Discipline Journal #4 SHED Cohort – Fall 2008
I. Data Collection: On additional pages, document at least 10 discipline situations encountered in your classroom. Journal each incident. I have a student that I am really trying hard to reach and have tried many different strategies. Below are the following.
1. A. November 20, 2008/ 10:20 AM
B. 9th grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. I started with the preventative method. I made sure to have his work with his name on it already, so he would not have to waste time doing that. I had a pen and pencil ready for him so he would not have to get up and ask for one. I even had his textbook open to the page we were going to start on for the day. The student just looked at me like I was crazy.
E. As soon as I started to lecture over what we were going to be doing for the day and why we were looking at this material, I had to go over and take up this student’s cell phone. Of course this did not sit well with this student and he refused to give me his cell phone, so I was forced to send him to the office with a referral. Preventative method did not have a chance today, I will try again next period.
2. A. November 24, 2008/ 10:15 AM
B. 9th Grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. I once again used the preventative method. I made sure to have his work with his name on it already, so he would not have to waste time doing that. I had a pen and pencil ready for him so he would not have to get up and ask for one. I even had his textbook open to the page we were going to start on for the day. The student just looked at me like I was crazy.
E. Before I started this time I asked all students to make sure their phones were turned off and put away. The student started to get up as I started the class. I stopped and asked him why he was getting up. He said he had to ask another student something. I told him it would need to wait until I was finished, he did not like it but he sat back down. This was a positive. We made it through our discussion for the day and they started their independent work. This student proceeded to put his head on his desk and try to go to sleep. So, I have everything that this student needs for my class for the day and now he is going to try and take a nap. I went to wake him and ask him to get to work, he woke up and sat there for a little bit and then started to get out of his seat again. I asked him where he was going, he said he was coming to ask me to go to the bathroom. I told him that he could once he started on his work and completed some of it. He sat down and started to work. A little bit of success for the time being.
3. A. November 24, 2008/ 11:15 AM
B. 9th grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. Same student same class period as #2.
E. The student worked for a little while and I let him go to the restroom. Upon his return he had grabbed his work and was headed to sit next to another student. I asked him to return to his desk and he told me he was going to check his answers, copy, with the other student. I explained to him that today we were working individually and not in pairs or groups. He was not happy with the response that I gave him and went and sat back down in his seat. He did nothing the rest of the class period and just left his work on his desk when he left. I believe it is time to try a new teaching strategy.
4. A. December 1, 2008/ 10:20 AM
B. 9th grade/World Geography
C. A certain student has been having trouble staying in dress code, turning in work, staying in his seat, and staying on task.
D. The same student in second period class different day.
E. Today I decided I was going to try Love and Logic with this student, trying to emphasize the more Love part if I could. I decided to still keep with the Preventive Method giving this student no reason to have to get up during class. Once again, he started to get up out of his seat while I was giving instruction, so I stopped and turned towards him. I asked him to sit down and he said he just needed to do something, I told him I understood but for now he needed to return to his seat. He stopped and sat back down. I thought alright go Love and Logic.
5. A. December 1, 2008/ 11:15 AM
B. 9th grade/World Geography
C. Same student, same class, different time of the day.
D. I thought with the use of Love and Logic the first time that the rest of the class period would go OK, I was wrong.
E. The same student was sitting at his desk with his head down doing nothing. I walked over to wake him up and asked him to get to work. He asked if he could move and work with a partner, seeing that he had no answers on his paper and his background of trying to copy other student’s work I told him not right now. I told him that when he completed some of the work on his own I might let him work with a partner. He continued the rest of the period to sit at his desk and do nothing. I stood by him most of the period and continually asked him to get to work, he did not. I made a phone call home immediately following the class period and the number had been disconnected. I also tried to send an email to the address the parents had provided it came back undeliverable. I will try something different next time.
