Monograph 2

of the

Virginia Council on Technology Teacher Education

 

John E. Bonfadini

Monograph Author

 

Revised 1993

RATIONALE

COMPETENCIES

INFORMATION SECTION

1.1. School Law

Loco Parentis Doctrine

Rules of Behavior

Freedom of Speech

Dress and Appearance

1.2. Punishment

Corporal Punishment

Expulsions and Suspensions

Summary

1.2. Team Concept

Summary

2.2. Individual Personal Traits

Summary

2.3. Classroom Management

Summary

The major concern of most teachers in education today is how to improve student discipline. This concern is also shared by parents as reflected in the 1980 Gallup Poll Survey, which showed the number one concern of all surveyed individuals to be the decline of discipline in the public schools. In addition to this national study, a survey of Fairfax County, one of the largest public school systems in the United States, showed that the teachers' number one request centered on activities to improve student discipline. The results of these studies are further verified by interviews with many experienced public school teachers. Many of them use a term called "teacher burn-out", which was unheard of in the profession only a few years ago, to explain this present classroom psychological state. The demands of controlling the classroom environment create excessive drain on the emotional strength of an individual teacher, leasing to the abrupt termination of some educational careers. The "burn-out" concept is quite evident in the turnover ratio in the public school systems. Fewer teachers are electing to spend thirty years in the classroom because of the increased demands for student discipline accompanied by increased demands for high standards in areas of academic instruction. Administrators have also experienced similar difficulties. An educator retiring as a principal is almost extinct in today.s schools. If the public school system is to survive, efforts must be initiated to solve the discipline problem, but the major question is where to begin? This monograph will attempt to assist teachers in identifying and developing a plan to individually understand and control their actions and environment directed at changing student behavior in a positive direction. The monograph will address the following salient topics:

1. School Law

2. Team Concept

3. You, The Teacher

4. Classroom Management.

TASK 1.0. Describe the basic laws and terminology associated with school discipline.

PERFORMANCE OBJECTIVES:

1.1 After completion of this package, you will explain school law relating to the following topics: loco parentis doctrine, rules of behavior, freedom of speech, and dress and appearance.

1.2. After completion of this package, you will explain the following types of punishment: corporal punishment, suspensions, and expulsions.

TASK 2.0. Plan an effective laboratory management discipline program for a technology education class.

PERFORMANCE OBJECTIVES:

2.1. With the assistance of this information, explain the value of the team concept in managing school discipline problems.

2.2. Using the information in this package, evaluate your own individual personal traits and how they affect discipline.

2.3. Using the information in this package, develop an outline for classroom management.

INFORMATION SECTION

1.1. School Law

Who controls your classroom? Many teachers think they are the sole control of their classroom environment; whereas, in reality, many individuals assist in developing the parameters for classroom behavior. Classroom control begins with the United States Constitution and state codes. These state statutes, enacted by legislatures, are the foundation upon which local school codes of behavior are developed. In Virginia, the State Statute 22-72, entitled "Local Boards of School Trustees, Powers and Duties, Rules for Conduct and Discipline," outlines the role of the school board in discipline. The statute states:

To make local regulations for the conduct of the schools and for the proper discipline of the students, which shall include their conduct going to and returning from school, but such local rules and regulations shall be in harmony with the general rules of the State Board and the statutes of this State.

Items such as dress codes, teachers administering corporal punishment, state eye safety laws, and other pertinent information are defined in the Virginia school laws. Teachers who are knowledgeable of these foundations can better understand why certain school policies exist and to what extent their individual behavior can deviate from local school or state regulations.

Loco Parentis Doctrine

This doctrine holds that school authorities can act in place of parents while the student is in school. In the true implementation process, the doctrine must be somewhat tempered for school authorities, since parents obviously are not required to provide the procedural due process before initiating disciplinary procedures. Rules should not be contrary to the basic wishes of parents as a whole. Although courts fully realize the responsibility of the school system to establish proper educational settings, one must remember that school board members are elected and thus act in the capacity of representing their constituents or parents of a given political jurisdiction.

