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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
Improve student behavior and motivation with this comprehensive resource Discipline in the Secondary Classroom: A Positive Approach to Behavior Management, 4th Edition is an insightful treatment of the always-challenging topic of discipline in the high school classroom. The newly revised edition of the book incorporates a renewed focus on classroom management plans, handling the use and misuse of electronic devices in the classroom, and adapting instruction for a virtual classroom setting. Discipline in the Secondary Classroom discusses other issues crucial to the successful management of secondary classrooms and include: * How behavior is learned * Managing student work * Managing the use of technology and electronic devices in the classroom * Active engagement strategies for teacher-directed instruction (both the physical classroom and the virtual classroom) * Corrective strategies for misbehavior and inattention * Maintaining a Cycle of Continuous Improvement to be a better teacher each year Perfect for grade 9 to 12 classroom teachers and educational administrators--including principals, assistant principals, staff development professionals, and consultants-- Discipline in the Secondary Classroom constitutes an indispensable resource for anyone aiming to achieve a civil, safe, and fair classroom environment.
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Table of Contents
Cover
Title Page
Copyright
Dedication
The Authors
Acknowledgments
Foreword
Preface
What's New in This Edition?
DSC as a Part of a Behavior Support Continuum
Introduction
Why Bother with a Positive Approach to Discipline?
The DSC Approach
Is DSC “Research Based”?
How Does DSC Fit with Other Initiatives?
How to Use This Book
Section One: Overview of the DSC Approach
Chapter 1: Develop a Clear Vision for Your Class and Your Classroom Management Approach
Task 1: Understand Foundational Principles and Practices That Guide the DSC Approach
Task 2: Understand How to Shape Behavior
Task 3: Prepare Your Classroom Management Plan
Conclusion
Section Two: Preparing Your Classroom Management Plan
Chapter 2: Structure for Success (Behavioral Decisions)
Task 1: Develop and Display Guidelines for Success
Task 2: Develop and Display Classroom Rules
Task 3: Design a Positive Physical Space
Task 4: Select an Attention Signal
Task 5: Design Effective Beginning and Ending Routines
Task 6: Design Procedures for Managing Common Transitions
Task 7: Prepare for Common Areas and Special Circumstances
Task 8: Establish and Maintain Productive Family Contacts
Conclusion
Chapter 3: Structure for Success (Instructional Decisions)
Task 1: Establish an Efficient Daily Schedule
Task 2: Clarify Expectations for the Common Instructional Activities That Occur in Your Classroom
Task 3: Design Procedures for Managing Teacher‐Directed Instruction
Task 4: Design Procedures for Managing Independent Work Periods
Task 5: Design Procedures for Managing Partner and Cooperative Group Work
Task 6: Design Procedures for Managing Student Assignments
Task 7: Design Procedures for Managing Student Technology Use
Task 8: Develop Long‐Range Classroom Goals
Task 9: Understand Considerations for Developing Effective Grading Practices
Task 10: Develop a Grading System That Creates a Relationship between Student Effort, Growth, and Success
Conclusion
Chapter 4: Teach Students to Meet Expectations
Task 1: Teach Your Guidelines for Success and Classroom Rules
Task 2: Prepare Visuals and Lessons to Communicate Your Expectations
Task 3: Teach Behavioral and Social‐Emotional Skills
Task 4: Clarify Behavioral Expectations for Common Areas and Special Circumstances
Task 5: Clarify Behavioral Expectations with Parents and Guardians
Conclusion
Chapter 5: Observe: Use Data to Monitor and Adjust Your Management Plan
Task 1: Scan All Sections of the Classroom Continuously; Circulate When Possible
Task 2: Understand Why and How to Use Data in Your Classroom
Task 3: Use Data Snapshots to Monitor and Adjust Your Classroom Management Plan
Conclusion
Chapter 6: Interact Positively: Build Positive Relationships with Students and Provide Positive Feedback
Task 1: Strive to Provide a High Ratio of Positive Interactions
Task 2: Build Positive Relationships with Students with Noncontingent Attention
Task 3: Provide Positive Feedback with Contingent Attention
Task 4: Provide Intermittent Celebrations
Task 5: Maintain a Positive Ratio of Interactions with Parents/Guardians
Task 6: Maintain Positive Communication with Staff Colleagues
Conclusion
Chapter 7: Interact Positively (Motivational Strategies and Systems)
Task 1: Understand Student Motivation
Task 2: Use Non‐Reward‐Based Strategies to Increase Motivation and Responsible Behavior
Task 3: Employ One or More Classwide Reward Systems to Increase Motivation and Responsible Student Behavior
Menu of Classwide Systems
Conclusion
Chapter 8: Correct Misbehavior Fluently
Task 1: Maintain Positive Expectations
Task 2: Provide Effective, Fluent Corrective Feedback
Task 3: Develop a Menu of Corrective Consequences
Task 4: Know When and When Not to Use an Office Disciplinary Referral
Task 5: Use Supportive Communication with Parents Regarding Misbehavior
Task 6: Move Toward Proactive Intervention Planning with Individual Students Who Display Chronic Misbehavior
Conclusion
Section Three: Implementing, Sustaining, and Refining
Chapter 9: Launch
Task 1: Make Final Preparations for Day 1
Task 2: Implement Your Plan on Day 1
