the classroom management program for today's · pdf file"the classroom management...

"The Classroom Management Program

for Today's Teachers" by

Douglas H. Sorensen

—MAXIMIZES TEACHING

MINIMIZES DISCIPLINING—

Copyright © 1998 Douglas H. Sorensen

All rights reserved. 2

Copyright © 1998 Douglas H. Sorensen 9409 N. Harborview Dr., Gig Harbor, WA 98332

All rights reserved. Reproduction of these materials by an individual teacher for use in the classroom is permissible. The reproduction of these materials for an entire school or school system is strictly prohibited. No part of this publication may be stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, recording or otherwise, without the written permission of the copyright owners.

Printed in the United States of America First printing January 1998 Second printing November 1998 Third printing April 2000 Fourth printing April 2001 Fifth printing April 2002 Sixth printing November 2011



CONTENTS

FORWARD ............................................................................................. 5

INTRODUCTION ...................................................................................... 6

CHAPTER I. GESTURE METHOD:

COMMUNICATING COOPERATION .............................. 10

CHAPTER II. TIME-OUT PROCESS:

MAINTAINING ACCOUNTABILITY ................................ 16

CHAPTER III. CONFLICT RESOLUTION PLAN:

RESOLVING REPEATED MISBEHAVIOR ........................ 23

CHAPTER IV. STUDENT-MANAGED TIME-OUTS:

DELEGATING RESPONSIBILITY .................................. 28

CHAPTER V. LEARNING AND TEACHING CONDUCTING CONDUCT ............. 32

CHAPTER VI. ADAPTING CONDUCTING CONDUCT TO THE MUSIC CLASS .... 39

CHAPTER VII. FREQUENTLY ASKED QUESTIONS ....................................... 43

APPENDIX A. GESTURE METHOD MATERIALS .......................................... 44

GUIDE TO CONDUCTING CLASS CONDUCT

GUIDE TO CONDUCTING MUSIC CLASS CONDUCT

READINESS QUIZ: THE HAND SIGNALING METHOD

STOP POSTER

ATTENTION POSTER

1ST WARNING POSTER

2ND WARNING POSTER



TIME-OUT POSTER

READY POSTER

REST POSTER

APPENDIX B. TIME-OUT PROCESS MATERIALS ........................................ 55

TIME-OUT PROCESS FLOWCHART

READINESS QUIZ: THE TIME-OUT PROCESS

TIME-OUT MANAGER: JOB DESCRIPTION AND AGREEMENT

FIVE-MINUTE TIME-OUT SLIP (FRONT)

FIVE-MINUTE TIME-OUT SLIP (BACK)

TIME-OUT LIST

APPENDIX C. CONFLICT RESOLUTION PLAN MATERIALS ........................... 59

CONFLICT RESOLUTION PLAN SUMMARY

READINESS QUIZ: THE CONFLICT RESOLUTION PLAN

STUDENT BEHAVIOR PLAN

STUDENT SUCCESS AGREEMENT

STUDENT REMOVAL REQUEST

INTRODUCTION LETTER



FORWARD

Being a teacher in an urban school system for many years can test the skills of any professional. Even in the rare school where teachers were respected and admired, I had conflict in my work world. The occasional parent would call the school and complain that his son or daughter was in some way being “picked on.” Reluctantly, I would march down to the administrator's office to explain myself and my actions. On all occasions each individual walked away from the conflict hurt and diminished by its occurrence. Conflict is neither harmless nor without its own losses. Teachers lose and so do kids and parents. Over the course of my teaching career, the conflicts have become more hurtful and a means to reduced conflict seemed more critical. Thought and work, failed attempts and false starts simply led to increased frustration. By sheer luck, I met Doug Sorensen and learned about Conducting Conduct. Doug's method of classroom management has been tested in a number of classrooms including my own. The progress has been both swift and amazing. From Inclusion classrooms with multiple behavior difficulties to music classrooms with as many as 150 students, all have found Conducting Conduct to be successful. Teaching holds marvelous rewards for both the students and the teacher when the environment is such that teaching can occur. My wish for each owner of this book is more time teaching and less time managing a classroom. Conducting Conduct provides a route to that end. Amy Rolleri Tacoma, Washington CLICK for OVERVIEW of CONDUCTING CONDUCT YOUTUBE VIDEO

http://www.youtube.com/watch?v=5Ddm30mHsiw



INTRODUCTION

“Quiet, please!” “Stop talking!” “Attention up front!” Such commands are heard repeatedly within classrooms everywhere. These are the most frequently used commands by teachers. They are also the most frequently ignored by students. When ignored, teachers resort to scoldings, lectures, and threats. Some teachers try to ignore the disrupters, hoping they will stop. Others march into battle to gain control. Whatever the method used, the misbehaviors return despite yesterday's efforts. After twenty-five years of teaching, I realized that adolescent behavior was here to stay. During this time, I continued to search for the method that would allow me to concentrate on teaching and not on disciplining. I attended the usual workshops and presentations by experts on how to improve classroom discipline. The information was interesting, but provided little relief. One expert encouraged us to be “assertive” while another taught us tricks to disrupt the disrupting students. The workshops were entertaining, but the results were varied and temporary. Most classroom management systems require teachers to give verbal warnings, reprimands, and scoldings. Yet relying upon verbal responses and lectures frequently produces negative results. Vocal commands add more noise to student noise. Lecturing and scolding agitate and irritate. Worst of all, they take time away from teaching. When a teacher reprimands a student or a classroom, the common response is denial, defensiveness, and charges of unfairness. The teacher responds with explanations and his own defense, and teaching is sidetracked. Minor incidents and simple nuisances escalate. Even though it was never my intention to offend or embarrass the off-task or disruptive student, it happened. I would charge a student with inappropriate behavior. A battle of words would ensue as the class stopped to witness the event. The student was told to leave the room. The class looked on in amusement as the student left in disgust. What I intended simply as a reminder to improve behavior far too often devolved into humiliation for a child, and resulted, for me, my students, and my intended lesson, in a waste of time and loss of focus. The effect of my unintentionally embarrassing and offensive comments was a child's diminished dignity.



I wanted more from teaching than mere time in the classroom. I hungered for less stress, more student growth. I did not relish the almost daily battle of wills, the lectures, the reprimands, the loss of teaching time. I wanted a way to deal unobtrusively, effectively, and justly with the natural, inevitable, occasional off-task or disruptive behavior. I wanted to stop talking (about behavior) and start teaching. I began experimenting with a new system of classroom management that I now call Conducting Conduct. It was a system that banned verbal warnings, reprimands, and scolding for correcting misbehavior. I used the Conducting Conduct nonverbal system with two of my classes for two months. I compared the Conducting Conduct system's results with my three other classes which employed the traditional system of verbal intervention. The results were amazing. My teaching and the students' learning time had dramatically increased. The Conducting Conduct students were more attentive and on task; embarrassment and humiliation were eliminated. Instead of feeling tired and stressed, I was full of energy and ready to teach my next class. I was excited with how well my students accepted this new system of behavior management. They did not question nor react negatively to my nonverbal request for attentive behavior. I was encouraged with how quickly they learned the system and how easy it was to administer. Unlike some systems, I did not need or use manipulation or coercion to make students behave. I was able to gain their attention and cooperation without the use of any words. My vocabulary was void of negative words and sarcasm. I had no reason to single out or treat students harshly. The students responded positively upon seeing rather than hearing my request for attentiveness. Among other results of this new system, students who had previously seldom spoken with me felt comfortable talking and sharing their accomplishments and hardships. I realized that I had created more than a cooperative classroom. I had developed a community which embraced the qualities of trust and respect. My room had become a place for learning and sharing, absent of fear and anger.



Though the Conducting Conduct system proved to be effective, I was occasionally preoccupied and interrupted with clerical and management duties necessary for disciplining uncooperative students. I was spending valuable teaching time managing and processing penalties for misbehavior. After years of writing, issuing, and documenting detention slips and passes to the office, I decided to make the Conducting Conduct system student-centered and student-managed. The clerical and management responsibilities were delegated to students. They not only enjoyed this new responsibility, but exceeded my expectations for accuracy and dependability. I was no longer distracted or interrupted with the disciplining process. My focus remained on teaching at all times, even while issuing a behavioral reprimand. I designed Conducting Conduct to maximize teaching and minimize disciplining. The teacher incorporates simple, consistent gestures rather than verbal commands to communicate behavioral expectations and requests. Students learn to respond to those gestures just as musicians learn to respond to the conductor's gestures. I discovered hand gestures to be easy to learn and effective. Only two are needed to gain and maintain attention. I found myself conducting classroom conduct smoothly and unobtrusively. However, misbehavior will creep into even the most effective system. Sanctions are needed when problems persist, but the same principles need to apply—retain student dignity, and do not add to the disruption. I added judicious consequences that were signaled not by my verbal demands, but by three other simple hand gestures that escalated from a simple warning to a request that a student take a five-minute Time-Out outside the classroom. For the rare instance when a Time-Out did not curtail disruption or achieve self-discipline, I moved to a graduated series of consequences. Conducting Conduct, then, is a classroom management system that has three components. The first is unobtrusive gestures rather than verbal commands to manage behavior. The second is a brief Time-Out when inattentiveness or disruption continues. Its brevity maximizes time in class while providing a consistent sanction against problem behavior. The third is a consistent, judicious behavioral plan for persistent misbehavior. Since instituting Conducting Conduct, I have come to enjoy teaching as never before. More importantly, my students have enjoyed their time in my



classes more and have learned more. Colleagues who have tried my system report less stressful, more enjoyable classrooms and renewed commitment to teaching. Go to my website at www.conductingconduct.com to learn how Conducting Conduct compares with traditional classroom management systems. In the following pages, I will explain more fully how Conducting Conduct works and share suggestions and advice from my years of teaching and perfecting the system.