6. A. December 3, 2008/ 10:25 AM
B. 9th grade/World Geography
C. Once again, the same student the same class period but different day.
D. The student entered the class room with his pants sagging, his pant cuffs rolled at the bottom and he was late.
E. I asked the student to step out in the hall and I would be out there shortly. When I went out to talk to him he was not in a good mood. I told him that I was not sure what his other teachers allowed him to do but that every time he tried to come into my class out of dress code I was going to make him go out of the room and come back in properly attired. I told him that if this made him late then he would receive a tardy every time. He tried to start to argue with me but I just told him that was the way it was going to be. I told him I would excuse the tardy for today but not anymore after that. I told him that I did not want any problems from him and that I expected him to work. I told him that he needed to stay seated in his own desk and get his work done and turned in. I let him know that he was failing because of incomplete work but that he could do the work when he finished his work for the day. This was this student’s best day this year. He completed the day’s work and started some of his make-up work. I think some people call this Tough Love, is that a strategy?
7. A. December 5, 2008/ 10:15 AM
B. 9th grade/World Geography
C. During second period my same student came into the classroom on time and in dress code. I was thinking alright! A little bit of progress.
D. Even though I had this student set up with a writing utensil, a book, and the work outlined for the day he found a way to stray from what he was suppose to be doing.
E. Today was not a good day for this student. I asked this student to please have a seat in his correct seat. He kept going like he did not hear me. I once again asked him to please have a seat. Without looking at me he said “why you always scoring on me?” I again asked him to please have a seat he told me he wasn’t bothering anyone. I told him that if he was doing what he was suppose to be doing I would not mess with him but since he could not do I would ask him. He wanted to argue with me, again. I asked him to please step outside so I could talk to him. He went outside and when I got out there he was gone. I had to write him a referral for leaving. I wish this kid would come around.
8. A. December 8, 2008/ 12:05 PM
B. 9th grade/World Geography
C. This incident involved a student who has had multiple problems in the cafeteria. He likes to be too loud and cause problems with other students. Today was no different for him. He was messing with a girl who was trying to eat her lunch and she asked him to leave her alone. He did not. He did however take his belt of and hit this girl with it. It was not a violent or hard hit but none the less he still hit her with his belt. I took the belt from the student and walked him over to the assistant principals and explained to them what happened. The handled it from there.
D. The student received a discipline referral for what he did and he now has an assigned seat during lunch.
E. This student has been a behavioral problem and he continues to find trouble. Having to deal with this student every A day is not very much fun. Him messing with other students leads to other problems because those students are looking to get back at him. I have talked to the student and the administrators but he continues to do the same things. I don’t know if he gets into trouble in his other classes but I know he is a handful during lunch.
9. A. December 8, 2008/ 12:15 PM
B. 9th grade/World Geography
C. A student was talking very loud during lunch and I asked him to please keep it down. He initially did but then once again started getting loud and messing with another student who was trying to eat. I told him he needed to go sit down where he was originally seating and not to get up again. He grumbled a little bit but when and sat down he wasn’t any trouble the rest of lunch.
D. The student received a warning about controlling the volume of his voice in the cafeteria and staying seated while he was in there. I think that was sufficient for the incident for now. If he continues to do the same thing over and over more drastic measures will need to be taken.
E. I do not have a relationship with this student. Building a relationship with this student will help the situation.
10. A. December 9, 2008/10:15 AM
B. 9th grade/World Geography
C. I was having trouble with my same second period student who always wants to out of his seat visiting with other students at the beginning of class. I don’t know if I will ever reach this student but I will not stop trying. I believe there are issues with this student that goes way beyond the hour and a half that I spend with him.
D. Involved in the incident was the student and me. The student acts like he doesn’t care if he gets in trouble or has to go to the office or anything else. I am trying to connect with this student on a more personal level. I go over and talk to him about things outside of school and what his hobbies are. I try and help him with his work but he seems just not to care about anything. Being “cool” in the eyes of others seems to be his only concern.
II. Once again, the same student the same class period but different day.
The student entered the class room with his pants sagging, his pant cuffs rolled at the bottom and he was late.