Task 3: Implement Your Plan on Days 2 Through 20 (the First Four Weeks)
Task 4: Begin CHAMPS Implementation Mid‐Year
Conclusion
Chapter 10: Maintain a Cycle of Continuous Improvement
Task 1: Use Data to Monitor and Adjust Your Management Plan
DSC Tools for Data Collection
Task 2: Maintain Awareness of Professionalism and Self‐Care
Task 3: Engage in Ongoing Learning, Reflection, and Professional Development
Conclusion
Section Four: Implementing DSC in Virtual Learning Environments
Chapter 11: DSC in the Virtual Setting
How to Use This Chapter
Virtual Learning and Chapter 1: Develop a Clear Vision for Your Class and Your Classroom Management Approach
Virtual Learning and Chapter 2: Structure for Success (Behavioral Decisions)
Virtual Learning and Chapter 3: Structure for Success (Instructional Decisions)
Virtual Learning and Chapter 4: Teach Students to Meet Expectations
Virtual Learning and Chapter 5: Observe: Use Data to Monitor and Adjust Your Management Plan
Virtual Chapter 6: Interact Positively (Build Positive Relationships with Students and Provide Positive Feedback)
Virtual Learning and Chapter 7: Interact Positively (Motivational Strategies and Systems)
Virtual Learning and Chapter 8: Correct Misbehavior Fluently
Virtual Learning and Chapter 9: Launch
Virtual Learning and Chapter 10: Maintain a Cycle of Continuous Improvement
Conclusion
Reference
Name Index
End User License Agreement
List of Illustrations
Chapter 1
Figure 1.1 Fight‐or‐Flight Response
Figure 1.2 Variables That Affect Behavior
Chapter 2
Figure 2.1 Desks in Rows Front to Back
Figure 2.2 Desks in Rows Side to Side
Figure 2.3 Desks Clustered in Fours
Figure 2.4 Desks in U‐Shape (Version 1)
Figure 2.5 Desks in U‐Shape (Version 2)
Figure 2.6 Attention Signal
Chapter 3
Figure 3.1 Flag as Help Signal
Figure 3.2 Cups as Signal
Figure 3.3 Sample of Assignments on Board
Figure 3.4 Sample Late Assignments Policy
Figure 3.5 Sample Codes for Behavioral Grading
Chapter 4
Figure 4.1 Three‐Step Process for Communicating Expectations
Figure 4.2 Sample Icons
Figure 4.3 Chart Stand Used to Display Expectations
Figure 4.4 Slide Showing Whole Class Instruction Expectations
Figure 4.5 Bulletin Board Display
Figure 4.6 T‐chart for Expectations During Teacher‐Directed Instruction and ...
Figure 4.7 Display Portfolio for ACHIEVE Expectations
Figure 4.8 Notebook Display
Figure 4.9 Common Area Expectations Binder Ring
Figure 4.10 Sample Event Analysis for Assembly and Field Trip
Figure 4.11 Sample Communication to Families about Guidelines for Success
Chapter 5
Figure 5.1 Improvement Cycle
Chapter 6
Figure 6.1 Student Strengths
Figure 6.2 Ideas for Intermittent Celebrations of Success
Chapter 7
Figure 7.1 Menu of Classwide Reward‐Based Systems
Chapter 8
Figure 8.1 Objective versus Nonobjective Descriptions
Chapter 9
Figure 9.1 Sample First‐Day Schedule
Figure 9.2 Three‐Step Process for Communicating Expectations
Chapter 10
Figure 10.1 Review Step of Improvement Cycle
Figure 10.2 Prioritize Step of Improvement Cycle
Figure 10.3 Revise Step of Improvement Cycle
Figure 10.4 Implement Step of Improvement Cycle
Chapter 11
Figure 11.1 Schedule of Daily Activities
Figure 11.2 Before‐Class Checklist
Figure 11.3 Sample Communication Spreadsheet
Figure 11.4 Sample CHAMPS Visual
Guide
Cover
Table of Contents
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Praise for Discipline in the Secondary Classroom
“We have been using Discipline in the Secondary Classroom and the CHAMPS approach in our work for over 10 years. Across our county, we have been delighted to see this approach easily used by staff in districts and schools with favorable academic, behavioral, and social emotional outcomes, including a decrease in suspensions and expulsions, increased attendance, higher academic achievement, and, most importantly, staff and students connectedness.”
— Jane Wagmeister, EdD, Executive Director Curriculum and Instruction, Ventura County Office of Education
“This book taught me more about classroom management than any other book I've read—and I've read a lot of them. If you want to create a learner‐friendly environment in your classroom, this is the book you need to read.”
—Jim Knight, Senior Partner, Instructional Coaching Group
“This book is my go‐to source for solutions to promote positive development and support powerful intervention(s) across a variety of problems and environments. I've worked with all the giants in behavior support, but always come back to Dr. Sprick's work. Why? Because while it is based on behavioral science, it is translated into practical strategies that are cohesive from school and community to the classroom.”
— Mark Shinn, National Louis University
“This very readable book is written with passion, vivid examples, and countless practical suggestions that can be readily implemented to improve the quality of environments in schools and enable teachers and students alike to thrive.”
—Donald D. Deshler, Founder and former Director, University of Kansas Center for Research on Learning
FOURTH EDITION
DISCIPLINE IN THE SECONDARY CLASSROOM
Encouraging Responsible Behavior and Enhancing Motivation
Randall Sprick
Jessica Sprick
Cristy Coughlin
Jacob Edwards
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Library of Congress Cataloging‐in‐Publication Data
Names: Sprick, Randall S., author. | Sprick, Jessica, author. | Coughlin, Cristy, author. | Edwards, Jacob (Educator), author.
Title: Discipline in the secondary classroom : encouraging responsible behavior and enhancing motivation / Randall Sprick, Jessica Sprick, Cristy Coughlin, Jacob Edwards.
