Eliot River School Community
OZZY'S Levels of
Development
Raise Responsibility System
Dear Parents of Eliot River Students,
We are currently into year three of our school development plan at Eliot River
School. One initiative we are working on is revisiting the code of conduct and
the implementation of a new discipline policy that will enable the disrupting
student(s) to recognize and acknowledge their disruptive behavior. In doing so,
guided choices will be used for students who have acknowledged disruptive
behavior and continue their irresponsibility.
With this in mind, rewards are not given for expected behavior, just as society
does not give rewards for behaving properly. Also, irresponsible behavior will
be seen as an opportunity for growth, rather than for punishment.
Our approach will encourage students to exercise self-discipline through
reflection and self evaluation. Students learn to control their own behavior,
rather than always relying on the teacher for control.
We want our school and classrooms to be encouraging and conducive to learning at
all times. In this way, young people develop positive attitudes and behavioral
skills that are so necessary for successful lives.
We look forward to your commitment and working with your
son/daughter throughout the 2008-2009 school year.
Staff of Eliot River School
OZZY'S Levels of Development
(D) Democracy (* Highest Level of Development.)
* Develops Self-discipline.
* Demonstrates Initiative.
* Displays Responsibility.
* This motivation is internal.
(C) Conformity and Cooperation
* Considerate.
* Complies.
* The motivation is external.
* The difference between levels C and D is often the motivation, rather than the
action.
(B) Bullying/Bossing/Bothering
* Bothers Others.
* Bullies Others.
* Bosses Others.
* Must be bossed to behave.
(A) Anarchy
* Absence if Order.
* Aimless and out of control.
* Levels A & B are the enemies of the Eliot River School Community.
www.marvinmarshall.com
OZZY'S TEACHING MODEL
Step 1: CLASSROOM MANAGEMENT vs. DISCIPLINE
The key to effective classroom management is teaching and practicing procedures. This is the teacher’s responsibility. Discipline, on the other hand, has to do with behavior and is the student’s responsibility.
Step 2: THREE PRINCIPLES TO PRACTICE
POSITIVITY CHOICE REFLECTION
Teachers practice changing negatives into positives.
“No running” becomes “We walk in the hallways.”
“Stop talking” becomes “This is quiet time.”
Choice-response thinking is taught—as well as Impulse Control—so students are not victims of their own impulses.
Since a person can only control another person temporarily and because no one can actually change another person, asking REFLECTIVE questions is the most effective approach to actuate change in others.
Step 3"TEACHING, ASKING,
& ELICITING
A. TEACHING THE HIERARCHY
The hierarchy engenders a desire to behave responsibly and a desire to put forth effort to learn. Students differentiate between internal and external motivation—and learn to rise above inappropriate peer influence.
B. CHECKING FOR UNDERSTANDING
Students reflect on the LEVEL of chosen behavior. This approach SEPARATES THE PERSON FROM THE BEHAVIOR, thereby negating the usual tendency to defend one's actions. It is this natural tendency toward self-defense that leads to confrontations between student and teacher.
C. GUIDED CHOICES
If disruptions continue, a consequence or procedure is ELICITED to redirect the inappropriate behavior. This approach is in contrast to the usual coercive approach of having a consequence IMPOSED.
This is the Beginning of our Discipline Procedure At ERES.
Step 4:
Using Raise Responsibility System to increase Academic Performance.
Using the hierarchy BEFORE a lesson and reflecting AFTER a lesson increases effort and raises academic achievement.
Guided Choices Begin:
Discipline Procedure to be Followed Should Disruption(s) Continue:
Students will be encouraged to self-evaluate to ensure better choices in the future.
Procedure 1 (Two steps) - Students will be requested to complete a three-question self assessment behavior form followed by a discussion with the teacher. Should unacceptable behavior continue, another short form will be completed. This procedure should foster reflection on behaviors and create plans for future success.
Procedure 2 - For a third infraction, the student will be asked to complete a more detailed seven question form. The teacher will then refer the student to the office and the teacher will contact the parent.
Procedure 3 - When a child is not doing what is expected of him/her in school and teachers need to request assistance from the administration, the following protocol will be follow:
If a student has three visits to the office for disciplinary reasons there will be a letter sent home to the parents explaining why the child has visited the office. This letter is to be signed by the parents and returned to school. There is an understanding that there will be discussion at home regarding expected behaviors.
If that student has three more office visits, he or she will be suspended from school until a meeting occurs with school staff and parents. Assignments will be provided by teachers for the suspension duration. A plan of action will be discussed and goals will be set and meet with the student.
After three more visits (a total of nine office), the student will be out of school until the Eastern School District officials will be available to meet with parents and school personnel to develop a behavior plan for the student's success.
Detention Procedure
Students will be expected to report to detention area usually after the day of the incident to provide parents with an opportunity to arrange transportation.
Will be served between 2:45pm -3:45pm Tuesday through Thursday
Will be issued to students as deemed necessary.
Criteria for receiving Detention:
- verbal & physical aggression
- excessive use of inappropriate language
- bullying others
- disrespectful toward peers and staff