May, or may not be valuable.
Recognizes, and uses, different world views with different students.
PRINCIPLES TO LIVE (AND DIE) BY May live for them, but not prepared to "die" for them. Pressures, uncertainties, etc. cause a hesitation to go "the full distance". Prepared to "die" for. If an action is disrespectful, then it is disrespectful and must be addressed.
CHOICES Believes in giving students choices but the consequences (sometimes) are not in the best interest of the student. Believes in choices and always counsels students in the differences between a positive and negative choice. Respects the student even if he makes a wrong choice.
LOGICAL CONSEQUENCES Sometimes the consequences are not logical. Consequences are always logical, and students are taught the logicalness of the consequence.
CIRCLE TALKS May be used but not an important component. A critical component which allows for input from all students, at a powerful emotional level.
CONFLICT RESOLUTION A potentially useful strategy A useful strategy that is an important component
STUDENT CENTERED NEGOTIATING There is a tendency to allow teacher/parent power to control the negotiations. Trying to empower the student. Helping them see alternatives to negative choices and behaviors.
CRITERIA REFERENCING Teacher involves the students to a greater, or lesser extent. Student has all kinds of input, with the teacher acting as a mediator to avoid excessive manipulation of the system.
COUNSELING Done but often with a focus on the student and not so much his/her environment and the role teacher play. Focus is on empowering the student to deal with his/her environment.
NEGATIVE PEER PRESSURE Some negative peer pressure is always allowed. Negative peer pressure is addressed on a consistent basis.
MODELING Not done on a consistent basis, but students told how to behave. A cornerstone of how students are expected to conduct themselves. Very difficult to do.
POSITIVE PEER RELATIONSHIPS Positive peer relationships are often not used to their full potential. Encouragement, as a group, or as individuals is critical. Students need to see, and be involved in positive peer activities.
EXAMPLE "ALMOST" STUDENT CENTERED STUDENT CENTERED MONITORING DISRESPECTFUL BEHAVIOR Monitoring becomes the focus. Helping students see how their behavior shapes them as humans is the focus.
TIME OUTS Often done in frustration. Recognition that students are highly emotional beings who need time to wind down.
CONFRONTING STUDENTS IN FRONT OF PEERS Usually is not done as it is felt that would be too disrespectful to the student, or it would cause too big a fight. Done with extreme caution. Sometimes students who are disrespectful in front of peers may need to have their behaviors discussed in front of peers.
CONSISTENCY A weakness in all classrooms with discipline problems. A cornerstone. Teachers must be ultra consistent.
PUTTING STUDENTS INTO SPECIFIC SITUATIONS Often not done. Students need to be exposed to specific situations in a controlled environment so they can learn, when not stressed, how to deal with that situation.
EXTRA-CURRICULAR ACTIVITIES Important to some but not to others. Used as an important teaching tool.
EXAMPLE "ALMOST" STUDENT CENTERED STUDENT CENTERED SIMULATION GAMES May, or may not be used, but not a focus to assist students in dealing with their world. Another strategy that allows students to experience potentially difficult situations in a safe environment.
LEADERSHIP Done to some extent. Everyone is taught about leadership, styles, and put into leadership roles that are meaningful.
GRAY AREAS Students are not taught about gray areas. Teachers usually make decisions. Gray areas are explored for what they are, unclear of all the facts, dishonesty, etc.
GROUP CONFERENCING Teachers search for solutions to help students, but don't analyze their roles in the disrespectful behavior. All staff look to finding the best way to help a student come to terms with himself, and his environment, including their contributions to the problem.
CONCEPT- UALIZATION OF STRATEGIES Teachers use the wrong strategies, for the wrong reasons. Teachers look in a direction that will help the student make sense of himself, and his world.