chapter 1 · sprick c01.tex v2 - 05/25/2013 11:53am page 8 8 discipline in the secondary classroom...

Sprick c01.tex V2 - 05/25/2013 11:53am Page 7

Chapter 1

VisionUnderstand key concepts about managing

student behavior

Two concepts form the framework for this chapter: understanding the basic principlesof behavior modification and understanding motivation. It is essential to understand

these concepts because they form the framework on which you will build your own classroommanagement plan. Familiarity with these core concepts will also make it easier for you tounderstand the methods outlined in this book and then adapt them to fit your own teachingstyle and the specific needs of your students. These core concepts are laid out as tasksyou must understand in order to envision your role as a manager of student behavior andmotivation (tasks 1 and 2).

The subsequent tasks, like the remainder of this book, provide specific actions you cantake to prepare and implement an effective classroom management plan. Task 3 will assistyou in clarifying your vision of student behavior and motivation for yourself, your students,and their families. Tasks 4 and 5 will help you achieve and maintain positive relationshipswith your students and your families. The five tasks are:

Task 1: Understand the basic principles of behavior modification and your role in thatprocess.Task 2: Understand motivation and the variables that can be manipulated to increase it.Task 3: Develop and implement Guidelines for Success.Task 4: Maintain high expectations for students’ academic and behavioral performance.Task 5: Initiate and maintain family contacts.

The Vision Self-Assessment Checklist at the end of this chapter will help you determinewhich tasks you will need to work on as you build or revise your management plan. A PeerStudy Worksheet for this chapter can be found on the DVD in the appendix B folder. Itconsists of a series of discussion questions that you and one or more of your fellow teacherscan use to share information on improving teaching practices. The worksheet also presentsa series of activities for use by two or more teachers who want to share information and peersupport as they work to improve together.

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8 Discipline in the Secondary Classroom

Task 1: Understand the Basic Principles of BehaviorModification and Your Role in That Process

In order to manage student behavior, you need a solid understanding of how behavior islearned and how it can be changed. This knowledge will allow you to help students becomeprogressively more responsible. If you already have an understanding of behavior analysis,you can simply skim this task for a brief review.

Behavior is learned.We are constantly engaged in learning that affects our future behavior. For example, ifyou purchase a car and like the way it handles, rarely need to repair it, and think it wasa good value, you are more likely to buy that brand of car in the future. But if the carneeds constant repairs, develops annoying rattles, and doesn’t seem worth what you paidfor it, you are unlikely to buy this brand in the future. (You may even be driven to take upcycling!) Or if you go to a movie based on a friend’s recommendation but find it to be awaste of time and therefore a waste of money, you are less likely to trust that friend’s movierecommendations in the future. Scenarios such as these are repeated in each individual’s life inuncountable, interwoven combinations that create a rich fabric of experience and learning.Simply put, our behavior is influenced by events and conditions we experience—somethat encourage certain behaviors and others that discourage certain behaviors (Chance,1998; Iwata, Smith, & Michael, 2000). Figure 1.1 shows the three main variables thataffect behavior.

If you have studied behavioral analysis, you will recognize Figure 1.1 as a simple exampleof behavioral theory. It is important to understand this model if you are going to managestudent behavior successfully. This model suggests that changing behaviors requires focusingon (1) what is prompting a behavior, (2) what is encouraging or sustaining that behavior, and

Figure 1.1Variables That Affect Behavior


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NoteThe technical language of behav-ior analysis is based on precisedefinitions of terms such as rein-forcing consequences, positivereinforcers, negative reinforcers,punishing consequences, and soon. This book avoids this vocabu-lary because it is not universallyused and understood. Instead,throughout this book, the termencouragement procedure willrefer to any procedure that isused in an attempt to increasedesirable student behaviors andthe term corrective consequenceto any procedure that is usedin an attempt to decreasemisbehavior.

(3) what might discourage that behavior fromoccurring in the future. The other importantidea to keep in mind as you consider thismodel is that what may be pleasant conse-quences for one person could be unpleasantconsequences for another. For example, get-ting a smiley-face sticker for doing good workis likely to be a pleasant consequence formost first graders, and something that willencourage them to work hard in the future.However, the same sticker may very well havethe opposite effect on most tenth-grade stu-dents. Getting a sticker for doing a good jobmay be so embarrassing to a tenth-grade stu-dent that he or she will be less likely to workhard in the future. In this case, the teacher’sattempt to reinforce the positive behaviorwith a sticker actually decreases the probabil-ity that the behavior will continue. In behavioranalysis, one would say that the sticker servedas a punishing consequence.

Any behavior that occurs repeatedly is serving some function for theindividual who exhibits the behavior.As you strive to help students behave responsibly, keep in mind the idea that chronicbehavior serves a function (Chance, 1998). Students who consistently behave responsiblyhave learned that this behavior leads to things they value, such as parental approval, goodgrades, teacher attention, a sense of pride and accomplishment, increased opportunity, andso on. Their responsible behavior serves a specific function.

This concept applies just as equally to behaviors that are negative or destructive as tobehaviors that are positive and productive—which helps explain why an individual studentmisbehaves when the consequences of that misbehavior seem so unpleasant. Rex is a studentin the tenth grade, and his teachers find his disruptive behavior frustrating. A look at hisfile shows that he has been exhibiting this behavior since middle school. He is frequentlysent out of class and assigned detention. His parents are called regularly, and school staff arecontinually angry and frustrated with him. Yet as unpleasant as these consequences appear tobe, Rex is clearly getting some benefit from his irresponsible behavior or he would change it.