CLICK for GETTING STARTED YOUTUBE VIDEO

http://www.youtube.com/watch?v=4wdDknxWGM4



CHAPTER I. GESTURE METHOD: COMMUNICATING

COOPERATION As the conductor raises his baton, the musicians instinctively bring their instruments to a ready position. Every eye anticipates the conductor's next move. The players watch and listen carefully to each other as the music progresses. They communicate with each other through their eyes and the motion of their instruments. Other musicians wait quietly for the moment they too will join in. No words are exchanged between the musicians and the conductor, yet they are attentive, cooperative, and responsive to every gesture. Musicians are trained to communicate with each other through gestures and signals in order not to disrupt the performance. Much time is spent during rehearsals watching the conductor gesture with his hands to cue entrances, changes in meter, tempo, and style. Each gesture takes on a specific purpose and meaning, thus allowing the conductor not to need to stop and explain his intentions or directions. Verbal commands are never used nor expected while performing music. To achieve cooperative artistry, musicians learn specific behavioral skills. They spend much time practicing appropriate posture, movement, attention, and responses. All of their acquired skills are orchestrated through the conductor's silent gestures, whose meanings and appropriate responses are acquired through careful teaching. In order for classroom teachers to gain and maintain the attentive behavior that musical groups achieve, we need to understand how they achieve it. First, music teachers and conductors realize that all skills, even skills in appropriate behavior, must be taught and practiced, not merely expected and punished when absent. Telling or expecting students to behave is not the same as teaching them how. Second, musicians learn to respond precisely and invariably to a few simple gestures. Conductors do not conduct music; they orchestrate musicians, whose joint disciplined efforts, responding to the conductor's gestures, result in art. Thus, here is a key to Conducting Conduct: using a few silent gestures, classroom teachers can orchestrate the behavioral



skills they are teaching. The results, as I can demonstrate from years of teaching my own classes and years of teaching others to use this method, is effective classroom control, increased teaching time, increased cooperation, and the real fruit of our art, increased learning. Five gestures are all that are required for the effective conducting of conduct. These gestures are intended to call forth the skills in appropriate behavior necessary for effective learning. The first gesture gains students' attention, call for skill in becoming attentive to the teacher and assisting others to become attentive. The second holds or maintains attention, activating skills in attentive listening, watching and preparation for focused, cooperative action. The final three gestures enforce attentive behavior. They rely upon skills in self-monitoring, and, when those skills fail, silently and effectively impose a consequence. Note to music teachers: see Chapter VI for two additional gestures. GAINING ATTENTION

To gain classroom attention or order, use the common hand signal that universally means “stop.” Raise the hand, palm outward, above the head, as if signaling a car to halt. The Stop gesture tells the students to immediately quit whatever they are doing, face the teacher, raise one hand above their heads, alert inattentive neighbors, and wait for the teacher's directions. I regularly used the gesture to begin the class and to reorganize the class after an activity. When all students have responded, give directions with one hand remaining in the Stop position or go on to the Attention gesture. For students not yet

attentive, use the Warning gestures and, if necessary, signal a Time-Out (see Appendix A for graphical illustrations of the gestures and their meanings). Sharing with and caring about each other are important attributes of the Conducting Conduct system. The students learn to use cooperative skills to alert and help others to follow the gestures. During the Stop gesture, the students raise one hand to visibly alert those nearby who are not aware of the signal. The students keep their hands in this position until



the teacher proceeds to the Attention gesture. The Attention gesture, which always follows the Stop gesture, signals to the students to remain attentive. Students alert others by briefly turning toward them and politely saying their first names. Students learn never to touch, to speak loudly to, nor to stare at their neighbors to alert them. Such actions simply contribute to disruption, lost time, and off-task behaviors.

CLICK for STOP GESTURE METHOD YOUTUBE VIDEO MAINTAINING ATTENTION

The second gesture is the Attention gesture. The teacher's hand is lowered from the Stop position to shoulder height or slightly lower. In the Attention position, the students put their hands down, remain in a formal sitting posture with their feet on the floor, and face the teacher. When the Attention gesture is used without the Stop gesture, the students politely alert others nearby without raising their hands. When all the students have responded, give directions with one hand remaining in the Attention position. If some

students are not responsive, signal the Warning gestures, and, if necessary, signal a Time-Out. The Attention gesture is the most frequently used. Where the Stop gesture immediately halts the entire class, the Attention gesture regains and maintains the attentiveness of those whose attention occasionally wanders. When some students are not focused on the lesson, alert the class by raising your hand to the Stop position. When the students become attentive lower your hand to the Attention gesture. You should continue the lesson during this gesturing process. Because of the familiarity of the Attention gesture, students view it as a universal sign for being attentive and quiet. Some teachers have been able to successfully use it without any explanation of its meaning. I encourage teachers first to try the Attention gesture without clarification and see how their students respond. It is an important step in preparing the students and the teacher for the gesture system.

CLICK for ATTENTION GESTURE METHOD YOUTUBE VIDEO

http://www.youtube.com/watch?v=ncdmEUgMaOM

http://www.youtube.com/watch?v=puAFRzeu-4k



ENFORCING ATTENTIVE BEHAVIOR

The last three gestures—1st Warning, 2nd Warning, and Time-Out—are to enforce the two attention gestures: Stop and Attention. Upon seeing the Warning gestures, the students are to first check and correct their own behavior, then alert others nearby to be attentive. Students learn that the three-fingered hand sign means three seconds before the next Warning. The teacher's 2nd Warning, shown with the two-fingered “peace” sign, indicates the last Warning before a five-minute Time-Out. The teacher issues Warning and Time-Out gestures with the hand opposite the one signaling the attention gestures. Using both hands helps to reinforce the attention commands and the urgency to respond more quickly. I found it unnecessary to use both attention and enforcement gestures together once the class or the individual was aware of my request. Signal Warning gestures to the area where the misbehavior is occurring. Students know when they see a Warning gesture that something about their behavior or their neighbor's behavior is unacceptable. They know that

the next gesture after the 2nd Warning is a Time-Out.

CLICK for WARNING GESTURE METHOD YOUTUBE VIDEO

I found my students less defensive if I used the signals without direct eye contact. It is the signal I want them to respond to, not my eyes. I continued with the lesson while I signaled the Warnings to the area that was disorderly. Eye contact is helpful for reinforcing a Warning or issuing a Time-Out, but should be used with discretion. Looking in the direction of the disruption can cause the shifting of the class's attention and a potential disruption. When students learn to respond to the hand signals, no other form of

communication is necessary for maintaining and enforcing attention.

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The 1st Warning is directed toward the general area where disruption or inattentive behavior is occurring and is held for three seconds, relatively unobtrusively, while instruction continues uninterrupted. Shift directly from the 1st Warning gesture (three fingers held up) to the 2nd Warning gesture (two fingers pointed toward the misbehaving student) if the problem persists. However, be more specific with the 2nd Warning by pointing directly at the uncooperative student. If the student is not watching, point at an attentive neighbor and then again at the misbehaving student. Pointing and signaling the Warning gesture tells the nearby student to once more alert his inattentive neighbor. Students learn to be courteous and polite when saying the first names of their unaware neighbors. It is important that students know they have received at least two Warnings before receiving a Time-Out. I wanted students to feel they had been treated fairly during the enforcement procedure. I sometimes issued additional 2nd Warnings to guarantee that I had provided the students with adequate notice before signaling a Time-Out. The additional Warnings allowed me to focus my attention on teaching rather than keeping score of who had how many Warnings.

CLICK for TIME-OUT GESTURE METHOD YOUTUBE VIDEO I found in my teaching that the more I used the gestures the better the system worked. The students and I knew exactly what behavior was being signaled for change. The message was clear and the response was quick. The students were accustomed to hearing my voice for teaching my lesson and to watching my hands for correcting their behavior. There were no negative or disruptive words used to gain and maintain classroom conduct. I was excited about the results and how well the students accepted the use of gesturing for correcting their behavior. Without the use of negative words and the usual responses from defensive students, there were no longer calls from irate parents accusing me of picking on their child, or notes from my principal wanting to discuss my in-class behavior. Confrontations with students, parents, and administrators were eliminated. The students seemed to respond more quickly to my signals than they ever did to my verbal warnings and scoldings. A caring and wholesome atmosphere developed within the class. Even though the students were

http://www.youtube.com/watch?v=cYLLUbP4kX8



required to help and alert each other to be attentive, they seemed to accept it without resistance. The students appeared to look forward, as I did, to each new day. My attitude toward teaching changed. It was actually fun. There was no longer the stress from disciplining students. They were able to retain their dignity, and I was able to maintain their attention. We were all winners. It was a new experience I wanted to share with others. I believe most students want to have an orderly environment. They enjoy knowing teachers treat them with fairness and respect, regardless of their occasional misbehavior. The gesture system not only promotes the above ideals and attitudes but allows the teacher freedom from the repercussions that frequently exist with other classroom management systems that use verbal intervention methods. Best of all, my teaching time increased and the time spent disciplining decreased.



