Discipline and Behavior

Students Struggle to Fit in Small Classroom [1]

Submitted by Kathleen Melville [2] on March 4, 2013

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Discipline and Behavior [3]

When a conflict between students escalated to a physical level, this teacher looked at all the factors involved, including the classroom space.

I only noticed the conflict when a chair came crashing to the floor. In a writing intensive class of 30 students, I had become accustomed to conducting conferences in the midst of noise.

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A Teacher's Guide to Rerouting the Pipeline [5]

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Discipline and Behavior [3]

Number 43: Spring 2013 [6]

Principals, school resource officers, probation officers and soc

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The School-to-Prison Pipeline [8]

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Discipline and Behavior [3]

Number 43: Spring 2013 [6]

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Seeing Students, Not Threats [10]

Submitted by Jan S. Gephardt [11] on April 23, 2012

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Discipline and Behavior [3]

My third-period students rushed in at the start of class, wide-eyed and excited. Something had happened.

“Quentin hit Ms. Combs!”

Helen Combs was my friend. She taught language arts. “He knocked her down,” one student reported. “They took her to the hospital, and the police took him away in handcuffs!”

My third-period students rushed in at the start of class, wide-eyed and excited. Something had happened.

“Quentin hit Ms. Combs!”

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Students Must not be Treated as Criminals [13]

Submitted by Carrie Craven [14] on April 18, 2012

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Discipline and Behavior [3]

I don’t remember exactly what instigated it, but something had made Cashanda mad. She positioned herself—and her desk—right smack in front of the board. She was defiant. Her physical placement made it impossible to continue my lesson.

I don’t remember exactly what instigated it, but something had made Cashanda mad. She positioned herself—and her desk—right smack in front of the board. She was defiant.

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Treasure the Differences in Marvin [16]

Submitted by Trevor Barton [17] on April 16, 2012

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Discipline and Behavior [3]

I hear it now and then. It invariably comes after a long day in an elementary school classroom, a day that seems like a year.

"If I didn't have [student’s name], I could teach my class!"

You know the children who fill in the blank. They're the ones who stand when you ask them to sit, talk when you ask for silence and play when you need them to work.

Marvin is one of those children. He is 9 years old.

I hear it now and then. It invariably comes after a long day in an elementary school classroom, a day that seems like a year.

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Giving ‘Trouble’ a Second Chance [19]

Submitted by Jan S. Gephardt [11] on March 8, 2012

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Discipline and Behavior [3]

Many times in my career, I have heard a colleague warn, “Watch out for that one! He’s trouble!”

Students quickly gain a reputation with the teachers. In an effort to help each other, teachers may offer a warning about a challenging student. I’ve learned not to believe everything I’m told.

Many times in my career, I have heard a colleague warn, “Watch out for that one! He’s trouble!”

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Suspending Hope [21]

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Race and Ethnicity [22]
Discipline and Behavior [3]

Number 41: Spring 2012 [23]

In the 2003–2004 academic year, Baltimore City Public Schools recorded 26,000 suspensions.

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Overcoming the Heartbreaking Case of Bobby [25]

Submitted by Amanda Ryan Fear [26] on November 23, 2011

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Discipline and Behavior [3]

I’ve been reading lately about the school-to-prison pipeline and reflecting on my work as an administrator. I think frequently about the toughest day of my career in education: the day I had one of our students arrested.

I’ve been reading lately about the school-to-prison pipeline [27] and reflecting on my work as an

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Detention Leads to a Lunchtime Community [29]

Submitted by Jan S. Gephardt [11] on August 30, 2011

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School Climate [30]
Discipline and Behavior [3]

The year I taught art in the dysfunctional chaos of an overcrowded urban middle school with weak administrators, practically everyone in the school—both students and teachers—needed a "safe place."

The year I taught art in the dysfunctional chaos of an overcrowded urban middle school with weak administrators, practically everyone in the school—both students and teachers—needed a “safe place.”

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