In this case, Rex’s misbehavior results in immediate consequences that are pleasant forhim. When he argues, for example, he gets lots of attention from adults, which gives him asense of power. In addition, he gets lots of attention from peers for appearing strong andpowerful enough to ‘‘fight’’ with his teachers. Rex’s irresponsible behavior also allows himto avoid the unpleasant consequences that result when he attempts to exhibit responsiblebehavior. Rex has academic problems, and when he tries to be compliant and do his work,he usually finds that he can’t, which frustrates and discourages him. Rex has discovered thatif instead of doing his work, he argues and gets sent out of class, he not only gets adult andpeer attention, but also avoids having to demonstrate in public his lack of academic ability.



When a student frequently behaves irresponsibly, it’s likely the student hasn’t experiencedthe benefits of responsible behavior enough, or even at all (Horner, Vaughn, Day, & Ard,1996; Lalli et al., 1999).

Student behavior can be changed.Although some tendencies and personality traits seem to be present from birth, mostbehavior is learned—which means it can also be unlearned (Biglan, 1995; Chance, 1998).Consider the following rather exaggerated example.

Picture Dana, a responsible and successful ninth-grade student. Imagine that as oftoday, Dana stops getting any positive benefits for behaving responsibly. She does herbest work but always gets failing grades and critical comments; sometimes other studentslaugh at her work and class participation and either ridicule her as stupid or ignore heraltogether. She tries to be nice to adults and other students, but they are no longer nicein return. She stays on task, but no one ever notices. Her parents show no interest in thefact that she is failing. Adults at school and at home never notice or comment on herindependence, her cooperation, or her effort, but they are constantly demanding more andmore and pouncing on every opportunity to scold and criticize her. If this were to continueday after day, at home and at school, Dana would probably stop trying, and she mighteven respond with anger and hostility. If she found that this was a way to get people tonotice her, she might develop a sense of satisfaction or self-preservation in acting in anantagonistic and aggressive manner. If this were to continue for months or years, Danawould seem like a very different young woman from the one described at the beginning ofthe paragraph.

Now think back to Rex who is always argumentative, angry, and getting sent out of class.Imagine that school personnel can create a setting in which he starts experiencing successand good grades, he receives peer recognition for his positive behavior, and he no longer getsso much attention or status for his anger and hostility. If done well, such an environment cancreate a powerful positive change in Rex (in the opposite way of our example with Dana).Behavior can be taught and changed (Langland, Lewis-Palmer, & Sugai, 1998).

To cement the importance of your ability to teach and change behavior, think abouta highly motivational sports coach. He will begin the first day of the season by laying outbehavioral expectations for the team and then spend the entire season teaching and havingthe team practice those same behaviors that will lead to the success he wants. A major partof any management plan is direct teaching of the behaviors and routines that will lead toyour students’ success.

Task 2: Understand Motivation and the Variables ThatCan Be Manipulated to Increase It

To motivate can be defined as ‘‘to provide an incentive, to move to action, to drive forward.’’Understanding motivation will augment your efforts to implement effective motivationalprocedures with your students (i.e., move them to do their best academically and encouragethem to exhibit responsible and successful behavior). The concepts presented here can helpyou maintain the motivation of students who already follow the rules and do their best onassignments, increase the motivation of students who do nothing or only enough to get by,and motivate responsibility in students who tend to misbehave.


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The first concept to understand is this: behavior that is repeated is motivated bysomething; it does not reoccur if there is no motivation. This concept is always true,regardless of what an individual may think or say about her own behavior. For example, aperson may repeatedly complain about his job and even say that he is unmotivated to work,but if he goes to work regularly, he shows that he is in fact motivated in some way towork. Similarly, a person may say she is motivated to paint as a hobby, but if she never getsout her paints and brushes, she is not truly motivated to paint. This does not mean that theman will never lose his motivation to go to work or that the woman will never regain hermotivation to paint, only that their current behavior indicates otherwise.

NoteIf your efforts to increase stu-dents’ motivation to engage indesired behaviors are ineffec-tive, you will also need to workat decreasing their motivationto engage in undesired behav-iors. For specific suggestions,see chapter 9.

The importance of this concept is thatteachers must realize that the student whorepeatedly misbehaves is more motivated atthe moment to misbehave than to behave andthat the student who does nothing is moremotivated to do nothing than to work. Itmeans that you, as the teacher, will need toincrease these students’ motivation to behaveresponsibly and complete assignments. Thisbook is designed to help you do that.

A second important concept is this: mostpeople are motivated to engage in a particularbehavior by a complex mix of intrinsic andextrinsic factors. A person is intrinsically motivated when the pleasant consequences ofa behavior are related to the essential nature of that behavior. Thus, a person who isintrinsically motivated to read does so because he likes to learn new things, enjoys a goodstory, and finds curling up with a book relaxing. The person who is intrinsically motivatedto ski does so because she finds the speed exhilarating, the fresh air pleasant, and the feelingof exhaustion at the end of a challenging day gratifying.