Description: Fourth edition. | [San Francisco] : Jossey‐Bass, [2021] | Includes index.
Identifiers: LCCN 2021023720 (print) | LCCN 2021023721 (ebook) | ISBN 9781119651819 (paperback) | ISBN 9781119651826 (adobe pdf) | ISBN 9781119651833 (epub)
Subjects: LCSH: Classroom management. | High school students—Discipline. | Problem children—Discipline.
Classification: LCC LB3013 .S64 2021 (print) | LCC LB3013 (ebook) | DDC 371.102/4—dc23
LC record available at https://lccn.loc.gov/2021023720
LC ebook record available at https://lccn.loc.gov/2021023721
Cover Design and Image: WileyFOURTH EDITION
This fourth edition is dedicated to the tens of thousands of teachers who have used previous editions to make their classrooms more academically effective, welcoming, and joyful for all students. Based on their feedback and on progress with the research community, this new edition strengthens the degree to which this resource can guide veteran and beginning teachers to design and implement a best‐practice behavior support plan in their classroom.
The Authors
Randy Sprick
, PhD, has worked as a paraprofessional, teacher, and teacher trainer at the elementary and secondary levels. Author of several widely read books on behavior and classroom management, Randy is former director of Safe & Civil Schools, a consulting company that provides in‐service programs throughout the country. Although Randy is largely retired, his Safe & Civil Schools colleagues continue the work of helping large and small school districts improve student behavior and motivation. The efficacy of that work is documented in peer‐reviewed research, and Safe & Civil Schools materials are listed on the National Registry of Evidence‐Based Programs and Practices (NREPP). Randy was the recipient of the 2007 Council for Exceptional Children (CEC) Wallin Lifetime Achievement Award and was inducted into the Direct Instruction Hall of Fame, along with numerous other awards and honors.
Jessica Sprick
has an MS in Special Education. She is a consultant and presenter for Safe & Civil Schools and a writer for Ancora Publishing and ASCD. Jessica has been a special education teacher for students with behavioral needs and a dean of students. It is these practical experiences that guide her passion for working with educators to create systems of support that allow all students to thrive. She is the author of numerous educational resources, including
School Leader's Guide to Tackling Attendance Challenges, Bullying Solutions: Universal and Individual Strategies,
and
CHAMPS: A Proactive and Positive Approach to Classroom Management
. Each year, Jessica works with thousands of educators, providing training and support in how to implement multi‐tiered and function‐based approaches to improve classroom and school safety and climate and to boost student attendance, motivation, and academic engagement.
Cristy Coughlin
holds a PhD in school psychology from the University of Oregon and an undergraduate degree in psychology from Western Michigan University. Cristy has worked as a school‐based behavior consultant and program evaluator for educational projects in the United States, Australia, and Africa. Her areas of expertise are oriented around educational assessment, applied behavior analysis, and translating educational research to practice.
Jacob Edwards
began his career in education teaching chemistry and biology in the inner city of Los Angeles. Fueled by the belief that all students deserve an equitable, quality education, Jacob became a school leader, where he honed his ability to lead diverse teams of staff and students, improve instructional practices, and establish systems to build positive school culture. Jacob went on to become the founding principal at a middle school in Watts, California, and later led transformation efforts at a middle school in Memphis, Tennessee. Most recently, Jacob joined the Safe & Civil Schools team to continue to improve educational outcomes for all students by working with educators across a variety of school settings.
Acknowledgments
The authoring team wishes to acknowledge all the members of four professional groups who have made this book so much better than we as authors could create by ourselves. In no particular order, that includes all of the Safe & Civil School trainers who have used this resource to train countless teachers to construct classroom management plans that are practical and user‐friendly and provided us feedback along the way. Second, the editorial team at Safe & Civil Schools (SCS), including Sara Farris, Natalie Conway, and Matt Sprick, were invaluable in helping to ensure that this high school resource is aligned with and extends CHAMPS and the library of SCS's multi‐tiered behavior support products. Third, this edition has benefited from the insight and expertise of several contributors and collaborators, including Jeremy Resnick, Jane Wagmeister, Jonli Tunstall, Justyn Patterson, Stephen Minix, Kris Terry‐Key, Billie Jo Rodriguez, and Heath Peine. Last but not least, we are deeply indebted to the entire team at Wiley for their flexibility, wisdom, and grace in the editing, design, and marketing processes. This includes, but is by no way limited to, Pete Gaughan, Amy Fendrie, Iswarialakshmi Ravindran, and Mackenzie Thompson.
Foreword
At one point, I was part of a project designed to improve the academic outcomes for struggling adolescent learners in some inner‐city high schools. Great planning went into the selection of the instructional programs for improving their reading and math performance. We instituted a carefully orchestrated professional development effort to make certain that each of the teachers involved was well prepared to teach the targeted interventions. As the program was launched, we were confident that things were going to go well because of our careful planning and attention to the necessary details. How wrong we were! Although some successes in student outcomes were seen, they fell far short of our expectations. Puzzled, we visited with teachers and observed what was happening in many of the classrooms. It soon became clear that many of the classes were out of control: large numbers of students were tardy for class, student behavior during classes was often inappropriate, and the amount of time spent teaching the targeted interventions was limited. In short, when instruction did take place, it didn't reach all of the students and was often compromised because of the poor work environment; teachers were frequently interrupting their lesson to regain control of their class.