Rules of Behavior

You, the teacher, under local school board guidance, have the state's support for classroom control, but knowing when and how to use the various tools of discipline is the teacher's individual responsibility.

Local school boards implement state laws through school board policy. The board's policies are further expanded by school regulations, a function of the superintendent and his or her staff. The local school's administrators and teachers are charged with the responsibility of incorporating these regulations in the day-to-day operation of the school. This team of individuals will determine the parameters for establishing individual classroom discipline standards. Knowing the process, laws, and regulations will assist the individual teacher to control the classroom problems.

The number of court cases involving student conduct has increased over the past few decades as the courts have assumed an increased role in solving classroom problems and resolving conflicts between parents and the school authorities. What are the school rights and what are the student rights during the discipline process? Do you the teacher know the student rights?

Discipline problems occur when a student refuses to obey a rule of the classroom or school. Rules that deal with human actions will eventually be broken and require some sort of punishment. The concept of matching the punishment with the rule violation requires that the rules be presented in written format and that the punishment for violations be specified. Rules must also relate to the stated function of education or the school process and, again, common sense must prevail in establishing disciplinary action for breaking a rule. Teachers, in making rules for individual classroom behavior, should constantly be reminded of this principle. Furthermore, all students must be aware of the rule before disciplinary action can be administered.

One of the major problems in enforcing school discipline relates to the procedural due process. Many court cases have not even addressed the discipline problem because a student was not provided with procedural due process. This issue is a right afforded to teachers, administrators, and students by the Constitution of the United States and is not relinquished at the school gates. Therefore, teachers and school authorities should be cognizant that the due process issue is an important factor in enforcing classroom rules. Courts prefer that solutions to discipline problems occur within the school. The numerous court cases over the past few decades have provided guidelines for establishing rules for governing the educational environment. The teacher's responsibility is to know how and when to invoke the rule. The following is a list of minimum essential of enforceable rules:

1. The rule must be publicized to students. Whether it is issued orally or in writing, school authorities must take reasonable steps to bring the rule to the attention of students. A major exception is when the act for which a student is to be disciplined is obviously destructive of school property or disruptive of school operation.

2. The rule must have a legitimate educational purpose. The rule may affect an individual student's learning situation or the rights of other students in the educational setting.

3. The rule must have a rational relationship to the achievement of the stated educational purpose.

4. The meaning of the rule must be reasonably clear. Although a rule of student conduct need not meet the strict requirements of a criminal statute, it must not be so vague as to be almost completely subject to the interpretation of the school authority invoking it.

5. The rule must be sufficiently narrow in scope so as not to encompass constitutionally protected activities along with those which constitutionally may be proscribed in the school setting.

6. If the rule infringes upon a fundamental constitutional right of students, a compelling interest of the school (state) in the enforcement of the rule must be shown.

Freedom of Speech

The Tinker Case decided in 1969 by the United States Supreme Court was the initial discussion involving student discipline. The Court ruled in favor of students who conducted a peaceful, non-disruptive, demonstration. The Court stated that basic "freedom of speech" provided for by the First Amendment was not shed upon entering a school classroom; therefore, schools must develop rules within the basic framework of the constitutional right of "freedom of speech". General research indicates that the courts expect the school to establish an educational environment and by necessity would limit "freedom of speech" in its pure theoretical sense. Specific inferences are made to speech and publications that are disruptive to the education process in the time and manner of expression. The purpose must be to prevent disruption and not to stifle expression. The teacher, therefore, has the power and authority and maintains the responsibility to control the classroom to foster the learning process.

Dress and Appearance

Numerous cases have appeared in courts associated with dress and appearance codes. The courts again reaffirm the need for reasonable rules relating to dress of students. Failure to follow specific dress or grooming requirements have been upheld when bonafide reasons have existed for establishing the regulation. Requiring students to wear or not wear specific clothing for safety reasons can be enforced. Many states have eye safety laws (Virginia State Statute 22.10.2) that require students to wear proper protective equipment. Students can logically be expected to wear hair nets and other health and safety equipment in certain courses and related student activities.