Extrinsic motivation occurs when someone engages in a behavior because of pleasantconsequences that are not directly related to the essential nature of the behavior. For example,babies tend to utter ‘‘mama’’ and ‘‘dada’’ more frequently than other sounds because of thereactions (e.g., smiles, tickles, and praise) these sounds elicit in the most significant peoplein their lives. A college student will continue to attend and write papers for a class that shedoes not like because she wants a certain grade and because doing well in the class will moveher toward her desired goal of a degree. A six-year-old child will make his bed to get lavishpraise from his mom and dad about how responsible, hard working, and helpful he is.

While some people believe that the only valid kind of motivation is intrinsic motivationand that teachers should not give students praise and rewards of any kind, this book doesnot adhere to this principle (Cameron, Banko, & Pierce, 2001). This mistaken belief will beaddressed in more detail in chapter 6, but it is enough to say that the line between intrinsicand extrinsic motivation is not as distinct as it may seem. Motivation for most behaviorsis usually a mix of intrinsic and extrinsic factors. Although the person who reads a lot maydo so for the intrinsic rewards of the task, he may also enjoy the compliments he gets forhis wide knowledge. The frequent skier may find that in addition to the exhilaration ofskiing itself, she also enjoys having others comment on her skill. The baby learning to talkmakes ‘‘mama’’ and ‘‘dada’’ sounds because he enjoys making noise, not just because of thereactions of his parents. The college student who attends class and writes papers does so notonly because of the grades but also because sometimes the class is genuinely interesting.



This means that when you have students who are unmotivated to work or to behaveresponsibly, you need to try to enhance their motivation—both intrinsic (e.g., make ascience lesson more engaging) and extrinsic (e.g., write an encouraging note on returnedhomework). You will find suggestions for both in this chapter and chapter 8.

A third important concept has to do with the relationship between one’s intrinsic moti-vation to engage in a task and one’s proficiency at that task. The more skilled, comfortable,and proficient a person is with a task, the more likely he or she is to be intrinsically motivatedto perform it. A skilled woodworker is more likely to find spending time in a workshoprewarding than the person who has never learned to use tools. Similarly, the skilled musicianis more likely to find daily practice intrinsically reinforcing than the person who startedlearning to play only three weeks ago. In addition, an individual who has experiencedsuccess at learning many different skills in the past is more likely to be motivated to trylearning something new in the future than someone who has experienced repeated failure.The student who has experienced a lot of academic success is more likely to feel excitedabout the challenge of a tough course than the student who has failed at academic pursuitsin the past.

The key implication of this concept is that in the early stages of learning somethingnew or when learning something difficult, some students (particularly those who haveexperienced frequent past failure) are not likely to be intrinsically motivated to engage inthe behaviors necessary to learn. A further refinement of the concept is the Expectancy ×Value theory of motivation. First used by Feather (1982), this theory explains a person’smotivation on any given task as a function of this formula:

Expectancy × Value = Motivation

In this formula, expectancy is defined as ‘‘the degree to which an individual expects to besuccessful at the task’’ and value is ‘‘the degree to which an individual values the rewards thataccompany that success.’’ The power of this theory is its recognition that a person’s level ofmotivation on any given task is a function of both how much the person wants the rewardsthat accompany success on the task and how much he or she expects to be successful atthe task.

NoteThe value factor in the formulacan include extrinsic rewards(e.g., money, awards, grades),intrinsic rewards (e.g., sense ofaccomplishment, enjoymentof the task, pride in a job willdone), or both. Regardless ofthe type of value involved, if theexpectancy of success is low,motivation will be low.

Many teachers, when trying to ascertainwhy a student is unmotivated to behaveresponsibly or complete assignments, tendto ascribe the lack of motivation to issuesinvolving only the value component of theformula: ‘‘Nothing seems to motivate him.He doesn’t care about getting good grades.He takes no pride in his accomplishments.He doesn’t care about free time or positivenotes home. I even tried to put him on a pointcontract where he could earn time on thecomputer, but he just said he didn’t really careabout computers. I guess there isn’t anythingelse I can do.’’ What these explanationsfail to take into account is that if the


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Table 1.1.Motivation Formula

Expectancy Rate × Value Rate = Motivation

10 × 10 = 100%

10 × 0 = 0%

0 × 10 = 0%

student thinks he will not succeed at behaving responsibly or completing assignments(expectancy), his motivation will be very low or nonexistent.

With this equation, both expectancy and value can be calibrated on a scale of 0 to 10,with 0 representing the lowest possible rate and 10 representing the highest possible rateof each. When a value rate and an expectancy rate are multiplied together, they produce anumber between 0 and 100, which represents the percentage of motivation a person has forthat task. The key implication is that if the rate for either one of the factors is zero, the otherfactor won’t matter—the motivation rate will still be zero (table 1.1).

Another applied aspect of the theory is that the rates for expectancy and value aredefined by what a student believes, not what you, the teacher, believe. You may know thatthe student is perfectly capable of being successful if he would simply try. However, if thestudent believes he cannot be successful (making his expectancy rate low), his motivationwill be low to nonexistent (Laraway, Snycerski, Michael, & Poling, 2003). Similarly, if youbelieve in the value of good grades, but this is not a value that the student has learned, gradeswill not be a motivating factor in changing behavior or effort.