In light of the problems that we were facing, I called Randy Sprick to see if he would be willing to problem‐solve with us. I knew Randy and had carefully followed his work for over two decades. Over the years, I have talked to countless teachers and administrators throughout North America who have implemented his student motivation and classroom management programs, programs grounded in proactive, positive, and instructional principles. Randy agreed to analyze what was happening in our schools. As a result of that conversation and the programs described in this book that our team subsequently implemented, we experienced a dramatic change in how business was done in those schools. We witnessed firsthand the dramatic effects these methods can have in transforming secondary schools that were once places of chaos and disengaged students to settings of order and safety, where interactions among students and teachers are respectful and students are eagerly and productively involved in the learning process. Discipline in the Secondary Classroom: Encouraging Responsible Behavior and Enhancing Motivation addresses one of the most pressing needs that secondary teachers face in today's schools: how to effectively motivate and manage adolescent learners so their classrooms can be stimulating, engaging learning environments. I am convinced that secondary teachers will find this book to be one of the most valuable resources in their teaching toolbox for the following reasons:
It is grounded in an extensive research base.
It is hands‐on, providing clear, step‐by‐step instructions for how to implement each procedure.
It supplies specific examples from actual classroom situations to illustrate each procedure.
It is principle based.
It is comprehensive in scope, including all of the necessary components (and accompanying forms and support mechanisms) to be a self‐contained management and motivation system.
It spells out clearly how to introduce and implement the program throughout the school year.
It is carefully coordinated with a companion volume designed for elementary students:
CHAMPS: A Proactive and Positive Approach to Classroom Management
, thus enabling school districts to implement a systematic approach to student motivation and classroom management across the entire K–12 grade continuum.
This book is the extraordinary resource that it is because of its author, Randy Sprick. Randy has had extensive experience as a teacher, program developer, researcher, writer, and staff developer. One of the most sought‐after teachers in the country, he has a deep understanding of the complexities of secondary schools, the needs of adolescents and teachers, and the dynamic that exists among them. The program outlined in this book has been successfully adopted by hundreds of schools throughout North America. I consider Randy Sprick to be one of the brightest and most insightful educators of our time. His mission has been to improve the quality of environments in schools and enable teachers and students alike to thrive. I believe that he has been extraordinarily successful in that quest. In the process, many lives have been greatly blessed and enriched.
Achieving successful academic outcomes for students is certainly important, but their overall growth, development, and well‐being involve much more than academic success. While teachers understand this, they often find themselves in an educational dynamic that does not encourage (and in some cases does not even permit) an emphasis on the nonacademic dimensions of schooling. This book underscores the fact that understanding and addressing factors beyond academics is not only important, it is essential.
With the passage of the Every Student Succeeds Act in 2015, schools have continued to focus most of their attention on increasing the academic performance of students. This book provides one of the foundational cornerstones for enabling teachers to be successful in the academic instruction that they provide. Namely, it will empower secondary teachers to create the kind of environment and culture in their classroom that will ultimately promote optimal academic outcomes.
This readable book is written with passion, vivid examples, and countless practical suggestions that can be readily implemented. In my nearly 50 years as an educator, I have relied on the insights and work of many talented educators. I am thrilled with the publication of the fourth edition of this book. As I read it, I learned many new lessons because of the cutting‐edge information that has been included. As with previous editions, this book will add greatly to my abilities as an educator in secondary schools, and it will be a resource I turn to frequently.
Donald D. Deshler
Founder and former director,University of Kansas Center for Research on Learning
Preface
This is the fourth edition of Discipline in the Secondary Classroom. The first edition of this book was published in 1985. Since that time, research continues to confirm that the proactive, positive, and instructional approaches it advocates are far more effective in managing and motivating students than traditional, authoritarian, and punitive approaches. Teacher effectiveness literature has identified that teachers who are highly successful have classroom management plans that
Include high expectations for student success
Build positive relationships with students
Create consistent, predictable classroom routines
Teach students how to behave successfully
Provide frequent positive feedback
Correct misbehavior in a calm, consistent, logical manner
Throughout the four editions of this book, we have strived to keep content compatible with this seminal teacher effectiveness research as well as capture relevant insights and highlight promising practices from new and emerging research. We have also tried to remain mindful about the daily pressures and current realities teachers face in the classroom to recommend practices, strategies, and tools that will ultimately be feasible and contextually relevant to the classrooms of today and tomorrow. This book translates those broad ideas into specific actions you can take to improve your ability to maintain an orderly and respectful classroom in which students are focused and engaged in meaningful instructional activities.
What's New in This Edition?
In this fourth edition, the content has been reorganized to align more closely with the third edition of CHAMPS: A Proactive and Positive Approach to Classroom Management, our book for elementary and middle schools. Four sections guide the reader logically and sequentially through the STOIC model (STOIC is explained in more detail in the Introduction and at the beginning of each part):
Structure and organize your classroom.
Teach behavioral expectations.
Observe and monitor students.
Interact positively.
Correct misbehavior fluently.
