Chapter+11

Chapter 11 Exploring the Theories of Judicious Discipline Forrest Gathercoal **Who is Forrest Gathercoal:** **Judicious Discipline Overview:** “// It is more difficult to try to remember rules then it is to accept and abide by a moral and ethical code that consists of a few principles that guide behavior.” // //-F. Gathercoal 2001// **Key Concepts:** No one has the right to destroy the property of others Educators are responsible for protecting students physical safety as well as their psychological and emotional health. Educational rules and consequences should address issues like plagiarism, homework as well as classwork assignments, grading practices, and special or advanced placement. School official have the right and responsibilities to deny students the educational rights if what they are doing is a serious disruption to educational activities. **Implementing Judicial Discipline** **Class Meetings** **Judicious Consequence** **Two important aspects:** When a misbehavior occurs the teacher should respond to the actions with a question rather then a statement. When a rule is broken teachers need to ask themselves 2 questions … Consequences should be individualized. If all students learn differently then don't you think that they learn from their mistakes differently too? “//Never think that being consistent means treating all students alike”// //F. Gathercoal 1997// **Disadvantages to Judicial Discipline**
 * Teacher
 * Coach
 * High School VP
 * Law professor at Oregon State University
 * Author of //Judicious Discipline//
 * Leader of workshop on Judicious Discipline across the nation
 * It is a classroom management style
 * Based on the U.S. Bill of Rights
 * Requires students to take responsibility for their actions
 * Asks educators to create an environment that respects the citizenship rights of students.
 * Judicious Discipline is a citizenship approach to classroom management that is based on the Bill of Rights, it teaches students about the rights and responsibilities of living in a democratic society.
 * Educators model acceptable standards of moral and proper conduct by acting in the best interest of the students.
 * Teachers and students should develop behavioral guidelines (rules) based on four guidelines
 * **Property Loss and Damage**
 * **Threat to Health and Safety**
 * **Legitimate Educational Purpose**
 * **Serious Disruption of the Educational Process**
 * Teachers should use judicious consequences ( “eye for an eye”)
 * Consequences should be based upon individual situations and students constitutional rights should always be taken into consideration.
 * Citizens rights in the community and society as a whole should not be violated and teachers need to ensure that students rights with in the school are not violated.
 * Should be used in conjunction with a primary classroom management model.
 * Decide on a primary classroom management policy
 * Focus on the Bill of Rights
 * Judicious Discipline is Front Loading meaning that rules and expectations are taught through class meetings in which things are solved and decided on in a democratic manner.
 * It also means that when school starts one of the first things to happen is that students help develop the class set of behavioral guidelines.
 * The teacher should post and personal statement or code of ethics in the classroom.
 * The teacher should demonstrate a commitment to student centeredness
 * Place and time for discussion about guidelines and consequences
 * Students deal with conflict resolution
 * If students feel like they have power then they are less likely to misbehave
 * Teachers determine who can call a meeting and when they should be held it is a good idea to allow students to suggest a meeting.
 * The class should sit in a circle or another arrangement so that everyone can see each other.
 * Names should not be used.
 * Everyone has to agree to stay on topic
 * Teachers should lead the meeting
 * Students and the teacher should keep a meeting journal
 * During a meeting the teacher should encourage students to set goals for themselves and set up a plan to meet them. But should never ask students to share their goals.
 * 1) Consequences must be corresponding with the violation
 * 2) The consequence must also be in tune with the interest and needs of the student as well as the school community.
 * 1) What needs to be done?
 * 2) What needs to be learned?
 * Does not deal with daily problems of limit setting and confronting misbehaving students
 * Takes a lot of time to implement especially if the students do not know what constitutional rights are and then to go through the rule making process.
 * Parent complaint that all students are not treated the same and do not have the same consequences.