Running head: INTERDISCIPLINARY TEAM DISCIPLINE PLAN 1

Interdisciplinary Team Discipline Plan

Theresa Baldwin

Franciscan University
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Rules

1. You will treat yourself with respect. You will come to class prepared and willing to

learn. You will be on time, have your homework, and have a positive attitude. You will

always try your best.

2. You will treat your classmates with respect. You will listen when another student is

speaking. You will be a good friend and treat others how you would want to be treated.

3. You will treat your teacher with respect. You will always follow directions. You will

raise your hand and wait to be called on before speaking. You will not speak when the

teacher is speaking.

4. Your teacher will treat you with respect. She will never tell you that your question is

stupid. She will assist you when you need help. She will dedicate herself to your

learning.

Consequences

1. When you violate a rule, your teacher will give you a verbal reminder of the rule and ask

you to apologize or correct your behavior.

2. If you continue or repeat the behavior, you will have a conference with your teacher

where you will discuss the problem behavior and how to fix it.

3. If the behavior occurs again after the conference, you will get a detention.

4. If the behavior continues to persist, your teacher will give you a written warning that

needs to be signed by your parent/guardian. If she does not receive this back, she will

call or email your parent/guardian.

5. If there is still no improvement in your behavior, you will be sent to the principal’s office.

Team Encouragement Strategies

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1. Teachers will apologize for their mistakes. They will explain that everyone makes

mistakes, but it is important to take responsibility, correct the mistake, and apologize.

2. Teachers will acknowledge correct behaviors. They will use behavior specific praise to

tell the student exactly what he/she did that the teacher liked.

3. Teachers will reward exceptional behaviors. These are behaviors that show strong virtue

or character such as courage, persistence, or generosity. The type of reward will be at the

teacher’s discretion. Examples of rewards are a “no homework” pass, computer time,

and permission to sit where they like.

4. If there are no detentions given in a particular grading period, students will be able to

vote for a class reward. The options for these rewards are at the teacher’s discretion.

Examples of class rewards are eating lunch outside, extra recess, a movie party, and a

special class visitor.

Team Procedures

1. Notebooks (binders)

a. Students will be required to purchase five flimsy binders in specific colors: red for

social studies, purple for English, green for science, black for math, and blue for

elective (binders can be purchased from the school).

b. Each teacher will help the students set up their binders on the first day of class.

Teachers will tell students exactly how to label the tabs (example for English:

assignment sheets, worksheets, notes, journal, study guides). All students’

binders should be set up the same.

c. The notes section of each binder should be stocked with loose leaf paper.
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d. Each binder will also have a pocket folder for homework assignments. The left

side will be labeled “to do” and the right side will be labeled “done.”

e. There will be weekly binder checks to be sure students are staying organized.

2. Locker/ bathroom requests

a. Teachers will give each student a bathroom request card.

b. Students will keep this card at the front of their binders. When they need to be

excused to use the bathroom or access their locker, they simply flip to the card.

c. The teacher will come by and initial the card, giving the student permission to

leave the classroom.

d. Requests to leave cannot be made during instruction time.

e. Teachers have the authority to decide how many bathroom trips students get per

week.

3. Headings for papers, tests, and assignments

a. Every assignment that is turned in will have a heading that follows this format:

i. Name

Class title

Date

Assignment title

ii. All headings will be at the top, right-hand side of the page.

iii. Points can be deducted if the heading is incorrect.

iv. If there is no name on an assignment, it will be tacked to the “no name”

board. Students are responsible for checking this board often to claim any

work that may be theirs.

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Parent Conference Format

Parent-teacher conferences are tremendously significant for both the parents and the

teacher, as well as for the student. Everyone involved has the same desire for the student: for

him/her to succeed both academically and socially. It is important that the parents are involved

because they play a vital role in both of these spheres. If there are issues or problem behaviors

that arise in the classroom, the parents can work to help correct these issues at home. Likewise,

if issues arise in the home, the teacher can work to correct these issues in the classroom. If a

student needs extra help understanding a topic or just needs more practice, the parents can

provide this at home. A strong and open line of communication between parents and teachers is

very important, and parent teacher conferences are an effective method of communication.

On this team, teachers need to understand that they are responsible for being prepared for

these meetings. Teachers should have the following materials prepared: anecdotal records,

progress reports, a conference agenda, and a notebook for notetaking. Teachers are responsible

for creating a warm and welcoming environment for the parents, opening with the student’s

positive growth and behavior, discussing any issues the student is facing, asking questions,

listening, forming a plan, closing positively, and following up after the meeting.

School Community Plan

Students will be encouraged to be active members of the school community. The school

year will kick off with a pep rally to bolster school spirit. At this rally, the student body will be

divided into four houses that will each decide on a name, color, and mascot. The houses will

compete with one another throughout the school year in various games, sports, and competitions.

There will also be a competition for which house receives the most “school bucks” by the end of

each semester. These will be given out by any teacher or administrator to any student he/she
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catches being good (being a good friend, performing an act of courage, sticking up for someone,

helping someone out, cleaning up after themselves, holding the door for someone, etc.). The

house with the most bucks at the end of each semester will receive a field trip/ event of their

choice (by vote, from a list of options). Each house (along with its advisors) will plan and host

one event, which can be anything from a talent show to a game night.

The goal of these houses is to boost school spirit, to strengthen relationships between

classmates as well as between students from different grades, and to give the students a feeling

of ownership and pride. Students will desire to do well for the sake of their house, so as to help

them out and not let their teammates down. The “school bucks” system teaches students

responsibility, because they will need to keep their bucks in a safe place in order for them to be

counted. Also, students learn that not all good acts have immediate rewards.

Theorist

This discipline plan is based on Lee and Marlene Canter’s theory of assertive discipline.

This theory is based on the idea that “teachers have a right to teach in a well-managed classroom

and students have the right to learn in a controlled environment” (Malmgren, 2005). Canter and

Canter believed that teachers should establish clear and systematic set of rules and consequences

before the school year begins and then communicate these expectations to students immediately.

It is important for teachers to be consistent, fair, and reliable. Teachers should “catch” students

being good and provide them with positive feedback and reinforcements. They should also be

consistent in the way they implement consequences when rules are broken.
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Reference

Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of classroom management as

applied to the secondary classroom. The Clearing House, 79(1), 36-39.