Developing Student Developing Student Conduct Conduct

ExpectationsExpectations

August 28, 2009August 28, 2009

Congin SchoolCongin School

What factors affect student What factors affect student conduct?conduct?

Factors in the Factors in the HOMEHOME and and COMMUNITYCOMMUNITY

Factors in the Factors in the SCHOOLSCHOOL

Factors in the Home and Factors in the Home and CommunityCommunity

• Diminished Social CivilityDiminished Social Civility• Impact of the MediaImpact of the Media• Sense of EntitlementSense of Entitlement• Lack of Secure Family EnvironmentLack of Secure Family Environment• Concentrations of PovertyConcentrations of Poverty• Concentrations of Community Concentrations of Community

ViolenceViolence• OthersOthers

Curwin, Mendler, and Mendler

Factors in the SchoolFactors in the School

• CompetitionCompetition• Boredom and DisassociationBoredom and Disassociation• Academic FrustrationAcademic Frustration• PowerlessnessPowerlessness• Unclear LimitsUnclear Limits• Lack of Outlets to Express FeelingsLack of Outlets to Express Feelings• Attacks on DignityAttacks on Dignity• OthersOthers

Curwin, Mendler, and Mendler

Beliefs About ConductBeliefs About Conduct

• Working with behavior is part of all our Working with behavior is part of all our jobs.jobs.

• Always treat students with dignityAlways treat students with dignity• Discipline can and should be taught.Discipline can and should be taught.• Acting out is sometimes an act of Acting out is sometimes an act of

sanity.sanity.• Fair is not always equal.Fair is not always equal.• Adults must make positive, consistent Adults must make positive, consistent

connections with kids.connections with kids.Curwin, Mendler, and Mendler

In a Typical SchoolIn a Typical School

70% of the kids rarely break rules.70% of the kids rarely break rules.

20% break the rules somewhat regularly.20% break the rules somewhat regularly.

10% of the kids are chronic rule breakers 10% of the kids are chronic rule breakers and are out of control most of the time.and are out of control most of the time.

Curwin, Mendler, and Mendler

At Congin SchoolAt Congin School

85% of the kids rarely break rules.85% of the kids rarely break rules.

10% break the rules somewhat 10% break the rules somewhat regularly.regularly.

5% of the kids are chronic rule breakers 5% of the kids are chronic rule breakers and are out of control most of the time.and are out of control most of the time.

Alternative Learning Log

At Congin SchoolAt Congin School

There were 287 incidents There were 287 incidents

of misbehavior in 2008-09.of misbehavior in 2008-09.

40% involved disrespect40% involved disrespect

22% involved bullying22% involved bullying

15% involved transportation issues15% involved transportation issues

Alternative Learning Log

How have we addressed How have we addressed conduct at Congin School?conduct at Congin School?

• Classroom rulesClassroom rules

• School rulesSchool rules

• Common quiet signalCommon quiet signal

• Alternative LearningAlternative Learning

• Reflection RoomReflection Room

• Cougars CARECougars CARE

What more can we do to What more can we do to teach children about teach children about

conduct at conduct at Congin School?Congin School?

Common Conduct Common Conduct GuidelinesGuidelines

By supporting common practices and a set By supporting common practices and a set of rules in the “public” spaces of our of rules in the “public” spaces of our school, students will better understand school, students will better understand and demonstrate our expectations for and demonstrate our expectations for conduct.conduct.

In order for this to be successful, everyone In order for this to be successful, everyone in the school community must support in the school community must support and follow the guidelines we establish.and follow the guidelines we establish.

Voice LevelsVoice Levels

0 Silence

1 Whisper

2 Classroom Talk

3 Outdoor Talk

Common Conduct Common Conduct GuidelinesGuidelines

SAFESAFE

RESPONSIBLERESPONSIBLE

RESPECTFULRESPECTFUL

An Example from An Example from WindhamWindham

An Example from Prides An Example from Prides CornerCorner

““Public Places”Public Places”

•HallwaysHallways•CafeteriaCafeteria•BathroomsBathrooms•PlaygroundPlayground

Hallways Playground Cafeteria Bathrooms

SAFE

RESPONSIBLE

RESPECTFUL

What do you think?What do you think?

Groups move around to each chart. Groups move around to each chart. Spend five minutes listing Spend five minutes listing expectations for each place.expectations for each place.

Then, we’ll synthesize and sort the Then, we’ll synthesize and sort the expectations by category.expectations by category.

Requests…Requests…

•Simple and clearSimple and clear

•PositivePositive

•TeachableTeachable

GroupsGroups

SarahSarah

GloriaGloria

Craig F.Craig F.

RhondaRhonda

ClaraClara

LindaLinda

AnneAnne

Greg G.Greg G.

CherylCheryl

LilaLila

Mark Mark

Liz B.Liz B.

Sharon T.Sharon T.

Craig A.Craig A.

CrystalCrystal

KrisKris

ClareClare

ErinErin

Greg W.Greg W.

JacquelineJacqueline

AnnAnn

StacyStacy

KatieKatie

GeanoGeano

AndreaAndrea

MaryanneMaryanne

KathyKathy

Sharon B.Sharon B.

JenJen

AmyAmy

JoanJoan

Mary JaneMary Jane

ChezaraeChezarae

SallySally

DeanDean

Mary-Mary-EllenEllen

CathyCathy

GuinGuin

MelissaMelissa

JoannaJoanna

CarolCarol

JamieJamie

JayJay

Classroom RulesClassroom Rules

• In small groups (grade level PLCs, In small groups (grade level PLCs, Unified Arts, Student Support,) Unified Arts, Student Support,) discuss appropriate rules discuss appropriate rules youyou may may want to develop in want to develop in youryour classrooms classrooms with with youryour students. students.

• Copy of rules due to Peter on Copy of rules due to Peter on September 3.September 3.