The Solution to Discipline Problems: Empowered Administrators and Teachers

March 28, 2004

Joanne Jacobs writes about a school in Oklahoma City where the majority of the 6th graders have been suspended for unacceptable conduct.

Essentially the principal, in her first year, has been having a real challenge with student behavior. Things came to a head this week when students began slamming tables in the cafeteria and back talking staff members, even trashing a teacher's room. Ninety-two percent of the school's sixth graders have been suspended this week alone.

It seems this problem hasn't just started, but is chronic. From Tulsa's NBC affiliate KJRH:

"It's been going on and on and on and on,'' [vice principal Tommy Smith] said. "All we're trying to do is have an environment conducive to learning and get our test scores up.''

[Elaine] Ford, in her first year as the school's principal, said teachers can't improve test scores until disciplinary issues are resolved. She estimated teachers spend 85 percent of their time reprimanding students.

For starters, one should never mention "test scores" in the same breath as discipline. First comes civil behavior, then comes teaching and learning. As for test scores? They should naturally follow.

While we applaud their efforts at trying to get the school under control, we have to wonder, why are teachers spending 85% of their time on discipline? How could nine-tenths of the sixth grade class be suspended in one week?

Being that we refuse to believe that any group of students is incorrigible, we have to conclude that this school has been poorly run this year, and the students are naturally behaving within their boundaries (which don't appear to be many). Then, when the "suspension" trap swings shut, they're caught. Sure, this is due to their own actions, but it comes as a surprise, since they've most likely been permitted uncivil behavior all year.

This is not the way to get a handle on a school discipline problem.

Our approach to discipline is painfully simple:

• Set reasonable and fair limits.
• Select consequences for violations of these limits.
• Communicate these guidelines clearly to students.
• Follow through: do exactly what you said you'd do when students test their limits.

One anecdote we'd like to share involves a middle school serving the same neighborhood as the middle school where we began our full-time teaching career.

The school was in chaos, and a new principal was hired. This principal followed the four steps above, without debate or discussion. The consequence for most serious violations (like the wanton disruption of school) was an out-of-school suspension, after which the parent had to "reinstate" Johnny or Suzie.

In the first month of school, massive numbers of children received suspensions, and the line of parents complaining about these new policies (while reinstating their children) stretched out of the main office and down the hallway.

The principal took each parent into his office, and it went something like this:

"Here is the rule, and here is the consequence of the rule. Both of these things have been taught to your child. Unfortunately, your son/daughter broke the rule, and received the consequence. Any questions?

Next!"

Within two months, the students got the message, and the school became a civil place, where teaching and learning could blossom. The number of suspended students dropped to miniscule levels, once the students realized there was no use resisting this principal.

It was at this point that the teaching staff was able to roll up their sleeves and get to work teaching academic knowledge and skills.

The interesting thing is that none of this happened at our middle school, even though the demographics of the kids were almost identical in terms of geography, race and poverty. So we suffered, while that other middle school flourished.

We'll end with a comment by teacher Rita C., in response to Joanne's post:

I suspect a lot of this behavior is about exploring limits. When I set firm limits, I have happier students. They know what to expect from me, and I think teenagers really crave that kind of structure. When I get distracted and wishy-washy, I end up with VERY surly kids.

Any questions?