Whenever a student is not motivated to do something (complete work, participatein class discussions, or behave more responsibly), try to determine whether the lack ofmotivation stems from a lack of value (intrinsic and extrinsic), a lack of expectancy, or both.To see if you need to increase a student’s motivation to complete academic tasks, checkwhether the student is capable of being successful at them. If the student is not, you may needto modify the tasks so that the student will be able to succeed. How you can modify academictasks is outside the scope of this program, but there are people in your district who canhelp with strategies for modifying instruction to bring success within your student’s reach.Don Deshler and his colleagues at the University of Kansas have spent many years buildinga variety of resources for improving instruction and increasing the academic success ofstruggling learners (see exhibit 1.1). For more information on the Center for Research onLearning, go to www.kucrl.org, or read the following:

Deshler, D. D., et al. (2001). Ensuring content-area learning by secondary studentswith learning disabilities. Learning Disabilities Research and Practice, 16(2), 96–108.This article describes the broad array of services that must be available to studentswith learning disabilities so they can succeed in learning subject area content. Itincludes a summary of how the Strategic Instruction Model components relate to theserequirements.Schumaker, J. B., Deshler, D. D., & McKnight, P. (2002). Ensuring success in thesecondary general education curriculum through the use of teaching routines. In M.A. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior



problems II: Preventive and remedial approaches (pp. 791–823). Bethesda, MD: NationalAssociation of School Psychologists. This chapter summarizes key components of aninnovative model for providing services to students in general education classes. Itincludes descriptions of learning strategies and content enhancement routines.

Exhibit 1.1The Strategic Instruction Model

Drawing on more than twenty-five years of research, the Center for Research onLearning at the University of Kansas has developed the Strategic Instruction Model(SIM), a comprehensive approach to adolescent literacy that addresses the needof students to be able to read and understand large volumes of complex readingmaterials as well as to express themselves effectively in writing. SIM, used by manystate special education departments, thousands of school districts, and four hundredcolleges and universities, achieves measurable results by reversing the downwardspiral through which so many at-risk and special education students plummet. Itintegrates two kinds of interventions designed to address the gap between whatstudents are expected to do and what they are able to do. Using a how-to-learnapproach, SIM’s student-focused interventions, including specific learning strategies,enable students to generalize from one task and situation to others. SIM includestactics and skills that students use to gain information from texts efficiently, performmore accurately on tests, write more clearly, present written work more attractively,spell more accurately, and perform math operations more efficiently. In short, itenables students to deal more effectively with the process of learning.

SIM’s teacher-focused interventions, called content enhancement routines, encour-age teachers to teach more effectively by helping them think about, adapt, and presenttheir most important content in learner-friendly fashion. Recognizing that academicinterventions alone are not sufficient for student success, SIM also includes compo-nents that help students create and participate in productive learning communities,develop strong and appropriate social skills, advocate for themselves and their needs ineducation conferences, envision positive futures for themselves, and plan how to reachtheir goals.

To date, more than forty instructional programs have been validated throughnumerous research studies and developed into instructional materials appropriate forteacher use in the classroom.

A schoolwide approach for integrating SIM and other validated literacy programscan be accomplished through the Content Literacy Continuum, a school-reform modeldeveloped by the University of Kansas Center for Research on Learning. This modeldefines a continuum of instructional intensity that serves as a framework for guidingschool improvement and professional development.

A network of certified SIM instructors is available to work with teachers andschools to implement SIM programs. SIM is most effective when teachers are affordedsufficient time to plan what and how they are going to teach in a strategic fashion.Teachers must have an opportunity to work with other teachers to coordinateinstruction across classes and settings to ensure that critical strategies and behaviorsare prompted and reinforced. SIM holds that highly significant change for studentsor schools occurs only when teachers are armed with numerous interventions to meetthe diverse needs of their students.


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The Expectancy × Value theory can be a particularly useful way for teachers to thinkabout behavior and motivation. To develop your understanding of this theory, periodicallytake the time to analyze activities you personally are motivated or unmotivated to do. Whenthinking about something you are highly motivated to do, identify the value you place onengaging in and completing the activity and the expectancy of success you have beforeengaging in it. When you think about an activity that you are not motivated to do, see ifyou can determine what is low: the expectancy rate, the value rate, or both. Try to identifyany activities for which you value the rewards but nonetheless avoid doing because yourexpectancy of success is low. Analyzing your own motivation, or lack of it, will help youdevelop a deeper understanding of your students’ motivations.

As you work through subsequent chapters and analyze your students’ motivations, keepthe following concepts in mind:

• Your students’ behavior will let you know what they are motivated and not motivatedto do. You will have to work on increasing their motivation to engage in positivebehavior, and possibly on decreasing their negative motivation.

• Use procedures that address both intrinsic and extrinsic motivation when trying toincrease positive student behavior.

• Students’ motivation to engage in any behavior is related to the degree to which theyvalue the rewards of engaging in that behavior and their expectation of succeedingat it.

Task 3: Develop and Implement Guidelinesfor Success

In addition to academics, teachers need to provide their students with specific informationabout attitudes, traits, and behaviors that will help them succeed in school and throughouttheir lives. Sadly, some students and families believe that school success is not possible forthose who don’t come from an educated or a well-off family. There are others who believethat school success depends on one’s ethnicity. Part of your responsibility as a teacher isto let your students know that everyone can succeed in school and give them guidelinesregarding how.

These Guidelines for Success should reflect broad and noble ideals. They should representwhat you really hope students will learn from you—not the content, but the attitudes andactions that will help students succeed in your class, the classes they will have in the future,and life in general.