CHAPTER II. TIME-OUT PROCESS: MAINTAINING

ACCOUNTABILITY I had developed an effective tool for communicating behavioral commands without the use of disruptive words and loss of valuable teaching time. But something was missing. I needed an effective system to hold the students accountable for their misbehavior. They knew from experience that Warnings were normally followed by reprimands. I knew from my experience that verbal reprimands and scoldings were ineffective and repercussive. In order to maximize my teaching time and eliminate the problem, I chose a removal method to hold students accountable for their misbehavior. The Time-Out Process proved to be the best system for both the students and me. After two Warnings for uncooperative or inattentive behavior, the teacher issues a five-minute Time-Out. It is an immediate and brief removal from class during which the student can reflect upon his or her behavior. During the Time-Out, the student writes on the back side of the Time-Out Slip either a brief apology for the incident or writes a request for a meeting with the teacher to discuss the circumstances. Before five minutes has expired, the student returns to class and resumes participation without comment or disruption. Use a small clipboard and attach a spot clock to facilitate the Time-Out Process. To help students remember the Time-Out Process, write on the clipboard the four "R" reminders: Report to Time-Out, Reflect on Behavior, Respond to Choices, and Return in Five Minutes. The spot clock lets students know the time they reported to and are to return from the Time-Out. Clipboards are available at office supply stores and spot clocks are available at automotive supply stores. The five-minute Time-Out has several advantages over other disciplining systems. Because it is only five minutes long, the student is back in class without completely missing the lesson and falling behind. I didn't want my disciplinary process to be the reason that a student failed to achieve. I was there to teach. The Time-Out, unlike detention, is immediate and doesn't require a twenty-four hour notice to the parents. Students do not need to be



reminded when to report and what the Time-Out is for. No one is late for after-school activities, dentist appointments, or the bus ride home. Students no longer exclaim: “Why did I get this?”, “I don't remember doing that.”, “That’s not fair!” or “Can I do my detention another time, since today I have to ....” After instituting the Time-Out Process, I was able to use my after-school time helping students instead of supervising detentions. By using Time-Outs only for inappropriate behavior, students become accustomed to the Process and respond promptly without question. Only issue Time-Outs with students who display inattentive or uncooperative behavior. Use other penalties for students who forget their materials, are tardy to class, fail to turn in assignments, or commit similar rule violations. By not applying the Time-Outs to other rule infractions, students respond without confusion. The often heard question, “What will happen if I ...?” is eliminated. Students know and respond appropriately when they see Warnings and Time-Out signals. The Time-Out Process is applied judiciously without prejudice. The students understand that it is their misbehavior that is being penalized, not their character. I want the students to be able to retain their dignity and self-respect during the disciplining process. If students are to trust teachers and to learn to make the correct behavioral choices, teachers must demonstrate that they care about students regardless of their misbehavior. THE TIME-OUT PROCESS The Time-Out Process begins after a student receives two Warnings for inappropriate behavior (see Time-Out Process Flowchart). Following the two Warning signals, the teacher points and signals the Time-Out gesture. The teacher gestures with five fingers spread apart and the palm facing and extended toward the uncooperative student. The five fingers represent five minutes of removal from class. Being alerted to the Time-Out, the student puts away his materials and receives a Time-Out Slip. The front side of the Slip collects clerical information and the back side of the Slip provides students with behavioral choices. The student's name and date are written on the Time-Out List for later reference. Conducting Conduct provides an easy-to-use Time-Out List that helps to maintain an accurate accounting of the issued Time-Outs (see Appendix B for materials used with the Time-Out Process).



CLICK for TIME-OUT PROCESS YOUTUBE VIDEO

In accordance with Conducting Conduct's philosophy of student management, the Time-Out Process assigns all clerical responsibilities to student volunteers (see Student-Managed Time-Outs). During the Process, the teacher conducts the class's behavior with gestures while the students manage the clerical details of the Process. Only one student receives a Time-Out at a time. The student who is the last to become attentive after two Warnings receives the Time-Out. Since the Time-Out is only five minutes long, the teacher has the choice either to wait for one student to return before issuing another Time-Out, or to issue Penalty Time-Out Marks that don't require the students to leave the room (see Penalty Time-Out Marks). With only one student at a time in the Time-Out area, there is less chance that the student will not cooperate. The Time-Out supervisor is able to supervise one student without spending much effort or time. The Time-Out location depends on what area is available and who will supervise. Locate the Time-Out in an area that is removed from the class or classroom and can easily be supervised. I chose to use the administrative office area for the Time-Out and the office coordinator volunteered to supervise. Since the expectations and consequences for the student's behavior during the Time-Out were well understood, there was seldom a problem. With the student already in the administrative office area, the supervisor could call upon an administrator for assistance if needed. With some classes, it is possible to use a Time-Out area within the classroom. The Time-Out area needs to be in a quiet place away from the rest of the class, yet open to the teacher's view. Teachers or volunteers must supervise the Time-Out to guarantee the student's safety. Sharing supervision with another teacher is also a choice. Since the five minute Time-Out represents the total time removed, including passing time, the supervisor seldom spends more than two or three minutes with a student. The clipboard with the spot clock provides an easy-to-use tool for processing Time-Outs. Locate the clipboard with the inserted Time-Out Slip on a desk or wall that is easily accessible. With the clipboard's four "R" reminders and the Time-Out Slip's directions, no verbal communication is necessary.

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After the student manager inserts the appropriate information on the Time-Out Slip, the clipboard is handed with the attached Slip to the student without comment. The student reports to the Time-Out area where the Time-Out supervisor signs the Slip as proof of arrival. During the Time-Out, the student follows the directions on the Slip. The spot clock aids the student in knowing when to return to class in order not to receive a Penalty Time-Out Mark for lateness. Within five minutes from when the Time-Out was issued, the student is back in class. He places the clipboard with the Slip on the desk and resumes participation. The teacher ignores the returning student and focuses on teaching. Later the teacher reviews the Slip and the student manager files it. The five-minute Time-Out's effectiveness is a result of its brevity and ease in use. Five minutes is enough time for the student to complete the required penalty and not totally miss out on class instruction. The brevity lessens the time required for supervision. The ease in administering reduces the loss of teaching time. It is quick, efficient, and simple to use. PENALTY TIME-OUT MARKS As discussed above, only one student should be sent to the Time-Out area at a time and should return before another five-minute Time-Out is issued. Occasionally, however, a second student will persist in inappropriate behavior to the point that another Time-Out is necessary. In such cases, the teacher may issue a Penalty Time-Out Mark. Penalty Time-Out Marks count the same as removal Time-Outs in determining a student's Behavior Level (see Chapter III for information regarding Behavior Levels). The teacher may also use Penalty Time-Out Marks for students who are resistant during the issuance of a Time-Out or who misbehave in the Time-Out area. Student assistants record the date of the Time-Outs for removal and the Penalty Time-Out Marks on the Time-Out List. Assistants write a small “PM” for a Penalty Time-Out Mark next to the date issued without any further action. Recording a date for each five-minute Time-Out and Penalty Time-Out Mark allows the teacher to have documentation of when and what type of Time-Out was assigned. Teachers use the same signaling method for issuing a Penalty Time-Out Mark as a five-minute removal Time-Out with one exception—when signaling the Penalty Time-Out Mark, the teacher's hand is immediately closed into a



fist after the five-fingered Time-Out gesture. The closed fist is held momentarily to help the uncooperative student and the student assistant to recognize it as a Penalty Time-Out Mark and not as a five-minute removal. STUDENT EQUITY Teachers must be sensitive to whom they issue Time-Outs. The rule is to never signal a Time-Out unless you actually see the misbehavior. The teacher may signal Warnings without focusing on the students, but Time-Outs must be issued with awareness and equity. If more than one student is involved, you may either assign Penalty Time-Out Marks to the others or continue to signal Warnings until the student returns from the five-minute Time-Out. If the misbehavior should occur again with the same students, issue a different student the Time-Out. Students must know you are not singling them out because of their gender, race, or past behavior. SYSTEM OF CHOICES The Conducting Conduct Time-Out Process includes a system of student choices. Students learn the consequences for each choice before the system is implemented. Conducting Conduct teaches the lesson of being responsible and accountable for one's behavior and choices. The offered choices and their related consequences are complete, fair, and easy for students to understand and remember. Upon receiving a Time-Out, students consider four choices: 1. reporting cooperatively to the Time-Out, 2. reporting after some resistance, 3. remaining in class and being cooperative, or 4. remaining in class while continuing to misbehave. The consequence for each choice becomes more severe as the level of cooperation decreases. • Students learn to select the first choice of reporting cooperatively to the

Time-Out. During the Time-Out, the student writes a brief apology or writes a message asking to meet with the teacher after class to explain his or her side of the story. He or she returns within five minutes and resumes participating without comment or additional reprimand. Most students will make this choice since it is the least punitive and allows them to continue without further intervention. In some cases, the student who reports for the Time-Out chooses neither to apologize nor to meet with the teacher. He may choose to do nothing



or to misbehave during the Time-Out. Students who choose not to apologize or to meet with the teacher return and resume participation but are issued a Penalty Time-Out Mark for their uncooperative behavior. Students seldom choose this option since the additional Time-Out could move them to a higher Behavior Level. The student who chooses to misbehave during the Time-Out is detained by the Time-Out supervisor or building administrator for disciplining. He or she is not allowed to return to class until receiving administrative approval. Upon returning, he or she receives a Penalty Time-Out Mark for misbehaving during the Time-Out.

• The second choice is for the student to elect to engage in some type of resistant behavior while receiving a Time-Out. A resisting student who chooses to question or respond uncooperatively before reporting for the Time-Out follows the same procedure as the cooperative student, except he is issued a Penalty Time-Out Mark for responding uncooperatively. I found that students do not resist when given adequate Warnings and know the consequences for their behavioral choices.

• The student who opts for the third choice to remain in class and cooperate receives a Penalty Time-Out Mark for not following directions. Few students choose the second and third option, since the Penalty Time-Out Mark could move them into a higher Behavior Level with more severe consequences.

• Students rarely choose the fourth and last option of electing to stay and

continue to misbehave. They understand the severity of the consequence for this choice. An administrator or designated staff member removes the uncooperative student while the teacher continues to teach and maintain the class. The person issuing the disciplinary action determines when or if the student will return to class. Without comment, the teacher issues a Penalty Time-Out Mark when the student does returns from the administrative removal. Because the student knows the procedure and what will happen with each choice, there is no need to explain further.

Students learn quickly to make appropriate behavioral choices when they fully understand the ramifications beforehand. The Time-Out consequences are not harsh, yet they provide a means of accountability. It is the



persistency and consistency of the discipline process and not the severity that promotes a change in students' behavior. We only provide a process to encourage appropriate behavior. The students make the choices.