I asked the student to step out in the hall and I would be out there shortly. When I went out to talk to him he was not in a good mood. I told him that I was not sure what his other teachers allowed him to do but that every time he tried to come into my class out of dress code I was going to make him go out of the room and come back in properly attired. I told him that if this made him late then he would receive a tardy every time. He tried to start to argue with me but I just told him that was the way it was going to be. I told him I would excuse the tardy for today but not anymore after that. I told him that I did not want any problems from him and that I expected him to work. I told him that he needed to stay seated in his own desk and get his work done and turned in. I let him know that he was failing because of incomplete work but that he could do the work when he finished his work for the day. This was this student’s best day this year. He completed the day’s work and started some of his make-up work. I think some people call this Tough Love, is that a strategy?
III. During second period my same student came into the classroom on time and in dress code. I was thinking alright! A little bit of progress. Even though I had this student set up with a writing utensil, a book, and the work outlined for the day he found a way to stray from what he was suppose to be doing.
Today was not a good day for this student. I asked this student to please have a seat in his correct seat. He kept going like he did not hear me. I once again asked him to please have a seat. Without looking at me he said “why you always scoring on me?” I again asked him to please have a seat he told me he wasn’t bothering anyone. I told him that if he was doing what he was suppose to be doing I would not mess with him but since he could not do I would ask him. He wanted to argue with me, again. I asked him to please step outside so I could talk to him. He went outside and when I got out there he was gone. I had to write him a referral for leaving. I wish this kid would come around.
Wednesday, December 10, 2008
Wednesday, November 19, 2008
Texas A&M University – Commerce
Master’s of Education in Secondary Education – MED
SED 500 Issues in Education
Carlos Soliz
Discipline Journal #3
SHED Cohort – Fall 2008
I. Data Collection: On additional pages, document at least 10 discipline situations encountered in your classroom. Journal each incident and include:
1. A. October 30, 2008/ 12:00 PM
B. 9th grade/World Geography
C. During lunch duty I was asked to monitor one of the lunch lines due to the fact that several students had been advancing in line in front of others who were waiting. A student walked to the front of the line and gave another student, who was already in line, a hug. She then proceeded to stay there, when I told her she needed to go to the back of the line she responded by telling me she had been there and wasn’t going to move. I told her that everyone else is waiting in line and she could not just come up and get in front of all of them. She again said that she was already there. I told her that she could go to the end of the line or go have a seat next to the assistant principals and wait until everyone was done eating. She went to the back of the line. I told her “thank you.”
D. I was the only one involved and told the student that she was to get in the back of the line when ever she came into lunch. The consequences were appropriate since this was the first time that I had seen this student do this in the lunch line.
E. I see this student every day that I am on lunch duty. I talk to her now and ask her how her day is going. She has been very nice since this incident and I have not seen her try and cut in front of anyone. I have since positioned myself in a place where I can try and prevent students from cutting in line and making other students angry. Being proactive has helped a bunch.
2. A. October 31, 2008/ 8:30 AM
B. 9th Grade/World Geography
C. Well what do you expect on Halloween? Students were trying to come into my classroom out of dress code. I started sending them back out telling them they need to be in dress code and if they were not in dress code and back in the room before the tardy bell they were going to be late. One student started to argue and say he was not going to take a tardy for nothing. I let him talk all he wanted but he was not late and was in dress code.
D. The student and I were the only ones involved and at first the student was upset but eventually did what he was suppose to . The threat of a consequence was appropriate, because it worked.
E. I learned which I already knew but need to be refreshed on, that always being proactive is the best way to be. This is always the case being prepared and ready eliminates so many problems.
3. A. October 31, 2008/ 10:45 AM
B. 9th grade/World Geography
C. Oh Halloween!! Why do students think that Halloween is a Holiday? After waking this particular student up for the third time so that he could get back to work, the once sleeping giant was not happy. He told me he was not doing any work and to leave him alone. I told him that the work was due at the end of the period and whenever he felt like getting to work he could but that it needed to be finished and turned in before he left.
D. The incident included a student not wanting to do any work in my class and sleep the whole time. I did not have a confrontation with this student I just stated to him that the work was to be turned in at the end of the period. I told the student that he could work at his own pace as long as he turned in the work before he left.