Having these Guidelines for Success is important regardless of the level of structure thatmay be of most benefit to your students. This can be especially critical if your school or classhas a large number of high-needs students. High-needs students often lack the knowledgeor motivation to exhibit traits that educators want, need, or expect them to have. Figure 1.2is an example of schoolwide Guidelines for Success.

When developing your own Guidelines for Success (or goals to strive toward, or whateverelse you choose to call them), frame them as brief phrases that describe the attitudes, traits,and characteristics you hope to instill in your students. Identify three to six of these guidelinesthat you believe are most important for your students to learn and exhibit in your classroom.Note that these guidelines are different from classroom rules. Rules pertain to specific andobservable behaviors, and they generally have consequences associated with failing to followthem, whereas your Guidelines for Success are attitudes or traits that you hope to inspirestudents to strive toward. Rules are like speed limits that you as the teacher will enforce.Guidelines are values that you hope to instill in your students—values that will help them



Figure 1.2Sample Guidelines for Success

Source: From Foundations: Establishing positive schoolwide discipline policies by R.S. Sprick,M.S. Sprick, and M. Garrison, 2002 [Video program].

NoteOptimally, Guidelines for Success aredeveloped and used on a school-wide basis. That is, the entire staffcreate and agree to post and usea common list of positive traits.Sprick, Howard, Wise, Marcum, andHaykin (1998) provide suggestionson how to involve staff, students,and parents in developing school-wide Guidelines for Success. If yourschool does not have schoolwideguidelines, plan on developing themfor your own class. If your schoolhas already developed and adoptedschoolwide guidelines, plan to usethem. The advantage of havingthese guidelines be schoolwide isthat students are given consistentmessages from all school staff aboutwhat is required of them to be suc-cessful within the school.

succeed in your class and in all otheraspects of life. You can find informationon developing specific classroom rules inchapter 5.

Developing your guidelines is just thefirst step. If students are truly going tolearn to exhibit these attitudes, traits, andbehaviors, you need to make them anever-present part of your classroom.

Post your guidelines in a prominentplace where everyone can see them. Teachthem to students at the beginning ofthe year. As with your long-range goals,let students’ families know what yourguidelines are. Using the vocabulary fromthe guidelines consistently and regularlywill help to keep them familiar. Forexample, you can use the guidelines toprompt motivation and get your studentsexcited about striving for excellence.You should also use them as a basis forproviding both positive and correctivefeedback to students regarding theirbehavior:


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‘‘Shelly, you have been doing much better about getting homework completed. Thankyou for being so responsible.’’‘‘Fionna, you need to work quietly. The guideline about treating everyone with respectmeans you don’t disturb others when they are trying to get their work finished.’’

NoteWhether you are starting towork through this book at thebeginning of or during theschool year, spend some timeimplementing this task. Guide-lines for Success give yourstudents critical informationabout how they can accom-plish what you expect fromthem—and this is valuable at anypoint in the year.

Plan to put your Guidelines for Successand a brief explanation of their importance inthe syllabus that you will distribute to studentson the first day of the semester.

Remember that when students do notreceive information about these kinds ofattitudes, traits, and behaviors at home,the emphasis that school personnel placeon their guidelines may provide criticallife lessons. If you find that some of yourstudents have had less of a personal contextfor understanding and operating from yourguidelines, plan to provide more instructionon how they can implement them, andbe prepared to give those students moreencouragement.

Task 4: Maintain High Expectations for Students’Academic and Behavioral Performance

For all your students to succeed, it is essential that you maintain and communicate high andpositive expectations. Research has repeatedly demonstrated what we know from commonsense: low expectations predict low achievement (Scarborough & Parker, 2003). Your visionof student achievement and performance has an immeasurable impact on your students. Itis crucial for you to convey your high expectations for all your students in academics and inpersonal responsibility.

This is not to suggest that you ignore any problems or difficulties your students may have.Against that, you must still maintain high yet realistic expectations for your students if theyare to succeed. The difference is best demonstrated through an example. A student who usesa wheelchair would not be able to do some of the activities required of the other students ingym. It is reasonable to adapt some of the gym activities so that she can participate. Similarly,simply because she is in a wheelchair does not mean that her classroom expectations are anydifferent from those of her peers.

A less obvious example is a student with chronic behavioral and discipline problems inclass. If such a student is in a class you teach, it would be naive to think that he will nevermisbehave, but you must still expect that he can learn to behave responsibly in your class.The goal of this task is forming a belief in the potential success of every student.

Before putting any work into your students, however, you must first evaluate yourself.You must look objectively at your behavior and be sure that the comments you make toyour students and to others about your students do not single any of them out or put themdown. Even when you make critical comments about a student to another teacher, you are



communicating low expectations, and they will come out in other ways. Statements like thefollowing communicate low expectations for students:

‘‘What can you expect from a kid like that?’’‘‘You can’t expect any better from a student with that kind of home life.’’‘‘They have ADHD, so what can you do?’’‘‘I wish he weren’t in my class.’’

If you find that you have such thoughts or are making such statements, stopping themis the first step to encouraging success in your students. You must believe in their successbefore expecting it. Try to identify specific negative phrases you are using and make aneffort to stop. Then think of phrases you can use that embrace positive qualities aboutyour students instead of negative ones. Try to use positive phrasing in circumstances wherepreviously you would have used negative phrasing.