CLICK for SYSTEM OF CHOICES YOUTUBE VIDEO The Time-Out Process is effective for teaching accountability. Students prefer the student-centered Time-Out Process where they, not the teacher, make the choices that will determine their future in the class. By assigning a specific consequence to each of the four behavioral choices, students view the process as fair and teachers find it easy to administer. The goal is to create a classroom environment in which every student wants to belong. Being removed from a class where one wants to be is a more effective punishment than being subjected to ridicule and embarrassment. Teachers need to focus on teaching and creating a positive atmosphere that enhances learning. Step back and let the students learn from their choices.

http://www.youtube.com/watch?v=y9idhN2vvXA



CHAPTER III. CONFLICT RESOLUTION PLAN: RESOLVING

REPEATED MISBEHAVIOR In my experience, students respond well to a program of silent gestures and a consistent, fair penalty system like the Time-Out Process. I have seen teachers gain valuable teaching time and decreased classroom disruption. Still, there are inevitably some students who chronically misbehave—adolescent behavior is not magically transformed by any disciplinary regime. I found it necessary to develop a plan to deal judiciously with students who do not respond appropriately despite careful teaching and reminders. My search for a plan to deal with repeated discipline problems was guided by certain principles. First, like other parts of Conducting Conduct, the discipline plan should not disrupt my teaching or students' learning. Second, it should continue to respect the dignity of individuals, even when their behavior is undignified. Third, it should allow all students the same opportunities for changing their behavior. Fourth, it should give maximum responsibility for maintaining good behavior to the students. And fifth, it should remove disrupters from the learning community—temporarily if possible, and permanently if the student will not bring his or her behavior into conformity with the norms of the learning community. At heart, behavioral problems represent a conflict between the behavior of an individual or group and the educational needs of the larger group. Thus, conflict resolution is required with chronic behavioral problems. The Conflict Resolution Plan outlined here has proven over time to meet my objectives and to complement other aspects of Conducting Conduct.



FOUR LEVELS OF BEHAVIOR The Conflict Resolution Plan is the third component to the Conducting Conduct system. The Plan has four Behavior Levels. Repeated misbehavior results in a student moving progressively through four levels of escalating seriousness. At the fourth level, reached only after successive and intensive interventions, the Plan requires the student's removal from the class. Too many Time-Outs within a week moves a student to the next Behavior Level. At Levels II and III, the student receives new opportunities to improve his or her behavior. Level I is the norm, and most students never move to more serious levels. Importantly, it is the students' behavior alone that determines their Level in the Plan. Conducting Conduct determines a student's Behavior Level by adding the number of Time-Outs and Penalty Marks issued in a week. The levels become more restrictive as they ascend toward Level IV. After Level I, the Plan reduces the acceptable number of Time-Outs per week to only one. At the end of class, I reminded the student who had received the Time-Out of the status of his or her Behavior Level. Knowing where one was in the Plan helped to remove the element of surprise that makes disciplining appear unfair. Students' awareness of their Behavior Level generates a greater concern for improving their behavior. The Plan's objective is to encourage students to become productive and cooperative members of the class. A series of levels combined with a number of choices and chances guarantees the students' rights are protected. Repeated misbehavior is subject to the Plan's rules and consequences. By following the Plan's guidelines, students who occasionally misbehave can still retain their position in class. Once the policies and procedures are set, the teacher only uses gestures to implement the Plan. (See Appendix C for the Conflict Resolution Plan Summary and materials to assist in its implementation.)



BEHAVIOR LEVEL I The cooperative and attentive students with two or fewer Time-Outs per week maintain the Behavior Level I position. These students may occasionally receive a Time-Out without further reprimand. Most students at this level never receive a Time-Out. Students receiving a third Time-Out within a week move to Behavior Level II. BEHAVIOR LEVEL II If a student receives a third Time-Out in a week, he or she meets with the teacher after class to review the accumulated Time-Out Slips and to receive the Student Behavior Plan (refer to Student Behavior Plan in MS Word Forms folder to personalize). The Student Behavior Plan helps the student to recognize which behaviors he or she needs to change or improve. The student is responsible for developing an acceptable plan for changing his behavior. He completes and signs the Student Behavior Plan. The teacher signs and sends the Plan home for the parents to review, sign, and return. After contacting the parents to explain the process and encourage their support, the teacher files the Plan for future reference. Conducting Conduct recognizes that students will occasionally make poor choices regarding their behavior and, therefore, allows one Time-Out per week for students on Level II. Students know they will be held accountable for their behavior and that all students are subject to the same expectations, choices, and consequences. The Student Behavior Plan makes students participants in the articulation of behavioral goals. BEHAVIOR LEVEL III If a Behavior Level II student receives two Time-Outs within a week, he or she moves to Level III. The student receives the Time-Out and reports to the teacher after class to review his or her behavioral file. The teacher completes and issues a Student Success Agreement, a student behavioral contract (refer to Student Success Agreement in MS Word Forms folder to personalize). The Agreement offers the student a final opportunity to be a cooperative and productive member of the class. The Student Success Agreement is a teacher-written contract that lists specific behaviors the student must change. The student, his or her parents, and the teacher sign the Agreement before filing for future reference. Receiving no more than one Time-Out per week allows the student to stay on Behavior Level III.



Behavior Level III is a more restrictive level than Level II. Instead of the student developing his or her own plan for correcting misbehavior, the teacher develops a plan in the form of a binding contract. During Level II, the teacher explains to both the student and the parents the seriousness of Behavior Level III and what will happen if the behavior does not improve. Level III generates a higher degree of concern since it is the last chance to become a cooperative member of the class. As a result, most students make the choice to cooperate. BEHAVIOR LEVEL IV A Behavior Level III student who receives a second Time-Out within a week moves to Level IV. This is the final Time-Out and final Level. The student has used all his or her options and has demonstrated cause for removal. He or she remains in the Time-Out area for the remainder of class and then meets with the teacher. The teacher shares with the student all the behavioral documentation previously filed: the Time-Out Slips, the Student Behavior Plan, and the Student Success Agreement. Finally, the teacher delivers the file to the administrator along with the Student Removal Request (refer to Student Removal Request in MS Word Forms folder to personalize). The Student Removal Request petitions the administration to temporarily or permanently remove the student from class or requests some other acceptable plan. Teachers seldom use Behavior Level IV; the interventions available at the earlier levels are nearly always sufficient to elicit the desired changes in behavior. However, when troublesome behavior has not moderated, the system has provided full due process rights to the student before he or she is removed.

CLICK for CONFLICT RESOLUTION PLAN YOUTUBE VIDEO

SUMMARY Conducting Conduct maintains fairness throughout the Conflict Resolution Plan. The use of choices and consequences for resolution of misbehavior diminishes the negative responses from students. Students trust and respect teachers who do not accuse or scold them in front of their peers. Conducting Conduct removes the anger and frustration associated with disciplining by placing the responsibility on the students to make the behavioral choices that will determine their future in class. Learning to accept responsibility for

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one's actions begins with trusting students to make the right decision while allowing them to learn from their mistakes. The Conflict Resolution Plan teaches students the importance of being cooperative during class time without the need for verbal intervention. Students who receive a Time-Out or move to a higher Behavior Level seldom deny their actions or blame others. Treating students without intimidation or fear reduces negative repercussions. I recall a former student who escalated to Behavior Level IV. He was not angry with me, only disappointed that I would not allow him to continue in my class. He accepted the fact that he made the choices that resulted in his removal and knew that it was not my desire to see him gone. He occasionally spoke with me in passing and related how much he enjoyed my class. Conducting Conduct helped remove the anger and negative feelings associated with disciplining by providing a well-defined Conflict Resolution Plan that is student-centered.



CHAPTER IV. STUDENT-MANAGED TIME-OUTS: DELEGATING RESPONSIBILITY

The Conducting Conduct system emphasizes the importance of student-centered classroom management. Students help each other to be attentive; they choose their own course of resolution, and they develop their own behavioral improvement plans. With Conducting Conduct, the students assume much of the clerical responsibilities in order to allow the teacher to teach without interruption. The Time-Out Slip procedure requires class time to complete and process. In my experience, whenever I stopped to issue a Time-Out, the class's attention followed me. I wasted instructional time and embarrassed the recipient with everyone watching. The class became impatient and noisy as I wrote, delivered, and recorded the Slip. More teaching time was lost. When the student returned, I again stopped the class to collect, review, and file the Slip. After several weeks of using the Conducting Conduct system, I decided to experiment to see if I could make the system completely student-centered by eliminating my position as Manager of Time-Outs. I began by assigning two student volunteers from each class to assume several duties. One Manager wrote, recorded, and delivered the Time-Out Slips. The other collected, reviewed, and filed the returned Slips. It worked. The students were more efficient and less disruptive during the Time-Out Process. They took pride in performing their duties. The class viewed the Managers’ position with admiration and respect. The students convinced me that a student-centered approach was the answer. (See in Appendix B the materials to assist in implementing the student-managed Time-Outs.)



JOB DESCRIPTION AND AGREEMENT Time-Out Managers need a job description. It must include the following terms and conditions. The Time-Out Managers participate fully in class while performing their management duties. They complete their duties during class time without interrupting the teacher or lesson. During the Time-Out Process, they are not to speak with students receiving Time-Outs. They report to the teacher any questions or concerns from students. Most importantly, they treat their classmates and teacher with courtesy and respect. Remind the students that failure to follow the terms and conditions of the Agreement could result in being removed as Managers. The Time-Out Manager’s Job Description and Agreement, and the Time-Out List provide the duties to be shared equally between the assigned students:

1. Watch teacher carefully for the Time-Out gestures.

2. Write students’ names, dates, and times on the Time-Out Slips.

3. Record students’ names and dates on the Time-Out List.

4. Circle students’ third Time-Outs issued within the week on List.

5. Deliver Time-Out Slips to the students.

6. Tell students the number of Time-Outs they received within the week.

7. Collect and write times on the returning students’ Time-Out Slips.

8. File Time-Out Slips after they have been reviewed by the teacher.

9. Assist substitute teacher with implementing Conducting Conduct.

10. Perform the duties assigned to an absent Manager.

Upon seeing the teacher's gesture for a Time-Out, one Manager goes to the teacher's desk, completes a Time-Out Slip, and records the student's name and date on the Time-Out List. The Manager circles the date if it is a third Time-Out within a week. After the student puts away his or her materials, the Manager hands the completed Time-Out Slip to the departing student and tells the student the total number of Time-Outs he or she has received that week. The class remains focused on the lesson throughout the Process. Upon completion of the above duties, the Manager returns to participate with the class. No teaching time is lost.