E. I really felt that this student had something else going on in his life so I did not want to make a mountain out of a mole hill. I let him know that his work still needed to be completed and turned in without having a big confrontation. Sometimes school is not the most important thing to the students but that does not excuse them from doing what they are supposed to do.
4. A. October 31, 2008/ 11:10 AM
B. 9th grade/World Geography
C. During second period I had a student who would not sit down while the class was going on, this student wanted to continue to try and walk around. I reminded the student that he was to remain seated while we were having our discussion. The student’s lack of interest in what I was trying to explain to him and his refusal to sit down lead to me sending him outside. It is my policy in my classroom for all the students to remain seated during the class. When I got a chance I went out and told the student that his being up was disturbing my class and I would appreciate him following the policies of my class. I told him he could come back into the classroom if he could sit down and get his work done. He apologized and told me he would sit down. He came in, completed his work and was seated the whole rest of the period.
D. The student’s inability to be seated when he was supposed to be and his refusal to get seated after I asked him lead to the problem.
E. I had never had a problem with this student before and was not sure why I was having a problem today. After sending him out of the room and talking to him, the problem was solved. I think a lot of the time just taking the time to talk to the student helps solve a lot of major problems.
5. A. November 3, 2008/ 8:35 AM
B. 9th grade/World Geography
C. I had a student enter the classroom with sunglasses on. I thought for sure she would remove them once in the room. I thought wrong. I asked her to remove them, which she did, only to put them back on a few minutes later. I again asked her to please remove her sunglasses or I would have to take them from her. She sighed and placed them on her head. I asked her if she would please place them in her purse for she would not need them during this class period. She was not happy and threw a little bit of a fit but she did put them away. I told her thank you for putting them away. A little bit later I walked by the student’s desk and again told her thank you for putting the glasses away.
D. The student’s inability to remove her sunglasses on her own lead to me having to ask her to remove them. When the student put the sunglasses back on this created the problem but is was solved once the student put her sunglasses away.
E. I know that this seems like a minor incident but if you handle all the little things that go on everyday it helps avoid the large problems from happening. Using the preventative method makes the kids aware that I will not tolerate them trying to get away with little things that will eventually lead to big problems.
6. A. November 4, 2008/ 12:25 PM
B. 9th grade/World Geography
C. Once again lunch duty has given me something to put in my discipline journal. Students wanting to get to the front of the line without standing in line and waiting their turn forced me to ask a student to go to the back of the line. The student tried his best to ignore me until I made the whole line stop until he removed himself. He complained to his friends saying he had been there and he was not moving, I did not confront the student personally. I made everyone else wait until this student figured out he was not going to get his way.
D. The student not following the school rules lead to the situation. By me stopping the whole line until this student figured out he was not going to cut in line and get away with it ended the situation.
E. As stated earlier I have positioned myself in a spot that has deterred most students from trying to cut in line but as expected there a still some that will try. The situation has improved but there will always be some students who will try and get away with getting to the front of the line.
7. A. November 5, 2008/ 10:55 AM
B. 9th grade/World Geography
C. During second period a student was repeatedly disturbing the class saying “Obama!” over and over again. I asked him to please stop because he was disturbing other students. The student stopped at that moment but for some reason decided it would be fun to start again. I asked the student if he could correct his behavior by himself or if he needed assistance in doing so. Another student said she would give him assistance and told him he needed to shut up because he was getting annoying. I told her I would handle the situation and that she needed to get back to work. Of course this did not happen! The two students started arguing with each other so I told both of them that I needed to speak with them outside. I explained to both of them that they disrupted my class and that I was not going to put up with it. I told them that they could resolve the matter right then or that they could both receive a referral and go to the office. They both agreed to settle their differences there and not go to the office. I was surprised by these two because neither one had ever been in trouble in my class before.
D. I told the students that it was their choice on how to act in class but that if they could not act correctly it became a problem for me because it created a disruption in my class. I believe the consequences, which was just a conference with both students, was appropriate and I am sure it will make a difference.
E. I believe I have a good relationship with both these students and don’t think this incident will have a negative impact on my relationship with either student. Knowing your students really helps in the way that you can handle each situation that arises. I felt like I could just talk to both of these students when this incident happened and that everything could be resolved. I could have just written them up and sent them to the office but I believe that would have done more harm than anything else.