In a New York case, the following decision on dress could be applicable to technology education laboratories where certain clothing would be deemed unsafe:

. . . a regulation against the wearing of bell-bottomed slacks by students, male or female, who ride bicycles to school can probably be justified in the interest of safety, as can, in the interest of discipline, a regulation against slacks that are so skintight and, therefore, revealing as to provoke or distract students of the opposite sex, and, in the interest of order, a regulation against slacks to the bottoms of which small bells have been attached.

Rules governing clothing must prove that the wearing of such apparel is disruptive to school discipline or the instructional effectiveness of the school, and have no detrimental effect on the safety or morals of the student.

Attention should be focused on the fact that bans on specific clothing must serve some useful purpose other than mere individual preference. The courts have upheld clothing regulations that are immodest and suggestive in nature. The rules must be non-sexist in nature and define specifically what types of clothing are objectionable.

1.2. Punishment

Corporal Punishment

Corporal punishment refers to paddling and other forms of physical punishment. Although corporal punishment was legal for many years in schools in Virginia, it is now banned. Teachers and administrators in Virginia may not spank, paddle, slap or otherwise physically harm a student for the purpose of punishment.

Expulsions and Suspensions

Suspensions may range in duration, expulsion is a termination of a given right to be educated. Each item is viewed somewhat differently in its procedural implementation. The Fourteenth Amendment of the Constitution states that, "no person shall be deprived of life, liberty, or property without due process." Although the Constitution does not specifically guarantee the right of a free education, the courts have ruled that states requiring compulsory attendance have given the citizenry a "property value" of education which is protected by procedural due process. Therefore, before a student can be suspended for a long time or expelled, the school authorities must initiate due process procedures.

Many teachers fail to understand this basic concept and are frustrated when administrators do not invoke suspension in a hasty manner to enforce classroom disciplinary problems. A second point relates to relinquishing the authority to control the behavior of a child once a teacher sends a student to the office. The teacher must realize that the function of the principal is to change behavior as well as enforce the rules of a classroom or school. The administrator will, therefore, usually try to change the student's actions by implementing his or her own methods of behavior modification. Teachers should realize this is a basic right and responsibility of the administrator. Patience in understanding the principal's role will greatly reduce the anxiety faced by the classroom teacher.

School authorities are reluctant to casually invoke suspension or expulsion. It is further noted that rules covering the disciplinary action must be consistent with the stated purpose of education. The student handbook is a vital teaching instrument in establishing the written framework for disciplinary action. Most court decisions relating to suspension or expulsion are associated with rules of conduct provided to the student in written form. Without written documentation and dissemination, few courts would uphold the rules as a basis for suspension. Suspension is quite complex and beyond the scope of this monograph and teachers should view student suspension as they would relinquishing their own individual rights to an education.

Summary

The laws governing school conduct are complex. Teachers have the responsibility to know the law and act accordingly. Although no one expects a teacher to be a classroom lawyer, knowing the law will eliminate many unnecessary moments of embarrassment and frustration. A teacher should examine his or her own knowledge of school law--if a deficiency is noted, that teacher should seek to rectify the problem by attending an appropriate class, workshop, or seminar.

2.1. Team Concept

Effective school discipline evolves from a team concept. The team consists of the students, teachers, administration, and parents. These groups usually have significant differences in the background knowledge relating to school discipline problems. Judicial systems provide an excellent analogy to the team discipline approach. The student, or defendant, is the recipient of the punishment; the teacher, or police officer, issues the violation; the administrator, or judge, is the enforcing agency. The parent remains representative of the defendant. When a traffic violation occurs, many law enforcement officers solve the problem with a simple warning based on the behavior of the driver of the vehicle. This action is similar to the judgement required of a teacher. Does the violator and the individual require the court action? Court action is usually expensive and time consuming. It involves the necessity of informing the parent of the problem ex post facto, which may create and adversary relationship.

Periodically informing the parent of negative and positive behavior characteristics could eliminate the need for judicial actions. When all parties of the team understand the basic goals of education, discipline problems will decline. Some basic rules for the teacher to follow in developing a good discipline team are as follows:

1. Inform students in a positive manner of the necessary rules for safe operation of the technology education laboratory. Stress major safety factors, not insignificant items. Prioritize rules and administer corrective measures accordingly.

