping disruption in the classroom and need to chill out for a few minutes. Going outside for 2 minutes WITH materials (of course) enables both the child and the rest of the class to get on track. If a disruptive child isn't removed from the room (and his or her audience), they end up depriving everyone of education.
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