8. A. November 10, 2008/ 11:00 AM
B. 9th grade/World Geography
C. This incident involved a student who has had multiple problems with dress code, behavior, and has also had academic troubles. He just can’t seem to get things figured out. He likes to roll the bottom of his pants legs and sag. I asked the student to unroll his pant legs and pull up his pants he ignored me. The student did not attempt to pull up his pants or unroll the cuffs. I stopped what I was doing and waited for this student to correct the two problems he had. School policy states we are suppose to just give the detention without asking them to correct their offense but since this student has had problems I was trying to avoid just getting him into trouble. The student still made no attempt to fix either problem, other students were telling him just to fix it, so I wrote this student a dress code referral and continued with class.
D. The student received a discipline referral since he did not do what I asked him to do. He was upset saying how dumb it was that he could not have his pants rolled and that those were the only pants he could buy. Had the student just done what he was suppose to from the beginning there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
E. This student has not been a behavioral problem but he continues to be out of dress code. Having to deal with his dress code issues leads to other problems that gets this student off task and then he does not want to work because he is upset. I have talked to the parents, administrators, and the student but he continues to do the same thing. He does really good work when we don’t have to deal with dress code but doesn’t do anything if we have to handle dress code issues.
9. A. November 13, 2008/ 10:66 AM
B. 9th grade/World Geography
C. A student was talking during our morning announcements, which I do not allow. I asked her to please stay quiet during announcements, she apologized and got quiet. I told her thank you and continued to check roll, once I was done checking roll she was talking again. I looked her way and stared until the student she was talking to pointed at me. The student that was talking told me can I just tell her something real quick, I told her that she needed to wait until the announcements were over and then she could tell the student what she “needed” to tell her. She said ok and was quiet for the rest of the announcements.
D. The student received a warning about talking during the announcements and I think that was sufficient for the incident.
E. I have a good relationship with this student and the relationship we have continues to be good. The relationship helped in the situation and has not had any impact on the relationship. Sometimes the students think what they have to say is the most important thing ever; I understand that so I did not feel the need for any further discipline.
10. A. November 14, 2008/10:15 AM
B. 9th grade/World Geography
C. I was having trouble with a student who always wanted to out of his seat visiting with other students at the beginning of class, I could not get him to sit down without getting on to him first. So I decided that instead of repeatedly asking this student to sit down, I made him the official all-time textbook passer outer. I don’t have a problem with him now and he can say “Hi!” to everyone since he is giving them their book. The other thing is that now he does sit down after he is done passing out the books. It is GENIUS!!
D. Involved in the incident was the student and me. The student was just going to take his consequence without any argument but after talking with him we came up with a solution that fit both of us. I believe that not giving the student any consequences was appropriate and giving him a duty was very helpful.
E. My relationship with this student has been good and I think it will continue to be good. The student has been very good in class and his work has improved. I am less stressed with having to repeat myself over and over for this student to sit down and all the textbooks get passed out without any hassle.
II.
I was having trouble with a student who always wanted to out of his seat visiting with other students at the beginning of class, I could not get him to sit down without getting on to him first. So I decided that instead of repeatedly asking this student to sit down, I made him the official all-time textbook passer outer. I don’t have a problem with him now and he can say “Hi!” to everyone since he is giving them their book. The other thing is that now he does sit down after he is done passing out the books. It is GENIUS!!
Involved in the incident was the student and me. The student was just going to take his consequence without any argument but after talking with him we came up with a solution that fit both of us. I believe that not giving the student any consequences was appropriate and giving him a duty was very helpful.
My relationship with this student has been good and I think it will continue to be good. The student has been very good in class and his work has improved. I am less stressed with having to repeat myself over and over for this student to sit down and all the textbooks get passed out without any hassle.
III.
