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A Student-Centered Discipline Plan for a High School Classroom

Kaitlin Sharp
Every student has the right to learn in a safe, orderly, and respectful
environment, so my discipline strategies are designed with this goal in mind. The
hierarchy of interventions is designed to allow matching the severity of the interaction
with different levels of off-task behavior and misbehavior. The purpose of my studentcentered discipline plan is to prevent student misbehavior and address the behavior
when it occurs. More importantly, the use of nonverbal and nondirect verbal
interventions allows instructional time to continue with minimal disruption to the rest of
the class. The classroom rules are designed to promote responsibility and minimize
distractions while creating a learning community.
Everyone in the classroom will exhibit the following behavior in the

Respect others personal space, rights, and property

Use electronics appropriately
Come prepared to learn
Keep desks clear of bags, purses, and backpacks
Respect all ideas given in class and avoid criticizing others ideas and

It is my responsibility as the teacher to be the role model for the students and
demonstrate the same behavior that I expect from them. Therefore the rules that are
stated for the classroom apply to the teacher, students, and visitors. Additionally, in
order to maintain a fair environment in the classroom, I need to be consistent in how I
handle student behavior. It is my responsibility to set aside personal biases in order to
respond to each students behavior appropriately and consistently. I will also maintain a
clear state of mind and handle classroom management in an appropriate manner.
Building a classroom community starts with clear expectations and
demonstrating respect at the individual level. Students are expected to respect
themselves in order to know how to respect others. Students are responsible for
exercising self-discipline in the classroom. They are responsible for their individual
learning, so they should come to class with the materials and proper attitude needed for
learning. Students must take ownership of their actions and learning in order to be
successful in my classroom.

Rewards for good or exemplary behavior or academic performance should be

matched to the individual needs of the student. I believe that all students deserve and
need praise, so I expect to use praise as a minor reward in the classroom on a daily
basis. In addition to praise, I have established a rewards system that involves positive
reinforcement, social rewards, and opportunities for choice.
1. Choose Pick your partner or Working Individually for a minor
2. Dropping the lowest quiz or homework grade
3. Listening to music
4. Extra hall pass
5. Get out of jail free card to excuse a tardy
The interventions that I will use in the classroom are targeted at redirecting
student behavior before it escalates. The consequences for off-task and disruptive
behavior are listed in order starting with minor behavior and transition to handling more
serious misbehaviors.
1. Eye Contact
2. Proximity
3. Teacher Face the look
4. State the students name
5. Verbal warning
6. Cooling-off time or time out
7. Reflection Essay
8. Phone call home to parents
9. Detention
10. Office Referral
Interventions from 1 to 4 are for dealing with general classroom misbehavior such as
frequent whispering, putting on makeup, or prolonged day dreaming. Verbal warnings,
time out, and writing a reflection essay may be used for behaviors like constantly
texting, or disrespecting others. The purpose of the reflection essay is for students to
identify and acknowledge what specific behavior(s) were inappropriate, why they were
inappropriate, and find alternative behaviors that are acceptable. Phone calls to parents
and detention are for actions such as insubordination. An office referral is reserved for
major or severe Student Code of Conduct violations.

In the event that the interventions cannot redirect student behavior, the student
will be sent to the office for persistent Student Code of Conduct violations. While I am
writing the student a referral to the office, the rest of the class will continue the lesson
with seat work designed for the lesson, taking notes, or be given the opportunity to work
on homework for five minutes. Then the disruptive student will be sent to the office and
instructional time will resume. Behaviors such as fighting, theft, profanity, and
insubordination align with zero-tolerance policies; therefore, those behaviors will result
in an automatic referral to the office.