The other Manager, upon seeing the student return from the five-minute Time-Out, retrieves the Slip and records the time. The Manager later files the Slip after the teacher reviews it. The class stays focused on the teacher and the Manager resumes participation with the class. Managers may perform other duties associated with the Time-Out Process. If a behavioral incident occurs, the manager witnesses the situation and provides information if requested. When the teacher is absent, Managers assist the substitute teacher with understanding and implementing the Conducting Conduct system. When a Manager is absent, the other Manager or an alternate performs his or her duties. With the Agreement and responsibilities outlined, I was ready to select from a list of students who volunteered to be Managers. To my surprise, almost everyone volunteered.

CLICK for STUDENT-MANAGED TIME-OUTS YOUTUBE VIDEO SELECTING MANAGERS I enjoyed the job of selecting students to manage the Time-Outs. It was an opportunity to reward students for being cooperative and attentive in class. I read the Time-Out Manager's Job Description and Agreement to the class and addressed questions and concerns. After much consideration, I selected two students in each class to share equally the tasks. I selected a third student to be an alternate Manager. With three students trained to do the job, I seldom needed to manage the Process myself. I limited the position to nine weeks to allow more students the opportunity to manage and reduce the amount of time missed while managing the Time-Outs. I found it helpful to meet with the Managers and alternates after school to explain and teach further the duties of a Time-Out Manager. I used several Time-Out scenarios and had the managers tell me how they would respond. The answers were usually the same-follow the job description and don't talk with students during the Time-Out Process. The chosen Managers took the Job Description and Agreement home for their parents to approve. The Managers were anxious to start. During the first five minutes of class for several days, the Managers practiced the Time-Out Process with the class. After the Managers and the class understood and were comfortable with the Process, I authorized the Managers to take charge of the Time-Outs. The

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class understood the Managers' role to be the messenger and not the disciplinarian. I warned the class about talking to the Managers and that violators would receive a Penalty Time-Out Mark. I was amazed how quickly the class accepted the student-managed Time-Outs. I retained my position as conductor of conduct and gladly surrendered my position as Manager of Time-Outs. The students not only enjoyed the leadership position of being managers, but everyone appreciated my not having to stop the class each time to process a Time-Out. I no longer embarrassed the recipients of the Time-Outs, and the class maintained its focus on my lessons.



CHAPTER V. LEARNING AND TEACHING

CONDUCTING CONDUCT Conducting Conduct offers today's teachers a new and easy approach to managing inattentive and disruptive behaviors. Since Conducting Conduct requires skills that are not usually associated with disciplining, preparation is necessary before using it with students. The technique for using gestures instead of words to communicate behavioral expectations requires training for both the teachers and students. Practicing the gestures helps develop self-confidence to look and feel natural in front of the class. With a few easy exercises, teachers will gain the self-assurance and understanding necessary to effectively teach without the need to talk about behavior. LEARNING SYSTEM I found that practicing the gestures in front of a mirror is most helpful. Learning to use one hand for signaling the management gestures while using the other for pointing, turning pages, or holding an object takes some coordination, especially when you are concentrating on the lesson and not on the behavior. With only five basic gestures to learn, it will take little time to gain proficiency in signaling. The gestures need to send clear, concise messages. Watch to see if your signaling indicates an expectation for the appropriate response. A colleague who used the system, found it awkward at first to move his fingers from 1st Warning to 2nd Warning. He accidently “flipped-off” his class. Practice until you feel comfortable with the hand signs. Make the gestures as impersonal and non-threatening as possible. Use direct eye contact for issuing 2nd Warnings and Time-Outs; otherwise, avoid it. Glaring and staring can cause unnecessary repercussions and escalate into confrontations. Feelings of frustration and anger are normal but are not the messages we want to send to or receive from students. I found it helpful to point briefly at the student before showing the 2nd Warning or Time-Out sign. I continued with the lesson as if nothing happened. Few students saw me signal the Warning to the misbehaving student. They were either listening to me or working at their seat. It was quick, easy, and unobtrusive.



Knowing when and to whom to issue a Time-Out is important. Signaling should be done without singling out students because of their gender, race, or reputation for misbehavior. If there is doubt to how many Warnings were issued or who was misbehaving, wait until you are sure. Focus on gaining respect, maintaining order, and, most importantly, increasing student learning. TEACHING STUDENTS Conducting Conduct is more than a classroom management strategy to encourage students to follow basic rules and expectations. It is a system that teaches and engages students to manage and maintain their own classroom conduct. Students enjoy learning Conducting Conduct because they are actively involved in its operation and success. Conducting Conduct is not about punishing students; it is about teaching students how to cooperatively learn and interact within a classroom environment. Students need to see the system as a process that treats them fairly and allows them to learn through their mistakes. Teach the system as an essential part of the class curriculum and not as another disciplining plan with an assortment of rules and consequences. Like other subjects within the school curriculum, Conducting Conduct requires a place and time to be taught. Learning the skills and concepts necessary for implementing the system takes only minutes each day. With five minutes of instruction at the beginning and end of each class day, students learn the necessary skills and concepts to become familiar with the system. After students thoroughly learn the system, the teacher integrates it into his or her classroom teaching.



INTRODUCING CONDUCTING CONDUCT I began by introducing the system to my class through the use of anecdotes and stories about my experiences as an occasionally mischievous student. I told them about the time my seventh grade history teacher caught me shooting a spitball. They appreciated knowing that I was not infallible or beyond misbehaving from time to time. I explained the penalties I received for my misbehavior and how I felt at the time. They asked questions and related some of their own experiences. I wanted the students to realize that to err is human, but with errors there are consequences. I wanted them to understand that behavior is a choice. I asked my class to share what they disliked most about the way some teachers correct students for misbehavior. Students mostly said that the teachers picked on them, gave boring lectures on classroom behavior, acted mean, or were unfair. I asked them if they would be willing to try something new if I would guarantee to never scold them, lecture them about their behavior, or make any negative comments regarding their misbehavior during class; in fact, I would reward the entire class if I should ever use my voice for anything other than teaching, encouraging, or answering questions. Their reaction was obvious. It sounded too good to be true. I had everyone's attention and was ready to begin my lesson on Conducting Conduct. Though the system is easy and simple to use, it does require patience, persistence, and practicing. I was able to teach the system using a minimum amount of class time while maintaining a high level of interest. I did not want the system to turn into a boring lecture on classroom behavior. Since my students already knew my rules and expectations for appropriate behavior, they were ready to learn the system. I taught Conducting Conduct by dividing the lessons into the system's three components and their supporting elements: Gestures, Time-Outs, and Conflict Resolution. With brief lessons at the beginning and end of each class and exercises to increase their understanding, I was able to teach the system in only a few days.



TEACHING GESTURES Use the graphic illustrations and the guides to Conducting Conduct in Appendix A to assist in teaching the gestures. The system is simple and logical; you will find that students learn the gestures and their meanings quickly. Make a game of teaching the system. For example, my students and I practiced the gestures in light-hearted drills. I flashed a gesture and they told me the gesture's name. Then, I said the gesture's name and they would show me the corresponding hand sign. Next, I asked individuals to recite the condensed meanings of the signs as I signaled the gestures to them. I made the exercises into games requiring quick recall. The students didn't realize they were actually learning a lesson which would dramatically change how they learned and behaved in my class. In time the system would make them all winners. Introduce the element of students' helping each other to be attentive. Students need to know that this is their system and requires their direct participation. Explain the process for alerting others nearby when seeing the gestures and how their cooperation will improve the class's quickness for being orderly and attentive. Prior to developing Conducting Conduct, I followed the common teacher wisdom of telling students to take care of their own behavior and ignore those around them. I realized, however, that if the learners were to become a true community managing its own behavior, that admonition was contradictory. Conducting Conduct therefore requires students to alert others nearby whenever they see my gestures. Since talking, touching, or any form of disruption is prohibited, students must whisper or say politely their neighbor's first name. Some students wanted to use the “shushing” sound, but I reminded them that it is also disruptive. The graphic illustrations of the gestures with their meanings in Appendix A provide the students with visual reminders of the teacher's signals. You may want to enlarge these posters. While learning, teaching, and using Conducting Conduct, teachers refer to the quick references: Guide to Conducting Class Conduct and the Guide to Conducting Music Class Conduct which teaches how and when to deliver the signals and how the students are to respond to the gestures. To help reinforce the understanding of the hand signals and to evaluate the students' progress, use the Readiness Quiz: The Hand Signaling Method.



Teaching the gestures was enjoyable and rewarding as my students quickly learned the new signs. By now, we had practiced them until they were automatic. We were ready to move to the second component of the Conducting Conduct system. TEACHING THE TIME-OUT PROCESS When my students heard me begin to talk about a Time-Out penalty for not following or obeying the gestures, they thought that I had tricked them. They visualized my delivering a verbal reprimand and some form of detention. They were relieved when I clarified the following differences: 1. I would not speak to them about their behavior. 2. I would not keep them before or after school. 3. They would know beforehand and decide upon the severity of their punishment. I used the Time-Out Process Flowchart to explain their choices and the related consequences. They learned that every choice has some outcome, some more pleasing than others. To achieve greatest efficacy with this system, teachers need to introduce it carefully. Students need the assurance that they will be treated with respect, that they will be valued, and that they will be encouraged and expected to do their best. To help students know you care about their learning, explain how the Time-Outs are only a tool for helping to maintain attentive and cooperative behavior and do not represent your personal feelings toward them. Over the next few days randomly signal practice Time-Outs to your students. After presenting a scenario using one of the four choices, have the students explain the consequence according to the Time-Out Process Flowchart. Emphasize the importance of students alerting each other to be attentive and how you expect them to learn and work together. Explain how you penalize students for being uncooperative in helping others in the same manner as any other form of uncooperative behavior. Encourage students to speak with you after class anytime they feel they are treated unfairly. Remind them that you make mistakes and appreciate knowing your errors so you can apologize and remove their names from the Time-Out List. It is essential that students know we can be trusted to treat them fairly and equitably. Use the Readiness Quiz: The Time-Out Process to teach and test students on their understanding before moving on to the last component of the system.



