Session 1 - Overview
General Overview and Orientation
Objectives: Participants will
(i) Identify the purpose of the practicum.
(ii) Discuss the importance of school-wide discipline as a basis of school
improvement.
(iii) Relate the general goals of the practicum to the mission, vision and core values
of the school.
The Purpose of the practicum
This practicum is designed to facilitate school improvement in a particular area of need. It is an attempt at systematic reform, which is data driven and researched based, to improve student learning. It seeks to develop and implement strategies to improve the organizational and pedagogical effectiveness of the school. This exercise will address the vexing problem of student indiscipline within the school in general and the classroom in particular. Great levels of concern have been expressed by educators, policy makers and general public opinion over the alarming state of criminal activity, perpetrated by youths in our country.Indiscipline, however, must be recognized as a complex phenomenon, in terms of its expressions and causes, as well as its meanings within a social, psychological, ethical, legal and pedagogical context. It affects the climate of the school and disrupts learning, leading to long-term negative consequences for both the school and the wider community.
The importance of school discipline to school improvement
The school climate impacts directly and indirectly on the teaching/learning process and the ability of the school to improve pupils’ performance. An important facet of school climate is its level of discipline. The quality of education dispensed by any educational institution, will hinge to a large extent of the level of discipline enjoyed at the school. Godfredson and Godfredson (1989) itemize several school characteristics associated with school indiscipline problems: rules were unclear and perceived as inconsistently enforced; students did not believe the rules; teachers or administrators did not know what the rules were or disagreed on the proper responses to student misconduct; teacher-administration cooperation was poor or the administration was inactive; teachers tended to have punitive attitudes; misconduct was ignored; schools were large or lacked adequate resources for teaching (Gustad, 1992).
The Goals of the Practicum
1. Develop a common discipline philosophy at Arima West Government Primary.
2. Develop a battery of best practices to improve relationships among administrators,
staff and pupils to improve whole school discipline.
3. Improve home-school partnerships to develop and institutionalize discipline
procedures at school.
4. Implement structures and construct policies to improve the standard of discipline at
Arima West Government.
5. Explore procedures and practices for improving curriculum planning and delivery to
facilitate classroom discipline
6. Explore links with external governmental and non-governmental agencies, which
can give support to the school in areas of discipline.
Relationship of the practicum goals to the mission, vision and core values of the school
The mission of the school states that: “We as parents, teachers, pupils and the community are committed to promoting positive, social, emotional physical, spiritual, aesthetic, moral and intellectual development of each student for the success and enrichment of society”.
The Vision of the school is that “By 2013 Arima West Government Primary School will be the premier primary school in St. George East by maximizing the potential of every child”.
Some of the core values are: Equity, Respect for authority, Honesty, Inclusion, Respect for diversity, Caring and Excellence.
A careful perusal of the mission, vision and core values will reveal that promoting positive holistic student development, maximizing the potential of every child, and the inculcation of core values require a disciplined school environment.
Establishing a discipline policy
A school discipline policy can assist in controlling and preventing student behaviour problems, by coordinating the school’s disciplinary strategies and procedures. A clearly defined policy framework will inform students of the types of behaviours, which are acceptable and those which are not. Gushee (1984) believes however, that the best policy is only a document and “the primary determinant of discipline policy effectiveness is a healthy relationship between school and student -as indicated by such variables as principals' leadership styles and students' perceptions of whether or not they are fairly treated”. Gushee further lists several broad ideas, which flow from current research in establishing discipline policy. (a) Information. Policy should target real issues. (b) Involvement. All groups affected by the policy should be involved in creating it – students, school personnel, parents and community members. (c) Problem definition. Problems must be clearly defined. (d) Flexibility. Policy should allow for different situations and allow for different methods to treat different situations. (e) Communication. All students, parents, and school personnel should be aware of the school's discipline policy or student conduct code. (f) Consistent enforcement. Students must know that they will be treated fairly.
Outline of the sessions
1. General Overview and Orientation
2. Establishing a common discipline philosophy
3. Improving staff relationships as an important aspect of team building
4. Developing Teacher/Parent Relationships
5. Motivating students to achieve
6. Establishing school-wide expectations/rules
7. Monitoring Student Behaviour
8. Establishing consequences for pupils as a locus of control
9. Positive behavioural interventions using discipline, and avoiding punishment
10. Managing classroom discipline through proper lesson planning and delivery
11. Building community networks
12. Evaluation of the Practicum
References
Gaustad, J. (1992). School discipline. Retrieved from ERIC Digest 78:
file:///D|/digests/digest078.html
Gushee, M. (1984). Student discipline policies:. Retrieved from ERIC Clearinghouse
on Educational Management ERIC Digest, Number Twelve.:
http://www.ericdigests.org/pre-922/policies.htm
Martin, G. E., & MacNeil, A. (2007). Discipline as a problem in schools. Retrieved
from Connections: http://cnx.org/content/m14625/latest/
Objectives: Participants will
(i) Identify the purpose of the practicum.