2. Form a safety council to assist you in establishing rules of conduct. The council could be a function of the local Technology Student Association.

3. Develop a working relationship with parents. Parent nights, on which parents assist children with the laboratory work, are an effective means of informing parents of the conduct required of students to maintain a safe technology education laboratory. An introductory letter to parents stating major rules of conduct required for student safety is effective. Do not list items such as gum chewing or other minor offenses. Be positive in your approach.

4. Inform and explain to the principal your specific need to maintain an educational environment conducive to safe learning. Ask the administration to assist in identifying disruptive students and to prescribe suggestions for formulating activities to assist these children to change their behavior. By addressing problems in advance, the administration can eliminate teacher frustration by knowing what specific administrative action will be initiated to correct certain discipline problems.

5. Visit the guidance department and know your students. An hour or two spent at the beginning of the year researching your students' interests, social and economic backgrounds, and academic abilities will eliminate many potential discipline situations. Failure to know your students is a major contribution to classroom discipline problems.

Summary

Discipline problems can be reduced significantly by developing a cooperative attitude among students, parents and administrators. Students appreciate being treated as adults and an organized, professional approach by the disciplinary team usually eliminates a more serious, emotional confrontation at a later date.

2.2. Individual Personal Traits

Why do some teachers have discipline problems? The answer to this important questions rests with the individual teacher. Over the years, all teachers have developed distinct characteristics which molded into their present personalities. Some personalities are readily accepted by students of all ages, and others are instantly rejected. Although significant research exists on determining personality types (authoritative, passive, etc.), little exists in explaining how individuals with these distinctly different personality traits can all succeed or fail in a classroom environment.

Have you, the teacher, examined your personality traits? Have you determined which personality traits are assets and which are liabilities to your teaching? Changing or modifying your individual behavior is easier than changing the behavior of large numbers of adolescent students. Adolescent behavior tends to be reactionary and without extensive foresight into the consequences of specific actions. You are the determining factor in establishing how students will react in a technology education laboratory.

Let's examine some specific items that tend to create problems for inexperienced teachers:

1. Lack of self-confidence in working with adolescents and young adults can be a problem. Realizing that this is a normal reaction, the teacher will be less inclined to establish personal defense mechanisms which inhibit student/teacher communications.

2. Appearance can be a problem. Although numerous articles have been written on dress and appearance as an individual right, the teacher must realize that taken collectively, dress and poor personal health habits can create discipline problems through lack of respect. You, the individual, can easily change personal behavior characteristics associated with appearance if personal appearance is contributing to a student control problem. Seek advice from other colleagues. Students often confide in other teachers and if doubts exist, consult a fellow worker or administrator for assistance.

3. Unrealistic educational expectations can create discipline problems. Research the difficulty and appropriateness of assignments and activities before including them as an educational strategy. Be realistic in establishing timelines. Remember that students are individuals and the inevitable will always happen--a student will forget the assigned work, do poor work, or even fail to complete the assignment. Prepare yourself to expect these normal problems and act in a positive manner to change the student's behavior.

4. Do not attempt to embarrass a child. Peer group pressure will always work against the teacher. Making negative statements about an entire class or group of students will not gain the teacher respect. Think before you speak. A good personal rule to follow is treat the students as you would expect someone to treat you. With some children, lines of communication are extremely difficult to establish. Realize this fact and seek assistance. Do not ignore the problem, for in all probability, failure to communicate will lead to later classroom discipline problems.

5. Know how and when to make and enforce rules of behavior associated with your personal communicative skills as a teacher. Rules are made to be broken, but don't make before-the-fact statements that threaten students or pre-determine your course of action. Be prepared to adjust your behavior to match the individual and situation.

6. Prioritizing classroom items requiring discipline can assist the teacher in classroom control. A chewing gum violation could not be equated with failure to wear safety glasses in a technology education laboratory. Teachers often expend energy on insignificant items or rules which dampen the effect when major issues surface.

7. Common sense is a term somewhat undefinable, but an absolute necessity for a successful teaching career.

Summary

Classroom discipline begins with the teacher. There is absolutely no question that success in the classroom centers on self-discipline. Stress the positive aspects by referring to things a student can do rather than the things he or she cannot do. Negative behavior can be eliminated through conscious effort by the classroom teacher.