Even when you start the year with strong, positive expectations for your students, it canbe difficult to sustain them. It’s easy to get so busy that you don’t notice negative thoughtscreeping back in. It may be that a particularly trying student or class wears you out, andwithout realizing it, you lower your expectations. To protect against this, you must check inwith yourself regularly, evaluating where you are emotionally with your classes and students.It may help to mark a calendar at intervals to remind yourself to examine your attitudeperiodically. (There are more specific guidelines for this in chapter 8.)

In addition, once school is in session, make a point of monitoring the kinds of statementsyou use with your students. Be aware and honestly critical of yourself about the languageyou use with them, whether it is positive or negative. Watch for statements like these:

‘‘Here, let me give you something easier.’’‘‘Grow up!’’‘‘This group will work with me because they’ve proven they can’t work alone.’’‘‘What’s the matter with you? Use your head.’’

When one professor was asked, ‘‘What do you do with the kid you just don’t like?’’he wisely responded, ‘‘You can’t dislike kids on company time.’’ Although you don’t haveto personally enjoy every student, you do have to maintain a high expectation for everystudent’s success while you’re at work. Implementing some of the following suggestions canhelp you maintain a positive attitude toward your students:

• Take care of yourself. Young people are very quick to see hypocrisy, so make sureyou’re positive with yourself as well as with them. Look to your own attitudes andhealth. Design a wellness program for yourself that includes exercise and propernutrition, and make sure you get enough rest. Make time for activities or interestsoutside school.

• Maintain a positive and realistic vision of student success. When problems occur,as they surely will, remind yourself of the vision you have for your students andthe success you want them to have. This is especially important when dealing withstudents who have chronic problems. Setting aside some time to visualize the studentbeing successful can be useful.

• Be reflective about your plan. Periodically evaluate your methods to see what isworking and what isn’t. If you identify something that needs improvement, try


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something else. Remember that although you may not be able to directly controlstudent behavior, you can control their environment (seating, schedules, interaction)in a way that will have a positive effect on their behavior.

• Don’t take it personally. If a student misbehaves, try to remain objective. The problemisn’t your fault, but you do offer an excellent hope of positively reaching a child.Remind yourself that you’re a professional and that eventually every problem can besolved. It may help to remind yourself that the student is likely not singling you outbut treats all adults in her life in a similar manner.

• Make an overt effort to interact positively with every student. All students shouldfeel that you notice and care about them. Say hi to them, and show an interest intheir activities. When you maintain contact with all of your students as individuals,they know that you value them, and that will reduce the likelihood that they willmisbehave.

• Consult with colleagues. If an indi-vidual or group becomes particularlychallenging, discuss your concernswith fellow staff members. Be carefulnot to communicate low expectations,but describe neutrally the problemsthe student is having. Peer problemsolving is a powerful tool for gettingideas about helping your students.

NoteWhether you are starting in themiddle of the school year or atthe beginning, make sure youspend enough time on this taskto ensure that you have highexpectations for every student.If you have low expectations foryour students’ behavior, theywill live up (or down) to thoseexpectations. To implement aneffective classroom manage-ment plan successfully, you mustpossess and communicate highexpectations for every student’ssuccess.

All tasks in this chapter are designedto help you develop and maintain a com-prehensive student management program.Throughout this book, you will find guide-lines on how to continue communicatinghigh, positive expectations to your students.You will find that some methods work bet-ter than others with different student groups,and using the approach outlined in this bookto the fullest means periodically returning to it and evaluating your methods.

Task 5: Initiate and Maintain Family ContactsThere is no question that when school personnel and families work together to helpmeet the educational needs of students, the probability of effectively educating thosestudents increases tremendously (Esler, Godber, & Christensen, 2008; Freer & Watson,1999; Gortmaker, Warnes, & Sheridan, 2004; Henderson & Mapp, 2002; Keith et al., 1998;Rones & Hoagwood, 2000; Sheridan, Kratochwill, & Bergan, 1996). As part of your classroomvision, you should aspire to have your class be a place where you, your students, and yourstudents’ families work collaboratively to ensure student success. Building the positiverelationships necessary to work collaboratively with families, however, is not always easy. Itrequires communication, which takes time—and time can be a problem for both teachersand families.



NoteMore students than ever before livein one-parent households, in fos-ter care, with grandparents, and inother nontraditional circumstances.It is often inaccurate to refer to‘‘the student’s parents,’’ and it iscumbersome to continually referto ‘‘the student’s parent(s), grand-parent(s), or guardian(s).’’ There-fore, in most cases the term ‘‘stu-dent’s family’’ will be used whenreferring to a student’s primarycaregivers.

Making the effort to communicatewith your students’ families sends a pow-erful message that you want to includethem in what happens at school. In addi-tion, such efforts increase the probabilitythat an individual student’s family willbe receptive should you need to informthem about and enlist their assistance insolving the student’s behavioral or aca-demic problem (Christenson & Godber,2001; Miller & Kraft, 2008; Phelan, Yu, &Davidson, 1994). (Information on how towork with families when behavior prob-lems occur appears in chapter 4.) Developa specific plan for making initial contactwith students’ families at the beginning ofthe school year and maintaining contactwith them throughout the year. A familycontact plan increases the likelihood ofcommunicating efficiently and effectivelywith your students’ families.