(ii) Discuss the importance of school-wide discipline as a basis of school
improvement.
(iii) Relate the general goals of the practicum to the mission, vision and core values
of the school.
The Purpose of the practicum
This practicum is designed to facilitate school improvement in a particular area of need. It is an attempt at systematic reform, which is data driven and researched based, to improve student learning. It seeks to develop and implement strategies to improve the organizational and pedagogical effectiveness of the school. This exercise will address the vexing problem of student indiscipline within the school in general and the classroom in particular. Great levels of concern have been expressed by educators, policy makers and general public opinion over the alarming state of criminal activity, perpetrated by youths in our country.Indiscipline, however, must be recognized as a complex phenomenon, in terms of its expressions and causes, as well as its meanings within a social, psychological, ethical, legal and pedagogical context. It affects the climate of the school and disrupts learning, leading to long-term negative consequences for both the school and the wider community.
The importance of school discipline to school improvement
The school climate impacts directly and indirectly on the teaching/learning process and the ability of the school to improve pupils’ performance. An important facet of school climate is its level of discipline. The quality of education dispensed by any educational institution, will hinge to a large extent of the level of discipline enjoyed at the school. Godfredson and Godfredson (1989) itemize several school characteristics associated with school indiscipline problems: rules were unclear and perceived as inconsistently enforced; students did not believe the rules; teachers or administrators did not know what the rules were or disagreed on the proper responses to student misconduct; teacher-administration cooperation was poor or the administration was inactive; teachers tended to have punitive attitudes; misconduct was ignored; schools were large or lacked adequate resources for teaching (Gustad, 1992).
The Goals of the Practicum
1. Develop a common discipline philosophy at Arima West Government Primary.
2. Develop a battery of best practices to improve relationships among administrators,
staff and pupils to improve whole school discipline.
3. Improve home-school partnerships to develop and institutionalize discipline
procedures at school.
4. Implement structures and construct policies to improve the standard of discipline at
Arima West Government.
5. Explore procedures and practices for improving curriculum planning and delivery to
facilitate classroom discipline
6. Explore links with external governmental and non-governmental agencies, which
can give support to the school in areas of discipline.
Relationship of the practicum goals to the mission, vision and core values of the school
The mission of the school states that: “We as parents, teachers, pupils and the community are committed to promoting positive, social, emotional physical, spiritual, aesthetic, moral and intellectual development of each student for the success and enrichment of society”.
The Vision of the school is that “By 2013 Arima West Government Primary School will be the premier primary school in St. George East by maximizing the potential of every child”.
Some of the core values are: Equity, Respect for authority, Honesty, Inclusion, Respect for diversity, Caring and Excellence.
A careful perusal of the mission, vision and core values will reveal that promoting positive holistic student development, maximizing the potential of every child, and the inculcation of core values require a disciplined school environment.
Establishing a discipline policy
A school discipline policy can assist in controlling and preventing student behaviour problems, by coordinating the school’s disciplinary strategies and procedures. A clearly defined policy framework will inform students of the types of behaviours, which are acceptable and those which are not. Gushee (1984) believes however, that the best policy is only a document and “the primary determinant of discipline policy effectiveness is a healthy relationship between school and student -as indicated by such variables as principals' leadership styles and students' perceptions of whether or not they are fairly treated”. Gushee further lists several broad ideas, which flow from current research in establishing discipline policy. (a) Information. Policy should target real issues. (b) Involvement. All groups affected by the policy should be involved in creating it – students, school personnel, parents and community members. (c) Problem definition. Problems must be clearly defined. (d) Flexibility. Policy should allow for different situations and allow for different methods to treat different situations. (e) Communication. All students, parents, and school personnel should be aware of the school's discipline policy or student conduct code. (f) Consistent enforcement. Students must know that they will be treated fairly.
Outline of the sessions
1. General Overview and Orientation
2. Establishing a common discipline philosophy
3. Improving staff relationships as an important aspect of team building
4. Developing Teacher/Parent Relationships
5. Motivating students to achieve
6. Establishing school-wide expectations/rules
7. Monitoring Student Behaviour
8. Establishing consequences for pupils as a locus of control
9. Positive behavioural interventions using discipline, and avoiding punishment
10. Managing classroom discipline through proper lesson planning and delivery
11. Building community networks
12. Evaluation of the Practicum
References
Gaustad, J. (1992). School discipline. Retrieved from ERIC Digest 78:
file:///D|/digests/digest078.html
Gushee, M. (1984). Student discipline policies:. Retrieved from ERIC Clearinghouse
on Educational Management ERIC Digest, Number Twelve.:
http://www.ericdigests.org/pre-922/policies.htm
Martin, G. E., & MacNeil, A. (2007). Discipline as a problem in schools. Retrieved
from Connections: http://cnx.org/content/m14625/latest/