TEACHING THE CONFLICT RESOLUTION PLAN It is unrealistic to think that students will never receive more than one Time-Out. On the other hand, I wanted my students to know that I would not accept repeated misbehavior to continue forever. I described the four Levels of Behavior and how the number of Time-Outs would determine the assigned Behavior Level. I used the Conflict Resolution Plan Summary to help explain the four Levels. I referred to myself as an example of a Behavior Level I student, since I occasionally misbehaved in school. Under this system my teacher would have issued me only Time-Outs, I told them. I further explained that Level I is the norm and that it includes students who never misbehave as well as those who only occasionally receive Time-Outs. I assured them that few students in our class would ever move to the next Level. They were curious to know what would happen if they did. I explained that Level II was only for students that exceeded the limit of two Time-Outs in a week. These are the students, I told them, who often need more restrictive disciplining. With the assistance of the Conflict Resolution Plan Summary, I read to them the disciplinary actions taken when assigned Level II. The class was interested in knowing what I would say to their parents and why they needed to take the Student Behavior Plan home to be signed. I told them that when teachers and students are unable to resolve the conflict, parents need to become involved. From their reaction, I knew that most students would not enter Behavior Level II. I read the Student Behavior Plan and gave an example of how I might have completed the Plan as a misbehaving student in the seventh grade. They were amused, but understood the seriousness of being assigned to Behavior Level Two. “What is Level Three?” a student asked. “Do we get kicked out?” Rather than answer the question immediately, I reminded the class that it was not my choice to kick anyone out, but rather it would be their behavioral choices that ultimately determined whether they remained in class. I explained that I want all my students to be able to stay and participate and that is why they are given another chance through Behavior Level III.



Level III, I told my students, is only for those who receive a second Time-Out in a week while being assigned to Level II. They were surprised when I told them that they could never return to the previous Behavior Level, but were pleased when they heard that one Time-Out in a week was still permissible. I read the Student Success Agreement and explained that it is a binding contract between the teacher and the student. They asked if I would be contacting their parents again. I replied that I would inform their parents by having them take the Student Success Agreement home and returning it signed by their parents. I told them that I would not call their parents, but they may want to call me after signing the Agreement. I spend little time explaining Behavior Level IV, since it is the removal process and self-explanatory. I explained how a second Time-Out in a week that is issued to a Level III student results in his or her receiving a Student Removal Request for a temporary or permanent removal from the class. The student will leave immediately just as he or she had with all prior Time-Outs but would not return after five minutes. No one made a comment about fairness. They understood that a Level IV student had exhausted his or her choices and proved to be incapable of working or learning with others in my class. I explained to my students that I am disappointed anytime a student is removed from my class because of his poor choices of behavior. My intentions, I told them, are to encourage students to use appropriate behavior that will allow everyone to excel in learning and enjoy participating in the class. READY TO BEGIN The students have learned and practiced the system. You have trained the student Time-Out Managers and located an acceptable Time-Out area with supervision. You informed your administrator and parents with an Introduction Letter about the new system of managing classroom conduct (refer to Introduction Letter in MS Word Forms folder to personalize). You are ready to begin!

CLICK for READY TO BEGIN YOUTUBE VIDEO

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CHAPTER VI. ADAPTING CONDUCTING CONDUCT TO THE MUSIC

CLASS

The music performance class is an activity-centered environment where students learn and participate together. Unlike the regular classroom where students can work independently at their seats, music students work collectively with their attention focused on the teacher. Performing independently in a band, orchestra, or vocal music class is seldom an option, and it is disruptive when it occurs. Music teachers must educate students to understand the importance of being attentive and focused on the teacher while both learning and performing. Music teachers use gestures for orchestrating uniformity during a performance. While rehearsing and performing, they use silent hand cues to assist the musicians with entrances, releases, changes in tempo, meter, as well as other musical elements. The students rely on the silent gestures for guidance in performing as they progress through the exercises and musical selections. Together they maintain their attention on the teacher while the music continues. Unfortunately, when the teacher signals to stop the music, the attention stops also. Students view the downward hand motion as a cue to stop and visit. The meaning, although not taught, is well understood through repeated use. They know the teacher will do one or all of the following: click his or her baton, clap his or her hands, shout for silence, or simply wait in disgust until it is quiet. When the behavior does not change quickly enough, the teacher, they expect, will scold, reprimand, or lecture them on their misbehavior. Music teachers have used this routine for years with the same results: frustration, confrontation, and loss of teaching time. Conducting Conduct teaches students to listen, learn, and act uniformly when they are not performing. In addition to the Stop and Attention gestures for gaining and maintaining attention, the music teachers use two additional gestures to ready students to perform and to signal them to rest. The Ready and Rest gestures are familiar to music teachers, but they seldom use them to maintain orderliness and uniformity during the time when students are not performing.



READY GESTURE

The Ready gesture calls students to attention, similar to the Stop and Attention gestures. The music students move to their traditional sitting or standing posture in preparation to begin performing. Instrumentalists bring their instruments to the playing position and choir members stand or sit tall while silently facing the music teacher. The musicians focus their eyes and minds on the music teacher in anticipation of the cue to begin. Students seldom misunderstand the meaning of the Ready signal, but teachers often fail to use it to maintain

attention while giving directions during the rehearsal. Moving the hands downward after stopping the music signals the students to visit. Students view the hands-down gesture as free time, not instructional time. Instead, maintain the hands in the Ready position when there is a need to provide additional information to the students. Extend halfway one or both arms toward the performers. Center hands in front of neck area and hold them motionless while speaking to students. Their attention will remain as they listen and anticipate continuing with the next gesture. (See Guide To Conducting Music Class Conduct for graphic illustrations and information on how to use the music gestures.) I use the Ready gesture during a rehearsal when I notice a musical mistake. With both hands extended, I cue the cut-off or stop with one hand, and then hold both hands still in the Ready position as the students remain quiet and ready to listen. I do not move, speak, or look away. My attention is on the group as I prepare to respond to correcting the musical mistake. The students interpret the Ready gesture to mean that I will continue soon and need their attention now. While in the Ready position, students do not talk or move. I give brief and specific directions. If students begin to visit or cause a commotion, I signal a Warning while holding one hand in the Ready position and continue with the instructions. I use Warnings and Time-Outs when necessary to maintain cooperation. When students have comments and questions that I need to address, I continue to hold the Ready position or move to the Attention position. When ready to continue performing, I momentarily hold the Ready gesture and then cue to begin. I continue to maintain cooperation during the class discussions by signaling Warnings and Time-Outs with my other hand.



While performing in concert, the Ready gesture maintains musicians' attention. At the end of the selection, continue to hold the Ready gesture with eyes on the students. The audience will be less apt to applaud with the hands held still in the Ready position. Next, move the hands deliberately to the Attention position to signal the students to remain quiet and attentive. This motion signals the audience to applaud, but signals the students to stay focused. During this time, the music teacher can give further directions or proceed to the Rest gesture. REST GESTURE

Teach students to respond to gestures for maintaining appropriate behavior while resting. The Rest gesture communicates to students the appropriate time and behavior expected for relaxing before continuing. The rest gesture consists of simply folding the hands together in front of the body in a relaxed, lowered position. The gesture indicates to students that they may move to a more comfortable sitting posture and may visit quietly with those nearby. Students remain seated. Instrumentalists hold their instruments in the upright position for protection against damage. After much time is spent rehearsing or performing, musicians need time to re-energize and reorganize before continuing.

Rewarding students with an occasional break is important in maintaining a positive classroom atmosphere. Knowing when and how to rest appropriately helps to develop a cooperative and attentive spirit among the students. Upon receiving the Rest gesture, students know with certainty that they have the teacher's permission to relax, but they understand the limitations on their behavior. Rest time is a necessary part of the performers' daily lesson and the responsibility of the music teacher to teach and maintain. Teaching expectations and guidelines for acceptable behavior during the rest time provides students with the security of knowing the teacher is concerned about their safety and well-being. It is not free time; it is rest time. Use the Warnings and Time-Outs when appropriate.



The rest time also provides the teacher with an opportunity to get ready for the next exercise or musical selection. I liked moving around the class and talking individually with students. It is a good time to develop a better understanding of students and their needs. I encouraged students who needed extra help or have questions to come forward during the rest time. When ready to continue, the teacher moves back to the “teaching station” or podium. Using the same area to instruct and to conduct conditions students to become quiet and attentive in anticipation of what follows. Proceed to the Attention, or if noisy, to the Stop gesture to regain the class's attention.

CLICK for MUSIC CLASS GESTURES YOUTUBE VIDEO

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CHAPTER VII. FREQUENTLY ASKED QUESTIONS

Question: Some of my students ignore the gestures. They don't seem

to care. What do I do? Answer: Stay with the plan. Issue Warnings and Time-Outs as

necessary. The system becomes more effective with time. Speak individually with these students to determine if more information or training is necessary.

Question: If a new student enters in the middle of the quarter. Do I

need to take the student aside and teach him or her system? Answer: Students learn quickly from watching and talking to others.

Student Managers can teach the system to individuals. Allow the system to be student-centered and student-managed.

Question: I had several students misbehaving at the same time. Whom

do I choose for the Time-Out? Answer: After a 2nd Warning, carefully select one uncooperative

student to receive the five-minute Time-Out and either ignore or issue a Penalty Time-Out Mark to the others. Selecting the last student to become cooperative after sufficient Warnings is the general rule. Students must know that race, gender, and past behavior should not be a reason for selecting students for Time-Outs.

Question: Sometimes students don't see my gestures. What can I do? Answer: Signal gestures from the teaching area where students

expect you to be when giving directions. Review the procedure for alerting others.

