What are the best practices for school discipline policies?

1. When the focus is on learning and developing greater emotional intelligence through reflection on what happened. 2. When the educator is able to help the student develop a greater understanding of the impact of their actions and deeper empathy or compassion for peers that were impacted 3. When the student is leading the problem-solving and next steps (restorative) process rather than being told what needs to happen 4. When the conversation taps into a child's intrinsic goodness rather than feeling compelled to obey or be compliant for closure's sake.

Desde mi experiencia profesional en educación, creo que una de las principales prácticas es la coherencia en el relato normativo en los establecimientos educacionales. Cuando este relato no es coherente es decir, el reglamento no se respeta, no se lee y trabaja con los estudiantes involucrándolos directamente en la vida y espíritu del mismo, obviamente se produce una discordancia en la vida y practica de las normas de colegio o escuela.

Las políticas de disciplina escolar efectivas suelen incluir enfoques que fomenten la prevención y la intervención temprana ante la detección de inconductas de parte de los estudiantes. Uno de los aspectos que más influye en esto es el desarrollo de una cultura escolar que promueva el respeto y la responsabilidad, a partir de tres factores esenciales: 1. Mayor comunicación entre los diferentes actores educativos; 2. Una clara vía de solución de conflictos y de canalización de las diferentes situaciones y 3. un estilo de liderazgo democrático que se evidencie en todos los niveles de gestión de la escuela.

Creating classrooms and curriculum that invite and serve all learners is the first preemptive action schools can take. These years of one size fits all standards and assessments at the expense of the needs of the child have helped to bring about the crisis we are in.

La disciplina escolar responde a la manera como cada institución ve la exigencia. Si un directivo está acostumbrado a hacer bien lo que tiene por delante va a exigir lo mismo de sus colaboradores y ellos a su vez a los alumnos. Los escolares deben ver como algo normal portarse bien y además deben buscar querer dar más en todas sus áreas. Si eso no es así es que está fallando la visión del directivo y por lo tanto repercutirá en toda la comunidad educativa.

In my experience, incorporating restorative practices, such as peer mediation and community service, has been crucial for addressing conflicts and promoting positive behavior. Peer mediation actively involves students in conflict resolution, fostering empathy and shared responsibility. Community service not only holds students accountable but also encourages positive contributions to the school environment. These practices move beyond punitive measures, aiming to repair harm and rebuild relationships, creating a more harmonious and supportive school atmosphere.

The goal of discipline is not necessarily to be punitive, but to correct and prevent future issues. By using restorative practices, the students grow in their understanding of what is expected to be successful.

Powerful practice, highly effective tool for engaging students interactively without fear of always getting in trouble. Outcomes have been proven to be life changing.

I completely agree being positive with a student is definitely more effective. Just informing them in a positive way that tells them they can change their behavior is a very good idea.

In my experience, implementing a PBIS system with fidelity and consistency is a great way to improve student behavior. When created and all parties involved are onboard, it is a great way to set clear expectations for behavior. It provides accountability and processes for staff and students to follow. With this system, it can improve motivation and reduce unwanted or disruptive student behavior.

In my role, implementing PBIS has been key to fostering a positive school environment. PBIS promotes desirable behaviours through clear expectations, consistent reinforcement, and proactive strategies. It establishes a common language for 'expectations', facilitating a shared understanding of a positive school culture. Recognising and reinforcing positive behaviours, combined with early intervention for struggling students, effectively prevents the escalation of issues. And, regular data analysis ensures PBIS remains responsive to evolving community needs, contributing to a more supportive and encouraging learning atmosphere.

Indeed, a challenge, today this was said to me.....do not get the black belt, get the black belt....kiddos understand more than given credit for and in our aim for equalization we forget too much looking at each individual liquifies your total disciplinary philosophy as it then becomes often a smattering of now what? (Those crazy classes where teachers loose all and have no control....:)) I understood. The End. Get the black belt.

Being positive is always a good thing, but I’m not sure. I agree with following that particular program. PBIS can be confusing.

Sostener una cultura enfocada en la sana convivencia y un clima escolar enfocado en el logro de los aprendizajes requiere involucrar a la mayor cantidad de actores posibles. Esto sólo se logra a partir de crear mayores espacios de participación democrática a los estudiantes y padres de familia. Así también es importante incorporar prácticas de rendición de cuentas de parte de los actores que detentan la autoridad escolar (directivos, y profesores).

OK, yet it does often require one executive decision to build the metaphor of this is how we do things around here...as your one provider generally is for the good of the community, I ncluding a few reasons why we still do college and take a curriculum of intentional courses requiring grades above a C plus.

Within your school, a teacher leadership task force should be formed to thoroughly examine policies and practices with an antiracist lens and challenge systemic decisions that have historically discriminated against BIPOC students. Below are examples of questions that you should ask when performing this assessment: - Are students and staff of color negatively impacted by these policies? - Are students of color being suspended at much higher rates than white students? If so, what is the cause of this disparity? - Do any of the policies benefit one group and place other groups at a disadvantage? - Which groups of students are most disciplined based on dress code and physical appearance?

I believe no student should be left out, and that teachers should try to figure out what way they learn best. When the teacher figures out which way the student learns best that will have an extremely positive impact on their education.

I always like to say that behavior is a language. Sometimes there are moments where when a student acts out, we as educators and school leaders can take it personally. It’s important to step back from our emotions and look to see what we can do to not only help in the moment, help long-term by finding appropriate solutions for the behavior.

La formación a docentes en servicio, así como a docentes en formación es vital para promover una disciplina escolar desde la escuela, y constituye uno de los pilares más relevantes dentro de las políticas educativas. Un aspecto muy relevante dentro de la formación a docentes lo constituye una formación en valores, así como la consideración de estudios de casos, a partir de situaciones dilemáticas vinculadas a la disciplina escolar.

Rewarding and praising also play a vital role in maintaining discipline. In a school environment with different backgrounds, good deeds and good behavior should always be praised. When one child is praised for a good deed he/she has done, it will be an example for others, and others will eventually think to do the same thing. In this way, we can cultivate a well-disciplined environment in our classroom.