NoteIf the families of some (or many) ofyour students are not English speak-ers or have limited English, you facean additional challenge. Check withbuilding or district personnel forinformation about getting assis-tance in communicating with fam-ilies in their language. For example,a translator could help with writtencommunications, or an interpretercould be present for telephonecalls and at-school events like con-ferences and open house. If yourschool is very diverse and there aremany different primary languages,it may not be feasible to makeadaptation arrangements for all ofthe languages. However, if half ofyour students come from Spanish-speaking homes, for example,arranging for important informa-tion to be translated into Span-ish demonstrates to families thevalue you place on communicatingwith them.

Family contacts are especially impor-tant when you have a large number ofhigh-need students. Unfortunately, thefamilies of these students may be morelikely to feel alienated from the school,and many of those students may comefrom troubled homes. Because it’s alsopossible that contacts will be more diffi-cult to achieve with families of high-needstudents, remember that the greater theneeds of your students, the greater theneed is for you to establish and maintaincontact with their families.

Many schools have websites that allowyou to post class information and assign-ments. Students and families can findteachers’ e-mail addresses and phonenumbers as well as general schoolwideinformation. In some schools, e-mail is themost common form of communicationbetween families and teachers. However,you can’t be sure that all of your students’families have access to a computer or eventhe knowledge to send e-mail. Electroniccommunication also tends to be imper-sonal. If you choose to take advantageof your school’s website, be sure to alsosend home on paper all information andmessages you post online.


Vision 21

The more personal you can make both initial and ongoing contacts, the more effectiveyou can be in building friendly and productive relationships with your students’ families.Face-to-face contacts are more personal than phone calls, phone calls are more personalthan notes, and notes are more personal than form letters. More personal contacts generallyrequire more time than less personal ones. Thus, although it is critical for teachers toestablish and maintain contact with their students’ families, each teacher will have todetermine the nature and amount of contact that is realistically possible for him or her.Obviously a middle school teacher who sees 150 students every day will not be able tohave as many, or as personal, contacts with families as a special education teacher who has12 students.

Initial Contact

Your initial contact with a student’s family is their first impression of you, so it’s importantto make the contact friendly and inviting yet also highly professional. When possible, makeinitial contact within the first two weeks of school. Given that most high school teachershave large numbers of students, personal contact with every student’s family is probably notrealistic. Therefore, your main contact will be a letter sent home or a video greeting on theschool website.

The purpose of the initial contact is twofold: to begin establishing a productiverelationship with the students’ families and to give the students and their families importantinformation about you and your vision for the upcoming school year. Provide the followinginformation during your initial contact:

• A welcome indicating that you are looking forward to an exciting and productiveyear

• Your teaching background (‘‘I have taught for fifteen years, with the last five years atthe high school level’’)

• A statement that you are looking forward to working with the student and getting toknow the family

• A statement stressing that you anticipate a very good year• Your major academic goals for the year• Your classroom rules and Guidelines for Success• Information about grading• When and how the family can contact you when they have questions or want to share

helpful information about the student• When and how you will maintain ongoing communication with them (‘‘My web

page address is ________. I will post assignments and grades regularly.’’)

NoteSee ‘‘Cultural Competence’’(appendix C) for suggestions onworking effectively with studentsand families whose backgroundsare different from yours.

Exhibit 1.2 provides an example of an ori-entation letter for families that you can sendhome on the first day of class. (More infor-mation about preparing the letter is given inchapter 6, task 2.) If many of the families speaklittle or no English, see if you can have yourletter translated into their primary languages.

See exhibit 1.2 on the DVD for a cus-tomizable version of this letter.


Exhibit 1.2Sample Letter to Families

Franklin High School • Anytown, USA 55555 • (555) 555-1234

Dear Parents/Guardians,Hi. My name is Mr. Griffin. I want to take this opportunity to introduce myself and let you

know that I am pleased and excited to have your son or daughter in my third-period tenth-gradeEnglish class. I am providing the following information so you will know what my expectationsare and how your student can be successful in my class. Please take the time to discuss theinformation here with your son or daughter. Although I am going over this information inclass, discussing it at home will be a meaningful way to increase understanding. If you have anyquestions or concerns, please feel free to contact me.

I believe that if we all work together, your student’s success is certain!The purpose of this class is to teach reading and writing analysis skills that are needed for

more advanced work in literature and composition. The major goal of this course is for studentsto master the integration of reading, writing, listening, speaking, and critical thinking. By theend of the year, students should be able to do the following:

1. Read and understand grade-level material and evaluate an author’s argumentsand positions.

2. Read and respond to grade-level appropriate literature that represents histor-ically or culturally significant works and be able to conduct in-depth analysesof recurrent themes.

3. Write clear and compelling texts that show point of view and reasonedargument.

4. Use rhetorical strategies of narration, exposition, persuasion, and descriptionof text in both their writing and presentations.

5. Demonstrate competence with standard English-language conventionsthrough their writing and speaking.

6. Deliver coherent presentations that demonstrate solid reasoning with clearand focused objectives.

Classroom RulesThe classroom rules are designed to ensure that no student’s behavior interferes with thelearning of others:

1. Come to class every day that you are not sick.2. Arrive on time with your own pencil, paper, and books.3. Keep hands, feet, and objects to yourself.4. Follow directions the first time they are given.5. Stay on task during all work times.

