David W. Carter High School 2017-2018 School-wide Discipline Management A comprehensive system of School-Wide Positive Behavior Supports will increase our capacity to reduce school disruptions, and ensure the success of ALL students through the following: Clearly defined expectations Research-validated practices Supportive administrative systems Use of information for problem solving Features of School-Wide Positive Behavior Support Establish regular, predictable, positive learning and teaching environments. Train adults and peers to serve as positive models. Teach and model behavioral expectations to students. Create systems for providing regular positive feedback. Acknowledge students when they are doing the right thing. Redirect students’ misbehavior in a firm but respectful manner. Improve social competence. Develop environments that support academic success. Understanding Adolescents Characteristics Implications for Behavior Management Adolescents exhibit varying levels of intellectual Plan and deliver instruction that matches the students’ development interests, ability levels, and learning preferences Adolescents transition from concrete thinking to Move from hands-on experiences to real-life applications abstract thinking Adolescents are curious. Focus on active versus passive learning. Adolescents on self. Allow freedom to express opinions, offer leadership opportunities, and provide positive role models. Adolescents desire to be accepted. Encourage the development of friendships to promote a sense of belonging; refrain from isolating students. Adolescents are influenced by peers. Use cooperative grouping/peer mentoring to allow development of friendships and positive relationships. Adolescents are conscientious of personal Promote service to others and fairness. Instill classroom norms; be a positive role model; apply equitable values. consequences Adolescents are self-conscious about Be careful not to single out or humiliate students; dignify appearance. corrective actions of students
David W. Carter High School 2017-2018 School-wide Discipline Management A comprehensive system of School-Wide Positive Behavior Supports will increase our capacity to reduce school disruptions, and ensure the success of ALL students through the following: Clearly defined expectations Research-validated practices Supportive administrative systems Use of information for problem solving Features of School-Wide Positive Behavior Support Establish regular, predictable, positive learning and teaching environments. Train adults and peers to serve as positive models. Teach and model behavioral expectations to students. Create systems for providing regular positive feedback. Acknowledge students when they are doing the right thing. Redirect students’ misbehavior in a firm but respectful manner. Improve social competence. Develop environments that support academic success. Understanding Adolescents Characteristics Implications for Behavior Management Adolescents exhibit varying levels of intellectual development Plan and deliver instruction that matches the students’ interests, ability levels, and learning preferences Adolescents transition from concrete thinking to abstract thinking Move from hands-on experiences to real-life applications Adolescents are curious. Focus on active versus passive learning. Adolescents on self. Allow freedom to express opinions, offer leadership opportunities, and provide positive role models. Adolescents desire to be accepted. Encourage the development of friendships to promote a sense of belonging; refrain from isolating students. Adolescents are influenced by peers. Use cooperative grouping/peer mentoring to allow development of friendships and positive relationships. Adolescents are conscientious of personal values. Promote service to others and fairness. Instill classroom norms; be a positive role model; apply equitable consequences Adolescents are self-conscious about appearance. Be careful not to single out or humiliate students; dignify corrective actions of students
17_18_CARTER_Schoolwide%20Behavior.%20Discipline%20Plan.docx