New content covers the following topics:
How the DSC (Discipline in the Secondary Classroom) approach aligns with and supports other school initiatives, including multi‐tiered systems of support for behavior (MTSS‐B), social‐emotional learning priorities, and trauma‐informed practice
Acknowledging and appreciating diversity and improving equity, inclusion and access by reflecting on existing regularities in discipline planning and identifying better practices that help
all
students thrive and achieve their full potential
Centering positive relationships at the foundation of your management approach by using strategies to consciously build and maintain relational trust with students and families
The importance of maintaining and communicating high expectations for all students and strategies for doing so
Procedures for managing partner and cooperative group work and student technology use
Considerations for developing effective and equitable grading practices
Preparing your classroom management plan for special circumstances (e.g., substitute teachers, students joining your class mid‐year)
Considerations for using assigned and flexible seating
Implementing behavior management practices in the virtual learning environment
Engaging in ongoing learning, reflection, and professionalism as part of a cycle of continuous improvement
DSC as a Part of a Behavior Support Continuum
This book fits into a continuum of behavior support products in the Safe & Civil Schools Series, a comprehensive set of resources designed to help school personnel make all school settings physically and emotionally safe for all students. In implementation projects throughout the country, we and our colleagues have learned that when expectations are clear and directly taught to students, much as you would teach writing skills, the vast majority of students will strive to be cooperative and meet those expectations. By implementing the preventive aspects of the Safe & Civil Schools Series, teachers can spend less time dealing with disruption and resistance and more time teaching.
Safe & Civil Schools uses a triangle image to illustrate the methodology behind our training. You may be familiar with the public health model triangle that has universal prevention and intervention at the bottom, selected or targeted services in the middle, and intensive services at the top. In our model, we indicate that good classroom management rests on top of effective schoolwide behavior management practices. Educational practice often results in spending a great deal of time, energy, and money on those individual students who act out most intensely—the tip of the triangle. We hope to stress the importance of placing your time, energy, and money on all students first—the widest part of the triangle. By creating a school and classroom climate that is calm, civil, and structured for student success, individual students will actually require less of your valuable intervention resources.
For information on resources in the Safe & Civil School Series, visit ancorapublishing.com.
Introduction
This book was conceived and written to help teachers effectively manage student behavior and increase student motivation so they can focus their time and energy on instruction and student success. Discipline problems in school have always been and continue to be a leading frustration for teachers and a drain on instructional time.
Almost half of new teachers leave the profession within a few years (Ingersol et al., 2018). Two of the most common reasons given for leaving are discipline problems and a lack of administrative support for dealing with discipline. Inexperienced and unskilled teachers are often frustrated and sometimes even terrified by students who misbehave and challenge authority. Even skilled veteran teachers can find themselves pulling their hair out when they are faced with a particularly challenging group. Or teachers may find they are uncertain about how to meet the needs of students as demographics, economic situations, or other factors change within a district. Models for positive and proactive approaches to behavior management, such as the approach presented in this book, can give teachers in any of these situations the knowledge and skills to be confident and successful in working with students with behavioral and motivational challenges. Proactive behavior management models also provide a powerful framework for evaluating and strengthening classroom management plans across time.
There are many obvious and direct links between academic achievement and student behavior. One disruptive student can negatively affect the learning of all the other students in a class. If students are actively or passively resistant, a seemingly simple transition like moving to lab stations, which should take no more than two minutes, can take as long as 10 minutes, wasting large amounts of instructional time. Students who are unmotivated will be less engaged in their work and learn less than when they are excited about the content.
If examples of misbehavior or apathy like these occur every day in every class, you are losing huge amounts of instructional time. By implementing effective management techniques, you can simultaneously increase student engagement and improve academic achievement (Brophy, 1996; Brophy & Good, 1986; Christenson et al., 2008; Emmer & Evertson, 2009; Gettinger & Ball, 2008; Luiselli, et al., 2005; Scheuermann & Hall, 2008; Sprick et al., 2019).
Why Bother with a Positive Approach to Discipline?
The educational environment has changed greatly in the past 70 years. The accepted norm for disciplining students with behavior problems used to be punishment and, if the students continued to misbehave, suspension or expulsion. These measures did not necessarily change behavior, but they were easy solutions—the problem seemingly disappeared as the student disappeared from the classroom and, eventually, the school system. In 1900, high school graduation rates were only 6%, and in 1950, graduation rates were only 59% (Heckman & LaFontaine, 2010). While this may seem like an appalling dropout rate, in the past there were also plenty of jobs on farms or in factories for those without a high school education.
In the 2017–2018 school year, graduation rates were reported at 85% (Hussar et al., 2020). U.S. schools are doing better than ever before at helping students reach graduation. However, imagine looking at a kindergarten class with 20 bright‐eyed young five‐year‐olds. If current dropout rates continue, at least three of those students will not make it to graduation. Many farm, factory, and other jobs that would allow someone without a high school diploma to live a comfortable adult life are increasingly being replaced by technology or will not adequately support the individual and their family. It is more important than ever for students to exit school with a high school diploma. As educators, we must do better to help all students thrive throughout their K–12 experience and reach graduation. Moreover, we must do more to equip students to be successful outside of school, whether they plan to immediately enter the job market or continue on to higher education.
Schools are under tremendous pressure to successfully educate all students, including those who, years ago, would have left school because of academic or behavioral problems. Effective ways to motivate and encourage positive behavior are vital to serving these students. For students who struggle in school because of experiences of trauma, poverty, systemic racism, generational difficulties with the school system, or a disability, purely punitive and reactive approaches are unlikely to make a lasting difference. These approaches do not address the needs of the students. We need to do business differently.
Therefore, a proactive and positive approach to behavior management is essential. With the strategies recommended in this book, you can guide students toward a successful school career and in turn to potential success in work and in life.
The DSC Approach
In this book, we refer to this proactive, positive approach as the DSC (Discipline in the Secondary Classroom) approach. Readers who are familiar with the Safe & Civil Schools collection of staff development materials, and in particular CHAMPS: A Proactive and Positive Approach to Classroom Management, our book for elementary and middle schools, will recognize the overall philosophy and procedures. CHAMPS is an acronym that teachers can use to teach expectations to students—but it has come to mean much more. DSC takes the CHAMPS approach and translates it for the high school level. CHAMPS and DSC represent the proactive, positive ideals that every teacher can learn and use to help their students achieve success.