Question: What do I do if I don't know who is causing the disruption? Answer: Signal Warnings to the area where the disruption is

occurring. Let the nearby students alert the disrupters. Remember, Conducting Conduct is a cooperative system.



Your Warnings apply to all students who are disrupting or are not alerting others to be attentive.

Question: Am I supposed to signal Warnings to students who are

inattentive but not disruptive? Answer: Yes. Students must be attentive to learn, but don't assume

students are inattentive by looks alone. Be more concerned about the disruption that causes inattentiveness.

Question: What if I can't remember how many Warnings I gave or to

whom I gave them? Answer: Before issuing a Time-Out, signal at least two Warnings or

more if you are uncertain how many you issued. Direct at least one 2nd Warning at the individual to receive the Time-Out.

Question: What do I do when students make comments or insist they

didn't do anything wrong when issued a Time-Out? Answer: Ignore comments and continue with your lesson. Issue a

Penalty Time-Out Mark for resistant behavior in addition to the Time-Out. Overt reactions from students may indicate that they need more instruction in how to respond appropriately to the Time-Outs.



APPENDIX A. GESTURE METHOD MATERIALS

Copyright © 1998 Douglas H. Sorensen All rights reserved.

GUIDE TO CONDUCTING CLASS CONDUCT GESTURES SIGNS STUDENTS’ BEHAVIORAL RESPONSES WHEN AND HOW TO USE

STOP

Students immediately stop and raise one hand above their heads. They alert others nearby who are unaware of the teacher's signal by politely saying the person's first name. Without further communication, students focus their attention on the teacher and wait for directions.

Signal Stop to gain attention when students are disorderly. Use to begin class and reorganize after an activity. When all students have responded, give directions with one hand remaining in Stop or change to an Attention gesture. If all are not attentive, use Warning and Time-Out gestures.

ATTENTION

Unlike a Stop gesture, students stop without raising their hand, move to their assigned listening posture, and politely alert others nearby who are unaware. Without further communication, students maintain their attention on the teacher.

Signal Attention to maintain attention as required. After all students have responded, give directions with one hand remaining at Attention. If all are not attentive, use Warning and Time-Out gestures.

1ST WARNING

Upon seeing a 1st Warning, more students become attentive. If necessary, they politely warn those nearby who are still inattentive. Students cooperate without further communication.

Signal a 1st Warning to warn students that a Time-Out will be imposed if misbehavior continues. For a class warning, scan students with a three-fingered 1st Warning gesture. For individuals who are slow to respond, point at them while showing a 1st Warning gesture or, if necessary, say their first names. If the misbehavior does not improve, signal a 2nd Warning.

2ND WARNING

Knowing this is the last Warning before a Time-Out, most students become attentive. Students politely warn anyone nearby who has not received two warnings. Students cooperate without further communication.

Signal a 2nd Warning to warn again students to cooperate or expect a Time-Out. For a class 2nd Warning, scan students with a two-fingered “peace” sign. For individuals who are slow to respond, point at them while showing a 2nd Warning gesture or, if necessary, say again their first names. After sufficient warnings, issue an uncooperative student a Time-Out.

TIME-OUT

The student puts away his or her materials, receives a five-minute Time-Out Slip, and reports to the Time-Out area. While sitting quietly, the student writes a brief apology for inappropriate behavior or chooses to speak with the teacher after class. Within five-minutes from leaving the classroom and reporting to the Time-Out, the student reenters his or her class. The student places the Time-Out Slip on the desk and proceeds to participate without comment.

After a minimum of two warnings, signal a Time-Out to enforce Stop and Attention gestures. Select only one uncooperative student per incident to receive a Time-Out. Use sparingly for maximum effectiveness. Move deliberately from a 2nd Warning to a five-fingered Time-Out gesture. Never discuss the behavioral situations during class. Ignore the incident, continue to teach, and trust the process to work.


GUIDE TO CONDUCTING MUSIC CLASS CONDUCT

GESTURES SIGNS STUDENTS’ BEHAVIORAL RESPONSES WHEN AND HOW TO USE

READY

Music students move to their performing position and focus on the music teacher without use of tapping, clapping, or shouting.

To ready or prompt music students for performing, signal Ready. Hold this position momentarily before beginning and after ending a musical selection. While rehearsing, hold Ready to deliver instruction. At the end of a musical selection in a concert, move from Ready to Attention to wait for an applause. Use Warning and Time-Out gestures, if necessary. When appropriate, signal to rest.

REST

Music students move to a more comfortable sitting posture, but instrumentalists hold their instruments in their safe, upright position. Students quietly sit and may visit from their assigned seats. They watch for signals to be cooperative or attentive.

To allow students to rest, relax, and visit, signal Rest. After spending much time on a musical selection or activity, students need time to re-energize and reorganize. Use Rest to reward for doing well and working hard or changing from one activity to another. Proceed to the Attention or Stop when ready to continue. Use Warnings and Time-Outs to maintain appropriate behavior.


Readiness Quiz: The Hand Signaling Method

Directions: After thoroughly teaching your students the Hand Signaling Method, test them using the following questions to determine their understanding and readiness to proceed.

1. Question: What does the STOP hand signal mean to do? Answer: [Refer to the STOP POSTER.] a. Stop Immediately b. Raise Hand c. Alert Others d. Attention on Teacher 2. Question: What does the ATTENTION hand signal mean to do? Answer: [Refer to the ATTENTION POSTER.] a. Alert Others b. Attention on Teacher 3. Question: What does the 1ST WARNING hand signal mean to do? Answer: [Refer to the 1ST WARNING POSTER.] a. Stop Now b. Warn Others 4. Question: What does the 2ND WARNING hand signal mean to do? Answer: [Refer to the 2ND WARNING POSTER.] a. Stop Now, Last Chance b. Warn Others 5. Question: What does the TIME-OUT hand signal mean to do? Answer: [Refer to the TIME-OUT POSTER.] a. Report to Time-Out b. Reflect on Behavior c. Respond to Choices d. Return in Five Minutes

6. Question: How do students alert each other to the teacher's hand signals? Answer: Students whisper quietly to the unaware student nearby his or her first

name without comment or staring. 7. Question: What does the "zipper-on-the-lipper rule" mean? Answer: The teacher must never use his or her voice to reprimand, scold, or lecture

students on their behavior.


• STOP IMMEDIATELY • RAISE HAND • ALERT OTHERS • ATTENTION ON TEACHER


• ALERT OTHERS • ATTENTION ON TEACHER


• STOP NOW • WARN OTHERS


• STOP NOW, LAST CHANCE • WARN OTHERS


• REPORT TO TIME-OUT • REFLECT ON BEHAVIOR • RESPOND TO CHOICES • RETURN IN 5 MINUTES


• STOP NOW, LAST CHANCE • WARN OTHERS


• RELAX • ENERGIZE • STAYED SEATED • TALK QUIETLY



APPENDIX B.

TIME-OUT PROCESS MATERIALS


TIME-OUT PROCESS Flowchart

Report to t-ouncooperatively

Receivewarnings

Receive time-out

Refuse time-out,stay, behave

Refuse time-out,stay, misbehave

Behaveinappropriately

Report to t-ocooperatively

StudentChoices

Receivepenalty t-o mark

Refuse to apolo-gize or meet


Receive removalfrom class

Misbehaveduring time-out

Meet withthe teacher

Apologize tothe teacher

Return andparticipate

StudentChoices


Receivedisciplinary action


Readiness Quiz: The Time-Out Process

Directions: After thoroughly teaching your students the Time-Out Process, test them using the following questions to determine their understanding and readiness to proceed. 1. Question: What is the most important classroom rule? Answer: Follow the teacher's directions or signals the first time given. [Make this your first classroom rule.] 2. Question: What does the "three-strike rule" mean? Answer: Three strikes, you’re out! [Remind students that after two warnings, the

third infraction within a class period is a five-minute Time-Out.] 3. Question: What are Penalty Time-Out Marks? Answer: Instead of the student reporting for a five-minute Time-Out, the teacher

signals the student a Time-Out without a removal. A Time-Out Mark is recorded on the Time-Out List with the other Time-Outs. [Refer to Penalty Time-Out Marks, Time-Out List, and Conflict Resolution Plan Summary.]

4. Question: When serving a Time-Out, students have four choices. What are the two

choices that allow students to return and participate without receiving a Penalty Time-Out Mark?

Answer: Write an apology or request to speak with the teacher. [Refer to the Time-Out Process Flowchart.]

5. Question: If a student is uncooperative or talks during the Time-Out Process, what

will he or she receive in addition to the five-minute Time-Out? Answer: A Penalty Time-Out Mark. [Refer to Penalty Time-Out Marks and Time-Out Process Flowchart.] 6. Question: If several students are misbehaving at the same time, how many students

receive a five-minute Time-Out? Answer: One. The student who continued to misbehave after receiving a direct 2nd

Warning receives the five-minute Time-Out. [Teach students that the other misbehaving students may receive a Penalty Time-out Mark.]

7. Question: If a student refused to go to the five-minute Time-Out, but chose instead to

stay in class and behave, how many Time-Out Marks would the student receive? Answer: Two. One Mark for the original infraction and one for refusing to go to the five-minute Time-Out. [Refer to your classroom rules and the Time-Out Process Flowchart.]


8. Question: If a student was administratively removed from class for disciplinary action because he or she refused to report to the Time-Out and continued to misbehave in class, how many Time-Out Marks would the student receive before returning to participate?

Answer: Two. One Mark for the original infraction and one Mark for receiving a disciplinary action involving an administrator. [Refer to the Time-Out Process Flowchart.]

9. Question: If a student refused to apologize or to speak with the teacher after

returning from the Time-Out, what would be the consequence? Answer: A Penalty Time-out Mark. [Refer to the Penalty Time-Out Marks and Time-

Out Process Flowchart.] 10.Question: If a student received a Time-Out and felt it was unfair, what two things should the student do?

Answer: Report to the Time-Out and write a request to speak with the teacher. [Encourage students to speak with you when they feel unfairly treated.]


