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Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
Developing Student Conduct Expectations
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Developing Student Conduct Expectations

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Workshop Day August 28, 2009

Workshop Day August 28, 2009

Published in: Education, News & Politics
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  • 1. Developing Student Conduct Expectations August 28, 2009 Congin School
  • 2. <ul><li>What factors affect student conduct? </li></ul><ul><li>Factors in the HOME and COMMUNITY </li></ul><ul><li>Factors in the SCHOOL </li></ul>
  • 3. Factors in the Home and Community <ul><li>Diminished Social Civility </li></ul><ul><li>Impact of the Media </li></ul><ul><li>Sense of Entitlement </li></ul><ul><li>Lack of Secure Family Environment </li></ul><ul><li>Concentrations of Poverty </li></ul><ul><li>Concentrations of Community Violence </li></ul><ul><li>Others </li></ul>Curwin, Mendler, and Mendler
  • 4. Factors in the School <ul><li>Competition </li></ul><ul><li>Boredom and Disassociation </li></ul><ul><li>Academic Frustration </li></ul><ul><li>Powerlessness </li></ul><ul><li>Unclear Limits </li></ul><ul><li>Lack of Outlets to Express Feelings </li></ul><ul><li>Attacks on Dignity </li></ul><ul><li>Others </li></ul>Curwin, Mendler, and Mendler
  • 5. Beliefs About Conduct <ul><li>Working with behavior is part of all our jobs. </li></ul><ul><li>Always treat students with dignity </li></ul><ul><li>Discipline can and should be taught. </li></ul><ul><li>Acting out is sometimes an act of sanity. </li></ul><ul><li>Fair is not always equal. </li></ul><ul><li>Adults must make positive, consistent connections with kids. </li></ul>Curwin, Mendler, and Mendler
  • 6. In a Typical School <ul><li>70% of the kids rarely break rules. </li></ul><ul><li>20% break the rules somewhat regularly. </li></ul><ul><li>10% of the kids are chronic rule breakers and are out of control most of the time. </li></ul>Curwin, Mendler, and Mendler
  • 7. At Congin School <ul><li>85% of the kids rarely break rules. </li></ul><ul><li>10% break the rules somewhat regularly. </li></ul><ul><li>5% of the kids are chronic rule breakers and are out of control most of the time. </li></ul>Alternative Learning Log
  • 8. At Congin School <ul><li>There were 287 incidents </li></ul><ul><li>of misbehavior in 2008-09. </li></ul><ul><li>40% involved disrespect </li></ul><ul><li>22% involved bullying </li></ul><ul><li>15% involved transportation issues </li></ul>Alternative Learning Log
  • 9. How have we addressed conduct at Congin School? <ul><li>Classroom rules </li></ul><ul><li>School rules </li></ul><ul><li>Common quiet signal </li></ul><ul><li>Alternative Learning </li></ul><ul><li>Reflection Room </li></ul><ul><li>Cougars CARE </li></ul>
  • 10. What more can we do to teach children about conduct at Congin School?
  • 11. Common Conduct Guidelines <ul><li>By supporting common practices and a set of rules in the “public” spaces of our school, students will better understand and demonstrate our expectations for conduct. </li></ul><ul><li>In order for this to be successful, everyone in the school community must support and follow the guidelines we establish. </li></ul>
  • 12. Voice Levels 0 Silence 1 Whisper 2 Classroom Talk 3 Outdoor Talk
  • 13. Common Conduct Guidelines <ul><li>SAFE </li></ul><ul><li>RESPONSIBLE </li></ul><ul><li>RESPECTFUL </li></ul>
  • 14. An Example from Windham
  • 15. An Example from Prides Corner
  • 16. “Public Places” <ul><li>Hallways </li></ul><ul><li>Cafeteria </li></ul><ul><li>Bathrooms </li></ul><ul><li>Playground </li></ul>
  • 17. RESPECTFUL RESPONSIBLE SAFE Bathrooms Cafeteria Playground Hallways
  • 18. What do you think? <ul><li>Groups move around to each chart. Spend five minutes listing expectations for each place. </li></ul><ul><li>Then, we’ll synthesize and sort the expectations by category. </li></ul>
  • 19. Requests… <ul><li>Simple and clear </li></ul><ul><li>Positive </li></ul><ul><li>Teachable </li></ul>
  • 20. Groups Sally Dean Mary-Ellen Cathy Guin Melissa Joanna Carol Jamie Jay Katie Geano Andrea Maryanne Kathy Sharon B. Jen Amy Joan Mary Jane Chezarae Liz B. Sharon T. Craig A. Crystal Kris Clare Erin Greg W. Jacqueline Ann Stacy Sarah Gloria Craig F. Rhonda Clara Linda Anne Greg G. Cheryl Lila Mark
  • 21. Classroom Rules <ul><li>In small groups (grade level PLCs, Unified Arts, Student Support,) discuss appropriate rules you may want to develop in your classrooms with your students. </li></ul><ul><li>Copy of rules due to Peter on September 3. </li></ul>

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