The CHAMPS/DSC approach is designed to help you, the classroom teacher, develop (or fine‐tune) an effective classroom management plan that is proactive, positive, and instructional. In the past 50 years, a large and varied body of research literature has identified consistent and reliable findings concerning how effective teachers manage student behavior and enhance student motivation. The techniques included in this approach have been derived from that literature.
Unlike programs that have set procedures, the DSC approach guides teachers in how to make effective decisions about managing behavior. For example, one of the tasks in Chapter 2, Structure for Success (Behavioral Decisions), is about the physical setting. Rather than implying that only one physical setting is correct, we specify factors that you should consider when designing the seating arrangement in your classroom. One of the most important factors is the teacher's ability to move quickly and directly from any part of the room to any other part. This is important because it allows you to supervise by physically circulating throughout the room and to reach and speak quietly with any student in the room—to praise, correct misbehavior, or answer a question.
A second factor we urge you to consider when designing your seating arrangement is the amount of desired student conversation. How much talking will be allowed and during which activities? Some physical arrangements are more conducive to conversation than others. After reviewing the factors to consider, we show different classroom arrangements and delineate the pros and cons of each. However, the teacher always makes the decisions: “How can I arrange my room to meet my needs and the needs of my students?”
In DSC, we provide the information you need to make an informed decision—we don't tell you what to do. If you talk about DSC with colleagues, we encourage you to talk about the DSC or CHAMPS approach, not the DSC program. We try to avoid calling it the DSC program because is it not a canned program, but rather a way of thinking about how to prevent misbehavior and encourage responsible behavior. It is a model for effective problem prevention and problem‐solving. To use a cooking analogy, DSC teaches you how to become an effective cook. Rather than a recipe, which you must follow in a step‐by‐step fashion, DSC is like a cooking resource that teaches you how to effectively use different ingredients and cooking utensils and technology so you can create any culinary masterpiece you wish.
DSC, while not a program, does have one absolute rule: Students must be treated at all times with respect, honoring their inherent dignity and rights. Belittling and ridicule has no place in the teacher's repertoire of behavioral practices. You will learn more about some of the foundational principles and practices that guide the DSC approach in Chapter 1.
Is DSC “Research Based”?
Yes! First, DSC is entirely compatible with more than 50 years of research on how effective teachers manage their classrooms in ways that enhance academic achievement. Second, Safe & Civil Schools has many examples of district‐based studies where CHAMPS and DSC have been implemented with remarkable results. Improvements include marked reductions in classroom disruptions, office referrals, and in‐school and out‐of‐school suspensions, along with corresponding increases in teachers’ perceptions of efficacy and student motivation and behavior.
For information on efficacy data, contact Safe & Civil Schools at safeandcivilschools.com. For more information on how DSC is compatible with classroom management research literature and for summaries of research studies on the DSC approach, see “Downloadable Resources” on page 7.
How Does DSC Fit with Other Initiatives?
DSC is a flexible approach that is highly compatible with many other initiatives and frameworks that may exist within your district. Rather than viewing DSC as a competing approach, consider ways to integrate and merge DSC with effective practices and systems that are already used in your own practice and across your district. The following are some examples of common initiatives and approaches and how they relate to your work with DSC.
Response to Intervention (RtI) and Multi‐tiered System of Support (MTSS). RtI and MTSS are frameworks for ensuring that a student who is experiencing behavioral or academic problems does not go unnoticed and that, once noticed, their difficulties are addressed and supported by school personnel. RtI and MTSS frameworks focus on providing high‐quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions (Batsche et al., 2005). Within an RtI or MTSS framework, DSC represents a major component in a school or district's efforts to work toward universal prevention and early‐stage problem‐solving. RtI and MTSS models often refer to levels of support in three tiers:
Tier 1: Universal prevention
Tier 2: Targeted support
Tier 3: Intensive support
In such a model, DSC is a primary component of a Tier 1 approach to prevention and early intervention for meeting the social, emotional, and behavioral needs of all students.
Positive Behavioral Interventions and Supports (PBIS). PBIS is a popular label in the field of behavior management for approaches that use long‐term strategies to reduce inappropriate behavior, teach more appropriate behavior, and provide contextual supports necessary for successful outcomes (Carr & Sidener, 2002; Horner et al., 1990; Warger, 1999). Traditional behavioral management views the individual as the problem and seeks to “fix” him or her by quickly eliminating the challenging behavior through punitive approaches. Positive behavioral support and functional analysis view systems, settings, and lack of skill as parts of the problem and work to change those. According to the U.S. Department of Education, PBIS is a framework to help provide “assistance to schools, districts, and states to establish a preventative, positive, multi‐tiered continuum of evidence‐based behavioral interventions that support the behavioral competence of students” (A. Posny, personal communication, September 7, 2010). Therefore, rather than a specific program, PBIS is a broad, general term for procedures and techniques designed to help improve behavior through more than just reactive and punitive techniques. The Safe & Civil Schools’ approach for schoolwide implementation of PBIS is called Foundations. Schools across the nation use the Foundations approach to help improve schoolwide climate and safety. The DSC approach helps educators apply PBIS procedures in the classroom.