TIME-OUT MANAGER

JOB DESCRIPTION AND AGREEMENT

I agree to the following terms and conditions of this Agreement. As a Time-Out Manager, I will participate fully

in class; complete my assigned tasks during class time without interrupting the teacher or the lesson; not speak

with classmates receiving Time-Outs; report to the teacher classmates’ questions or concerns; and treat all

classmates and the teacher with courtesy and respect.

The Time-Out Managers are responsible for and share equally the following duties:

1. Watch teacher carefully for the Time-Out gestures.

2. Write students’ names, dates, and times on the Time-Out Slips.

3. Record students’ names and dates on the Time-Out List.

4. Circle students’ third Time-Outs within a week on the Time-Out List.

5. Deliver Time-Out Slips to the students.

6. Tell teacher and the students the number of Time-Outs they received within the week.

7. Collect returned Time-Out Slips and write time received.

8. File Time-Out Slips after they have been reviewed by the teacher.

9. Assist substitute teacher with implementing Conducting Conduct.

10. Perform duties assigned to an absent Manager.

Failure to follow the above terms, conditions, and duties of the Agreement will result in being removed from the

Time-Out Manager position.

Student’s signature Date Teacher’s signature Date

FIVE-MINUTE

TIME-OUT SLIP

COMPLETE BOTH SIDES 1. My name is first last 2. Today’s date is month/day/year 3. The time right now is (time) 4. I will return to participate at (time) 5. This is my (check one):

� 1st time-out this week in class

� 2nd time-out this week in class � 3rd time-out this week in class

FIVE-MINUTE TIME-OUT SLIP

COMPLETE BOTH SIDES

1. My name is first last 2. Today’s date is month/day/year 3. The time right now is (time) 4. I will return to participate at (time) 5. This is my (check one):




COMPLETE BOTH SIDES





COMPLETE BOTH SIDES




In class, we know how and are expected to correct our own behavior. I was unable to change my behavior after two signaled warnings. During my time-out, I will think about what I did and do the following: I will [check your choice(s)] � write an apology on the lines below. � talk with the teacher after class. � refuse to cooperate and receive a consequence. I apologize for . Next time I will

.


.


.


.


TIME-OUT LIST

TIME-OUT MANAGER: 1. Write students’ names, dates, and times on the Time-Out Slip and deliver. 2. Record students’ names and dates on the Time-Out List. 3. Circle students’ third Time-Outs issued within 7 days and notify the teacher. 4. Collect and write times on Time-Out Slips, then file.

PRINT FULL NAME DATE

John Doe 9/6 9/13 9/16 9/19



APPENDIX C. CONFLICT RESOLUTION PLAN MATERIALS


BEHAVIOR TIME-OUTSLEVEL PERMITTED CONSEQUENCES RESOLUTION PLAN

Level I Two per Week

Level II One per Week

Level III One perWeek

Level IV N/A

CONFLICT RESOLUTION PLANSummary

Time-OutsStudent Behavior Plan

Parent Contact

Level I is the norm and includes all students with two or fewer Time-Outs per week. After sufficient warnings for misbehavior, issue a five-minute Time-Out. During the Time-Out, a student chooses to write a brief apology for inappropriate behavior or to meet with the teacher after class to explain his or her actions. Refer to the Time-Out Process Flowchart for other student choices and consequences.

When a student receives a third Time-Out in a week, assign him or her to Level II. Issue a five-minute Time-Out and a Student Behavior Plan. Discuss the Student Behavior Plan with the student. Contact the parents to explain the behavior and the Conflict Resolution Plan. File the signed Student Behavior Plan for future reference. A student may receive one Time-Out per week, but cannot return to Level I.

A student receiving two Time-Outs in a week moves to Level III. Issue a five-minute Time-Out and a Student Success Agreement. The student, teacher, and parent sign the Student Success Agreement. File the Student Success Agreement with the Student Behavior Plan. Remind the student that this is the last chance to become a cooperative member of the class. A student may receive one Time-Out per week while assigned to Level III.

Assign Level IV when a student on Level III receives a second Time-Out in a week. Issue a Time-Out for the remainder of a class. Submit the completed Student Removal Request to the administration with all the behavioral documentation: the Time-Out Slips, the Student Behavior Plan, and the Student Success Agreement.

Time-OutsStudent Success Agreement

Final Time-OutStudent Removal Request

Time-Outs


Readiness Quiz: The Conflict Resolution Plan

Directions: After thoroughly teaching your students the Conflict Resolution Plan, test them using the following questions to determine their understanding and readiness to proceed.

1. Question: How many Time-Outs are permitted per week on Behavior Level I? Answer: Two. [Refer to the Conflict Resolution Plan Summary.] 2. Question: How many Time-Outs are permitted per week on Behavior Level II and III? Answer: One. [Refer to the Conflict Resolution Plan Summary.]

3. Question: If a student moved to Behavior Level II, what consequences would be assigned besides a Time-Out?

Answer: A Student Behavior Plan and a parent contact. [Refer to the Student Behavior Plan and the Conflict Resolution Plan Summary.]

4. Question: If a student moved to Behavior Level III, what consequence would be assigned besides a Time-Out?

Answer: A Student Success Agreement. [Refer to the Student Success Agreement and the Conflict Resolution Plan summary.]

5. Question: If a student moved to Behavior Level IV, what consequence would be assigned besides a final Time-Out? Answer: A Student Removal Request. [Refer to the Student Removal Request and the Conflict Resolution Plan Summary.]


SCHOOL NAME

SCHOOL NAME Street

City, State, Zip Phone #

Date

Dear (Parent/Guardian’s name):

Today, I received my third time-out this week for inappropriate behavior. My teacher allows us two

five-minute time-outs per week. During the time-out, we can choose either to write an apology for our behavior

or to meet and talk with our teacher. However, after receiving a third time-out in a week, we move up to

Behavior Level II, which allows only one time-out per week and requires that we write a behavior plan.

My third time-out this week was for

My behavior plan for the future is to

You may contact my teacher to receive more information about my behavior and to learn what will

happen if my behavior does not improve.

I must return this letter to my teacher the next time I have class. If you received this letter by mail, it

means that I either failed to deliver it to you or I did not return it promptly to my teacher. In either case, please

sign and mail it to my teacher at school.

Sincerely,

Student’s signature Date Teacher’s signature Date

Parent/Guardian’s signature Date

Student Behavior Plan


SCHOOL NAME Street


Date

Dear Parent/ Guardian of (Student’s name) :

Students move to Behavior Level III when they fail to follow their Behavior Plan and exceed the limit of

one time-out per week. Behavior Level III is the last opportunity for students to correct their own behavior

before they receive an administrative referral.

Today, I issued your child a second time-out this week for

The following is a Student Success Agreement that your child and I developed together. Your child

agrees to

Please contact me if you would like more information about your child’s behavior and to learn what will

happen if the behavior does not improve.

After signing this agreement, please have your child return it to me the next school day. If you received

this letter by mail, it means that your child either failed to deliver it to you or to return it promptly to me. In

either case, please sign and mail it to me at school.

Sincerely,

Teacher’s signature Date Student’s signature Date

Parent/ Guardian’s signature Date

Student Success Agreement


SCHOOL NAME Street


Date

Dear (Administrator’s name):

Today (Student’s name), , who was on Behavior Level III of

my classroom disciplinary plan, received a second Time-Out this week for misbehavior.

Students, who have progressed to Behavior Level III and exceed one Time-Out per week, receive an

administrative referral for chronic misbehavior. Before issuing an administrative referral, I offer students

numerous chances to correct their own behavior. I provide parents with the opportunity to help their children

and encourage them to schedule a conference with me during the disciplinary process.

Based on the number of time-outs and the attached documentation, I recommend the student receive

an administrative conference.

an administrative conference with student and parent.

an administrative conference with student, parent, and teacher.

an in-house suspension for the rest of the day.

a one-day suspension.

a two-day suspension.

a permanent removal from class.

other: .

Students that receive permission to return to my class will begin on Behavior Level III with a maximum

of one Time-Out permitted per week. Exceeding one Time-Out per week will result in another administrative

referral. Please feel free to share this information with the student and parents.

Sincerely,

Teacher’s signature Date

Student Removal Request


SCHOOL NAME Street


Date

Dear (Administrator, Parent, or Guardian’s name):

I have discovered a new system for classroom management that I would like to share with you. The system helps teachers to maximize teaching and minimize disciplining. Instead of using words to maintain classroom order, the teacher uses simple hand signals. Along with learning how to respond appropriately to the signals, students learn to be accountable for their choices of behavior through a brief penalty process. In order to maximize time in class, the system employs a five-minute time-out for a student who fails to cooperate. During the time-out, a student chooses either to write a brief apology or to meet with the teacher later to explain his or her actions.

The system uses a conflict resolution plan for a student with repeated time-outs. A student moves through three levels of behavior before he or she reaches the fourth level—a removal from class. The number of time-outs a student receives in a week determines his or her behavior level. Most students remain on the first level with few or no time-outs.

A student that moves to the second level must develop a plan for changing his or her behavior. The teacher contacts the student’s parents to explain the student’s behavior and the procedure that follows if the behavior does not improve. After signing the plan, the student takes it home for his or her parents to sign and then returns it the following day.

If a student with repeated misbehavior reaches the third behavior level, the teacher will issue a behavioral contract that binds him or her to follow specific behavior rules. If the student should break this contract and receive more than one time-out in a week, the teacher will refer him or her for an administrative removal from class. The Conducting Conduct classroom management program provides the teacher with the documentation and due process required for requesting student removal from class. Very seldom do students ever reach this stage of discipline.

In addition to being easy to learn, the system is easy to use. Student volunteers manage the time-out process in order that the teacher may continue to focus on teaching and not on disciplining. To help assure that students see my gestures, they learn how to appropriately alert those nearby. The system is both student-managed and student-centered in order to produce a feeling of community and trust within the classroom.

Please feel free to share your questions and comments.

Sincerely,

Teacher’s Signature

Introduction Letter

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