For violations of these rules, I will assign minor penalties.While I will enforce the rules when necessary, I will be putting more emphasis on teaching

students how to be responsible for themselves. I will stress the following traits, which are calledGuidelines for Success.


Success requires:

PreparationResponsibilityIntegrityDedicationEffort

GradingBelow is the information your student has been given about grades:

1. Class participation and how well you follow the rules is worth 20% of yourgrade.

• There are 10 possible points per day, for a total of 450 points for the quarter.• You will start each day with 8 points, which is 80%, or a low B.• Strong effort and application adds 1 point (which I will mark on my record

sheet during class).• Each rule violation costs 1 point.

2. Your written work is worth 50% of your grade.3. Unit tests are worth 20% of your grade.4. The final exam is worth 10% of your grade.

Every Friday, I will provide each student with a weekly grade report that shows his or hercurrent grade in the class as well as any missing assignments. Please check this on the weekendso that if a student is falling behind, we can all work on the problem in the early stages.

Contact InformationThe students know that they can always ask me questions in class and can schedule anappointment to talk to me whenever they need help. If you want to contact me, my e-mailis [email protected]. The best time to reach me by phone is during my preparationperiod (9:15 a.m. to 10:05 a.m.) or after school (3:15 p.m. to 4:15 p.m.) at 555-1234.

Thank you for your time. Please cut off the form below, sign it, and have your student signto indicate that you have discussed this information. Have your student return the slip belowby Monday for a few extra bonus points in the grade book.

Sincerely,Mr. Griffin_________________________________________________________________

We have discussed this information about how to be successful in Mr. Griffin’s third-periodclass.

Parent/Guardian Signature _________________________________________________Student Signature _________________________________________________________Date __________________



Some schools hold an open house a day or so before school starts or early in the fallso students and families can meet their teachers and see their classrooms. If there is anypossibility of implementing this wonderful idea at your school, you may wish to encourage it.Families of students who are most likely to have trouble—those with a history of behavioralor academic problems, for example—can especially benefit from attending an open house.Prepare your orientation letter and take this opportunity to personally give it to studentsand families during the open house. Of course, you will want to be sure that students andfamilies who do not attend also receive the letter in some other manner.

Ongoing Contact

In addition to making initial contact with your students’ families at the beginning of theyear, you need to maintain contact with them during the year. If families feel that you aremaking an effort to keep them informed, they are more likely to work with you should theirstudent have a behavioral or academic problem. The key here is to come up with a way tomaintain communication without burning yourself out.

Plan to provide positive feedback to families when their child is doing well. Some contactopportunities will arise from regularly scheduled school events such as parent-teacherconferences, open house, and back-to-school night. To keep families informed of major classpriorities, activities, and issues, you might want to send them a short newsletter on a regularbasis. The school website can be a quick, easy way to get information to lots of people. Butagain, the Internet is inaccessible for some and impersonal.

Use a class list and some form of coding to keep track of your ongoing contacts withfamilies. For example, you might write ‘‘9/22, Ph’’ and ‘‘10/4, Conf’’ next to a student’s nameto indicate that you made a phone contact on September 22 and had a face-to-face conferenceat school on October 4. A written method like this lets you monitor how often and in whatways you have contacted each student’s family. It also allows you to see at a glance anyfamilies you have not contacted. You might add plus and minus symbols next to your notesabout each contact so you can track how frequently you contact a family about positive as

NoteIf you are starting CHAMPS orACHIEVE during the school year,making initial contact with fam-ilies will probably be a rela-tively low priority. However, youshould put time and energy intomaintaining as much positivecontact as you can to build rela-tionships with your students’families. Before the beginningof the next school year, makesure that you have a specific planfor establishing and maintainingcontact with families.

compared to negative issues. Try to have con-tacts about each student’s positive behavioroutnumber those for any negative behavior.This emphasis on the positive will demon-strate to the family that you have the student’sbest interests at heart and want to work withthe family to help the student be successful inyour classroom. This is especially importantwith your most challenging students. Fami-lies of students who struggle may rarely oreven never hear positive feedback about theirchild. These efforts to acknowledge momentsof positive behavior or growth can help buildfamilies as willing partners who are morelikely to be supportive and who may makeefforts to help when the student is struggling.

When family contact is necessary becauseof a problem a student is having, it’s impor-tant to think about what you want to say andhow you are going to say it. This preparation


Vision 25

will reduce the chance that you will be misunderstood or inadvertently say somethinginsensitive. (Suggestions for handling this type of situation are provided in chapter 4, task 3.)

In ConclusionTo properly integrate the strategies presented in this book and to create and maintainan effective classroom management plan, it is essential to understand the core conceptspresented in this chapter. If you are reading this book in the summer, I recommend youreturn to this chapter for a review before classes begin. The Discipline in the SecondaryClassroom approach is highly customizable, allowing you to adapt its concepts and principlesto your specific needs, and the more familiar you are with the concepts and strategies behindit, the easier it will be for you to make judgment calls on what practices to retain and whatyou might be able to do without.

Whenever you have something that works for you, do not feel that it should beimmediately discarded simply on the recommendations of this book. If there are aspects ofyour teaching you wish to retain, you will be the most effective teacher you can be if you addthe concepts discussed here to strategies that already work for you.


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.

chapter 1 · sprick c01.tex v2 - 05/25/2013 11:53am page 8 8 discipline in the secondary classroom...

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