Trauma‐Informed/Trauma‐Sensitive Practices. When educators operate with an awareness and sensitivity to students’ experiences of trauma, they can help break cycles of trauma, prevent retraumatization, and best engage a student in learning and the school community. A wide variety of experiences can lead to childhood trauma, such as witnessing actual or threatened death; experiencing serious injury, sexual violence, or psychological abuse or neglect; witnessing domestic violence; or living with household members who are mentally ill, suicidal, abuse substances, or are sex offenders (American Psychiatric Association, 2013; Felitti et al., 1998). Children who experience trauma, especially when repeated, may experience difficulties in school. They may have trouble paying attention, processing new information, participating in social situations, and forming and maintaining normal relationships, as well as difficulty learning and reduced ability to regulate and appropriately express emotions (Lubit et al., 2003; Streeck‐Fischer & Van der Kolk, 2000; Van der Kolk, 2003). Trauma‐sensitive practices are consistent with the approaches advocated in this book. A trauma‐sensitive classroom teacher will anticipate when and where challenges will occur, teach children skills to manage stress and develop awareness, build supports to avoid retraumatization, and encourage healthy, positive teacher‐student relationships.
Social‐Emotional Learning (SEL). SEL involves helping students learn and develop social‐emotional knowledge, skills, and attitudes needed for success in school, work, interpersonal relationships, and personal wellness. When schools engage in effective SEL approaches, students can learn to manage emotions, work toward goals, maintain positive relationships, effectively problem‐solve and make responsible decisions, show empathy, and develop a healthy and positive sense of identity (Collaborative for Academic, Social, and Emotional Learning, 2020). SEL interventions have been shown to increase students’ academic performance, improve classroom behavior, reduce student stress and depression, and improve student attitudes (Durlak et al., 2011). The DSC approach advocates for the teaching of SEL and provides some information on teaching these skills in Chapter 4. DSC also provides a critical foundation for SEL by establishing a safe, supportive learning environment where students can learn and develop critical social‐emotional skills. Rather than competing, these two approaches are both integral to student success (Bear et al., 2015).
Restorative Practices (RP). RP is a multi‐tiered approach with a focus on community building, increasing respect toward others of different backgrounds, increasing accountability when harm has occurred, and repairing harm to relationships (Smith et al., 2015). Students and staff learn how to peaceably resolve conflicts within the school community by creating opportunities for those involved to listen empathetically to one another's stories, take ownership for one's behavior in the conflict, and restore positive relationships. Thus, conflicts and behavioral difficulties in school are seen as opportunities for teaching and modeling nonviolent ways of problem‐solving rather than for punishing and excluding students. DSC and restorative practices are complementary approaches that can be used effectively in tandem to improve positive behavior and climate. While DSC has an increased focus on explicit structures and behavior management strategies that teachers can use to set a foundation for a positive and productive classroom, RP provides a rich array of tools that support building a strong community that uses peaceable ways to mediate and resolve conflict. The Safe & Civil Schools approach and restorative practices work well together to:
Improve positive school climate.
Encourage student and parent voices and empowerment in the problem‐solving process.
Reduce suspensions, expulsions, and problematic student behaviors.
Encourage structure, routines, and effective teaching strategies and behavior management.
Promote peaceable ways to teach empathy and mediate conflict.
Reduce incidences of violence and bullying.
How to Use This Book
This book is organized into four sections and 11 chapters. If you are able to read the book and work through the tasks before school begins, read the book sequentially. As you work through each chapter, you will complete a Classroom Management Plan (introduced in Chapter 1, Task 3). The Classroom Management Plan is a succinct document you can use to clarify many of the major decisions you will be making about your classroom approach.
If you are beginning to use DSC after the start of the school year, first read Chapter 9, Task 4: Begin CHAMPS Implementation Mid‐Year. This task will help you map out an approach for reading through priority tasks during the year. You can then tackle the remainder of the tasks as you prepare for the next school year.
If you teach in a virtual learning environment, skip directly to Section Four: Implementing DSC in a Virtual Learning Environment. While you will read many of the tasks in the first three sections, the content in Section Four will serve as your guide for applying the DSC strategies, and it will provide additional practical approaches for addressing common concerns in the virtual setting such as how to improve attendance and student engagement.
Section One: Overview of the DSC Approach
.
The first section is a one‐chapter introduction to the foundational concepts that guide the DSC approach. These concepts will be revisited frequently throughout subsequent chapters as we provide actionable ways to implement these essential but sometimes abstract concepts. It also introduces the Classroom Management Plan, which is a concise document that you will use to clarify and compile essential information on your vision, classroom organization, and disciplinary procedures. You will fill out each part of the Classroom Management Plan as your work through the DSC book. No matter what time of year you begin to read DSC, we recommend that you read through
Chapter 1
.
Section Two: Preparing Your Classroom Management Plan
.
The second section of this book focuses on essential elements that you should consider when you are preparing (and later refining) your Classroom Management Plan. Within each chapter, we present specific tasks that will help you address the chapter's content. We also offer detailed suggestions about how to accomplish the tasks themselves.
Chapters 2
–
8
are organized according to the STOIC acronym, which is an easy way to remember five main categories that have been proven to be effective in changing behavior and motivation. These variables include:
S—Structure
(organize) your classroom to prompt responsible student behavior. The way a setting is structured has a huge impact on the behavior and attitude of people in that setting. Two chapters cover the implementation of structural considerations in your classroom.
T—Teach
your expectations regarding how to behave responsibly (i.e. be successful) within the structure that you have created. Sports coaches provide a great example of teaching behavior and reteaching as needed to help each individual achieve full potential.
O—Observe
whether students are meeting expectations (monitor!). In the short run, this means circulate and visually scan the classroom. In the long run, this means collect and analyze meaningful data on student progress.
I—Interact positively with students.
