Monday, September 21, 2015

What is the True Meaning of Discipline?

A teacher in a middle school classroom hands out an assignment. As she walks around she notices a student is not doing the work. She gives the student a friendly reminder but three minutes later notices that he is still not doing anything. When she approaches the student again, he replies that he “can’t do it,” dropping an expletive in the process. What does the teacher do?  

Many people would say this child needs discipline, and I would agree. However, my interpretation of discipline may be different from others.  Discipline is about supporting and teaching the child. During our work at Jemtegaard, we have developed a culture of discipline which aims to teach students to self-regulate and learn from the situation. The three critical questions we use are:

1) What is the behavior?
2) Is the behavior a symptom of something else?
3) How do we support the child to learn from this situation?

Effective school discipline begins with understanding the reasons behind the behavior. Much of our work at Jemtegaard has been informed by Ross Greene’s book, The Explosive Child (2010). Approaching student behavior with the idea that “kids do well if they can” (Greene 2010) allows us to start the process of truly helping students to regulate their behavior. No student comes to school wanting to be unsuccessful. They want to do well, but they often have lagging skills that are getting in the way. Greene identifies some of these lagging skills as flexibility, frustration tolerance, and problem solving. The student in the above scenario most likely does not know how to start the assignment and doesn’t have the problem solving skills to ask for help. As the situation escalates the response of the teacher is critical. Is she looking at the child or looking at the behavior? Focusing on the child allows us to teach and support our students.

Last year at Jemtegaard Middle School, as a part of our focus on the whole child, we decided to transform our discipline processes at both the classroom and school levels. We started with redesigning our library into what we call the “Learning Center.” Students can ask for a Yellow Card, which allows them to go to the Learning Center to refocus and return to class. Teachers can also give a student a Yellow Card for behavior. The goal is to provide a place that serves as an intervention to behavior before it escalates to an office referral. The Yellow Card acknowledges that students struggle and may need early intervention. Students can also go to the Learning Center if they need one-on-one academic support or a quiet place to make up an assignment.  What makes this different from more traditional discipline is that a Yellow Card is not punitive. Instead they are given an opportunity to refocus and return to class without being “in trouble” for what may have been a minor event. This has been especially helpful for our students who deal with anxiety, PTSD, and other mental health issues, as we often have our school social worker or counselor available to meet with students. Every student who comes into the Learning Center is logged into a data collection tool that is monitored to identify students who needed an increased level of intervention or are trying to avoid a certain class or teacher. This removes the concern that the Yellow Cards are letting kids “get away” with poor behavior or using a Yellow Card to avoid work in class.

Our Learning Center model also allows us to change the way we use in-school suspension for more serious offenses. Previously we had our ISS students in a small room in the office that was monitored by a staff member. The Learning Center allows us to have our ISS students monitored by two or more staff members in an environment that is supportive and focuses on academics. Students in ISS are given academic support and are also available for debriefing, restorative conferences, and counseling that is unavailable if they are sent home.

Students have responded well to our discipline culture. We have seen a dramatic decrease of 77% in level two offenses (classroom disruption, defiance, disrespect, etc.) from the previous year. We have also reduced out-of-school suspension by sixty-six days. In-school suspensions were 13% of our total suspension days in 2013-2014; we increased this number to 38% in 2014-2015.

The systemic change our Learning Center provides is key in our focus on the whole child. Being creative with existing resources and finding strategies to support students have made these changes possible. We now have a student discipline culture that allows continued access to the curriculum, while ensuring that students are supported in learning from their mistakes.

Brian Amundson
Dean of Students
Jemtegaard Middle School
Washougal School District

Wednesday, September 2, 2015

What Do We Mean by 'Whole Child'?

When talking with educators, it is clear that everyone believes in educating the ‘whole child.’ It is almost as if saying anything less would be a self-incriminating statement of “I teach to the test” and risk being shunned by the professional community. In this way, the whole child is interpreted as simply something more than just teaching content. This is unfortunate because the whole child is much more than that. Therefore, it is time we delve into the important question: What do we mean by the ‘whole child.’
In an effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long term development and success of children, ASCD has been developing and implementing the Whole Child approach to education since 2007. The Whole Child approach aims to prepare students for the demands of the 21st century by addressing students' comprehensive needs through the shared responsibility of students, families, schools, and communities through the following five tenets:

Whole Child Tenets
    Each student enters school healthy and learns about and practices a healthy lifestyle.
    Each student learns in an environment that is physically and emotionally safe for students and adults.
    Each student is actively engaged in learning and is connected to the school and broader community.
    Each student has access to personalized learning and is supported by qualified, caring adults.
    Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment.

The term ‘whole child’ is often over-simplified and misunderstood. It is not simply the antithesis of teaching to academic standards; it is teaching to those standards and addressing the other needs necessary for students’ long-term development and success.

To this end, this year Washington State ASCD’s monthly Critical Questions will cover a wide range of topics to foster a better understanding of one or more of these Whole Child tents. Please join the conversation with your comments, questions and experiences as we continue to work toward developing the whole child in Washington State and beyond.

Kevin Parr
Fourth Grade Teacher
Lincoln Elementary
Wenatchee School District