2.3. Classroom Management

Teacher preparation is a key element in eliminating student discipline problems. Preparation problems for the technology teacher are compounded since instruction takes place in a complex learning environment. Research has shown that teachers who fail to prepare properly have increased discipline problems. Administrators confirm that improperly maintained laboratories reduce the instructor's effectiveness and quality of student learning. Individual classroom management is the responsibility of the teacher; failure to properly prepare the physical environment and instructional time will decrease the probability of student problems.

Examination of the yearly instructional plan is the first step in developing classroom management. Tailor the instructional plan to include the following elements:

1. Assigned time sequence for student activities

2. Identification of specific learning units to be taught

3. Listing of desired student performance objectives

4. Instructional strategies for guiding the student through the learning process

5. Listing of necessary material, equipment and supplies

6. Procedures for laboratory maintenance

7. Student and program evaluation.

Properly developing each of these items will eliminate many of the potential catalysts that create student discipline problems.

Planning for the efficient use of instructional time leads to successful teaching. Realizing that time is a factor in establishing student and personal objectives can increase classroom organization, thus reducing student unrest. Dick Gariepy, in his Manage Your Way to Success, makes the following statements about "killing time." One youngster says to another, "What are you doing?" The other responds, "Aw, nothing, just killing time." This response was a learned process. A person cannot kill time, so it is best to remove the phrase from one's vocabulary and teaching methods. Killing time is not a form of murder, it is suicide. Rather than kill time, have classes work it to death. Time flies when students are busy and eliminating idle hands is an effective way to curb mischief.

A second concept is identifying what is really necessary to learn through objective planning. Too often, we fail to realize the importance of understanding the student audience and developing realistic goals for our students. Teachers must remember that most students will not become technology teachers; therefore, learning objectives must be established accordingly.

Planning activities or strategies "piggyback" a realistic learning objective. The process of selecting activities for technology students can be an important factor in reducing idle time. The teacher should work through an activity before assigning it to a class. This should help determine the time factor required by the activity, taking into account the grade and ability of students. Having all necessary support elements, such as (1) plans, (2) instruction sheets, (3) references, (4) safety instruction, (5) audio visuals, and (6) materials and supplies, will enhance student success in technological activities and further help to reduce discipline problems.

In a laboratory classroom, the need for materials and supplies cannot be over emphasized. Failure to obtain sufficient support will create classroom problems; yet in most school systems, the teacher will face the problem of insufficient funds. Understanding the strong likelihood of lack of financial support, the teacher should seek outside help. Complaining does not help--instead, be creative and use available time working toward a solution. Lack of economic support requires great efficiency utilizing materials that are available. The teacher should conduct a financial audit of the yearly educational plan to determine if student activities can be accomplished within the financial framework. If the answer is negative, adjustments can be made to the plan or the teacher could seek additional help. Getting into the middle of a river with a broken paddle results in drifting downstream. Lack of ability in controlling the boat is analogous to lack of ability in controlling the classroom.

Laboratory maintenance is the teacher's responsibility; that responsibility should be accepted without expecting others to control the environment. Although many support systems are available to assist in maintenance, the teacher who establishes his or her own maintenance control system will determine his or her own destiny.

Evaluation is usually considered a closure process, but in reality, evaluation is an on-going function. Evaluate constantly and make adjustments as needed. Work into the educational plan an examination point for each aspect, then incorporate them into one final evaluation. Waiting to the end of a grading period to begin the evaluative process may be too late to correct undesirable outcomes. A few hours of constructive evaluation will eliminate the many additional hours required to solve classroom problems.

Summary

Discipline problems will not go away. State legislatures do not enact laws to make teaching easier. Only you, the individual teacher, will accomplish this goal. The complex nature of our society will require the teacher to develop a vast arsenal of human skills to assist students in determining their own behavior. Teaching will become more complex and require more highly skilled and dedicated individuals. We in the profession must begin to focus our attention to the major concerns of parents: "establishing a health environment for learning."