Provide frequent noncontingent attention to build positive relationships. Provide frequent, positive feedback to acknowledge students’ efforts to be successful. Improve student motivation through positive relationships, feedback, and specific motivational strategies and systems. There are two chapters on how to interact positively and motivate your students.
C—Correct misbehavior fluently.
This means correcting briefly, calmly, consistently, immediately, and (as much as possible) privately.
Section Three: Implementing, Sustaining, and Refining Your Classroom Management Plan
.
The third section contains two chapters on how to implement, sustain, and refine your classroom management plan. Where Section Two provides practical skills and strategies to help you and your students meet your vision for success, Section Three gives you information about how to put these skills and strategies into action.
Chapter 9
, Launch, provides information about how to establish a positive and productive classroom from Day 1 (or how to launch your DSC approach if you are starting mid‐year).
Chapter 10
, Maintain a Cycle of Continuous Improvement, is about how to use the DSC approach and specific tools to further your professional development and implementation across time. This information in this section will help to ensure that DSC does not become a dusty book on your shelf. Rather, when used within a continuous improvement model, the DSC approach can become a deeply meaningful way to help achieve success with any group of students you work with.
Section Four: Implementing DSC in Virtual Learning Environments
. This section includes one chapter that describes how to apply the approaches in the first three sections if you teach students in a virtual learning environment. It provides information about which tasks in DSC can be applied as is, which tasks may need some adaptation, and which tasks are not needed in the virtual classroom. Throughout this chapter, you will see many samples of specific tools and strategies teachers can use to create a positive and productive virtual classroom experience. This section also provides an increased focus on how to use strategies to increase student attendance and engagement, which many teachers report are their greatest management and motivational challenges with virtual learning.
Downloadable materials. DSC provides many reproducible forms that are available for your use as the owner of this book. Downloadable materials also include three versions of icons that you can use to visually display and teach your behavioral expectations, a summary of research on the DSC approach, and other materials to help implement DSC in your classroom. To access these resources, visit www.wiley.com/go/disciplinesecondaryclassroom4e.
Permission is given to administrators and educators who purchase the book to reproduce any form labeled “Reproducible Form” and any DSC icon solely for the purpose of classroom management and teaching DSC expectations. As the owner of this book, you have the right to reproduce as many copies of these icons as you need each year for your own classroom. Further reproduction of the icons and forms is strictly prohibited.
Reproducible forms are provided in PDF format. They can be printed and filled out by hand. See the document “Using the Files.pdf” provided in the download for more detailed instructions on how to fill out forms using Adobe Reader.
To download the reproducible materials that accompany this book, go to https://www.wiley.com/go/disciplinesecondaryclassroom4e
Section OneOverview of the DSC Approach
To effectively manage and motivate a class (or classes) of students, you need a clear vision of your ideal classroom—what it should look like, what it should sound like, and what it should feel like to participants in the classroom and to anyone who comes in to observe. Consider the vision and the goals for what students learn academically, socially, and behaviorally as a result of their membership in your classroom. Once you have a clear idea of what you want for your classroom, you can design procedures that will ensure that you achieve those goals. These tasks will also serve as the basis for enticing students and families to join you as their guide for how to succeed in your classroom.
Imagine any complex system that you want to be successful within—for our purposes here, think about embarking on earning an advanced degree. You have narrowed your choice down to two schools. As you explore the first you are somewhat disappointed to learn that it is very difficult to determine the nature of program, whether the program will really meet your professional goals, and whether you have the requisite skills to succeed. In addition, as you try to explore these questions, anyone you speak or correspond with acts annoyed and makes you feel like an idiot because of your questions and concerns. By contrast, with the second school you easily find information about what you will learn in the program, the mission and purpose of the program, and great clarity about all the requirements for you to enter and successfully complete the degree. The icing on the cake is that everyone you speak with is helpful and welcoming. Even though the first school might be excellent (although it is also possible that it is not, given its inability to clarify these details), given a choice most of us would embark on the journey in which the destination is important, obvious, and attainable, and the road to get there is clearly mapped out in achievable chunks, with every indication that there will be help along the way if you feel lost. This section and the single chapter in it are designed to help you create a vision, process, and plan to help all your students succeed in your classroom.
Chapter 1Develop a Clear Vision for Your Class and Your Classroom Management Approach
Numerous tasks throughout this book will help you define your vision, high positive expectations, and long‐term goals. You will continually think about what the ideal learning environment looks and sounds like as you define expectations, plan for your interactions (both positive and corrective) with students, and implement other tasks throughout this book. In this chapter, we present some of the key ideas that guide the DSC approach. These are foundational principles, critical concepts, or pillars for implementation that are essential as you embark on the ongoing journey to implement a positive and proactive approach to behavior management and student support. The concepts in this chapter are critical for developing a clear vision of how to manage student behavior and motivate students in effective ways.
There are three tasks in this chapter:
Task 1: Understand foundational principles and practices that guide the DSC approach
Task 2: Understand how to shape behavior
Task 3: Prepare your Classroom Management Plan
The first two tasks will help you understand some of these fundamental principles of behavior management, motivation, and the DSC approach. These tasks can also help you position your work with DSC in the context of other major initiatives and frameworks that exist in your class, school, or district. The third task introduces you to the Classroom Management Plan, which will help you summarize your vision, classroom organization, daily expectations, and other major factors you will evaluate and possibly refine as you work through this book. In this task, you will work to identify the level of support you will need to put in place in your classroom for students to be successful. The level of support you identify in Task 3 will have significant implications in the decisions that you make throughout this book.
