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Thanks to everyone who send me info. Since, I had so many requests for a HIT, here it is. My original question was >"...I would be very interested in some "real life" examples of middle schools that have seen >positive changes in student behavior and school climate when they > instituted a new approach to student discipline." _____________________________________________- From: JANELLE KIRKEIDE <jkirkeide@stanthony.k12.mn.us> "Safe and Respectful Schools" program. We have had good results in both our middle school and high school this year, our first year, using this model. Fights have gone down to nothing, and other behaviors such as running in the hallway, swearing and bullying are much improved. Good luck in your efforts. I think you will find the efforts are worth the improved school climate. The key to success is to get all of the teachers to buy into the program. You need to present a unified front. ____________________________________ From: Joanne Ladewig shatz@lightside.com I don't know about discipline, but one of our teachers formed a club, the "Arona Society" for this group of special students. They focus on doing positive projects for the school. They have helped plant bushes and trees, etc. _____________________________________ From: Mary Ann Bell <mbell@main.com> 1. We sent to a much stricter dress code this year. Wanted uniform dress but did not get quite the votes from parents. Anyway outlawed baggies and shorts, made them tuck in all shirts, etc. etc. and the difference was really striking at the beginning of year. Now we are used to it plus springtime is here, but still a positive change. 2. Went to block schedule. Referrals down. AP thinks it is because of less hall traffic. 3. Outlawed bells, just go by clock. Teacher can hold class and make 'em put things up, etc. at necessary. Much quieter, less frantic atmosphere. I hate bells now. ___________________________________________ From: Susan Grigsby <sgrigsby@atlchai.org> First, some background. We are a private Jewish day school that serves pre-K through 8th grade. Our discipline principles are based on Judaism and the mitzvot and the commandments. That said, here's what has happened. Two years ago we implemented a dress code for students. Although the change was subtle, there WAS a change in behavior among our middle school students - less aggression, less teasing, etc. This year we also implemented an advisory system where the middle school students meet once a week with an advisor (may or may not be a classroom teacher they see academically) in a group of 5 or 6. They plan goals (school and community), develop a service or charity project, and discuss what's on their minds. The kids came up with some ideas for the lunchroom (chocolate milk on Tuesdays, for example), they had the idea of a dress-down day for charity (students pay $3 to wear jeans to school and the money goes to a chosen charity such as the Food Bank or Hospice Atlanta), etc. This gave them the feeling of having input in "important" decisions and created a sense of connection to the school. _________________________________________________ From: Pat Elliott <pat.elliott@sympatico.ca> We use the Assertive Discipline Plan by Lee Canter http://www.canterweb.com/sitemap/index.html combined with the Making the Difference Program by Connie Dombrowski. By the Friday of the first week of school each class must have their set of classroom rules of behaviour to the principal for his records. We use the from in the Canter book. The students understand the rules and if they misbehave they go through a check system that moves them to the series of discipline set up at the same time as the rules are set. Students can jump to more stringent discipline repercusions based on the infraction. If they get to the end of the discipline path and they need action from the principal the child has gone to the learning centre where the special education team has dealt with the problems the the child is creatd due to 'inappropriate choices' for his/her actions. the concept of the student being responsible for his actions is the basis of the Dombrowski program. (I can't find info about the program on the web, but a teacher at our school has been trained to teach the program and I can get further infor from him) this is a very brief explanation of the program in our school and I haven't done what we do justice by the brevity of the outline. But it works very well. Educating the parents about responsibility for actions made by the students is very much part of the process. ____________________________________________ From: Elizabeth Davenport <ed1mrvl@moa.net> In my district, we have junior high's not middle schools, with grades 7-9. In the last few years were have instituted Responsibility Training based on William Glasser's writings. We have a responsibility room which is run by trained parapro's or certified teachers (in the high school only). Each classroom is encouraged to set up a set of rules. Each classroom also has a "Time Out" desk. If a child is misbehaving or just not doing their work, they get one reminder. With the second remark, the child is sent to the "Time Out" desk to write up a contract to correct the infraction. This is worked out with the teacher. If the student breaks the contract or misbehaves in the "Time Out" area, they are sent to the "Time Out" room for indepth counseling. They come out of the room with a contract for improvement that must be OK'd by the classroom teacher. If the student breaks the contact, they get sent to the "Time Out" room again. A third infraction results in a suspension. There are hours of training involved for all staff members. But the focus is to get the student to accept the responsibility for their actions, not blame others. In the three years I was at the junior high, suspensions were cut by half. There should be information available in ERIC etc. about Glasser and Responsibility training. I feel it's well worth the effort. Thanks again! -- Jackie Corrigan, Library Technician George Waters Middle School/St. James Collegiate Institute Winnipeg, Manitoba Canada Mailto:jcorriga@mbnet.mb.ca =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= To quit LM_NET (or set NOMAIL or DIGEST), Send an email message to listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST * NOTE: Please allow time for confirmation from Listserv. For LM_NET Help & Archives see: http://ericir.syr.edu/lm_net/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=