This incident involved a student who has had multiple problems with dress code, behavior, and has also had academic troubles. He just can’t seem to get things figured out. He likes to roll the bottom of his pants legs and sag. I asked the student to unroll his pant legs and pull up his pants he ignored me. The student did not attempt to pull up his pants or unroll the cuffs. I stopped what I was doing and waited for this student to correct the two problems he had. School policy states we are suppose to just give the detention without asking them to correct their offense but since this student has had problems I was trying to avoid just getting him into trouble. The student still made no attempt to fix either problem, other students were telling him just to fix it, so I wrote this student a dress code referral and continued with class.
The student received a discipline referral since he did not do what I asked him to do. He was upset saying how dumb it was that he could not have his pants rolled and that those were the only pants he could buy. Had the student just done what he was suppose to from the beginning there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
This student has not been a behavioral problem but he continues to be out of dress code. Having to deal with his dress code issues leads to other problems that gets this student off task and then he does not want to work because he is upset. I have talked to the parents, administrators, and the student but he continues to do the same thing. He does really good work when we don’t have to deal with dress code but doesn’t do anything if we have to handle dress code issues.
I wish I could figure out some way to reach this student because calling home, talking to administrators and talking to him does not seem to be working. This student just does not want to comply with the dress code but I don’t know if it is worth fighting that battle every other day. He is a good student and kid when I leave him alone but when I have to address his dress code violation he is done for the class period.
Master’s of Education in Secondary Education – MED
SED 500 Issues in Education
Carlos Soliz
Discipline Journal #3
SHED Cohort – Fall 2008
I. Data Collection: On additional pages, document at least 10 discipline situations encountered in your classroom. Journal each incident and include:
1. A. October 30, 2008/ 12:00 PM
B. 9th grade/World Geography
C. During lunch duty I was asked to monitor one of the lunch lines due to the fact that several students had been advancing in line in front of others who were waiting. A student walked to the front of the line and gave another student, who was already in line, a hug. She then proceeded to stay there, when I told her she needed to go to the back of the line she responded by telling me she had been there and wasn’t going to move. I told her that everyone else is waiting in line and she could not just come up and get in front of all of them. She again said that she was already there. I told her that she could go to the end of the line or go have a seat next to the assistant principals and wait until everyone was done eating. She went to the back of the line. I told her “thank you.”
D. I was the only one involved and told the student that she was to get in the back of the line when ever she came into lunch. The consequences were appropriate since this was the first time that I had seen this student do this in the lunch line.
E. I see this student every day that I am on lunch duty. I talk to her now and ask her how her day is going. She has been very nice since this incident and I have not seen her try and cut in front of anyone. I have since positioned myself in a place where I can try and prevent students from cutting in line and making other students angry. Being proactive has helped a bunch.
2. A. October 31, 2008/ 8:30 AM
B. 9th Grade/World Geography
C. Well what do you expect on Halloween? Students were trying to come into my classroom out of dress code. I started sending them back out telling them they need to be in dress code and if they were not in dress code and back in the room before the tardy bell they were going to be late. One student started to argue and say he was not going to take a tardy for nothing. I let him talk all he wanted but he was not late and was in dress code.
D. The student and I were the only ones involved and at first the student was upset but eventually did what he was suppose to . The threat of a consequence was appropriate, because it worked.
E. I learned which I already knew but need to be refreshed on, that always being proactive is the best way to be. This is always the case being prepared and ready eliminates so many problems.
3. A. October 31, 2008/ 10:45 AM
B. 9th grade/World Geography
C. Oh Halloween!! Why do students think that Halloween is a Holiday? After waking this particular student up for the third time so that he could get back to work, the once sleeping giant was not happy. He told me he was not doing any work and to leave him alone. I told him that the work was due at the end of the period and whenever he felt like getting to work he could but that it needed to be finished and turned in before he left.
D. The incident included a student not wanting to do any work in my class and sleep the whole time. I did not have a confrontation with this student I just stated to him that the work was to be turned in at the end of the period. I told the student that he could work at his own pace as long as he turned in the work before he left.
E. I really felt that this student had something else going on in his life so I did not want to make a mountain out of a mole hill. I let him know that his work still needed to be completed and turned in without having a big confrontation. Sometimes school is not the most important thing to the students but that does not excuse them from doing what they are supposed to do.
4. A. October 31, 2008/ 11:10 AM
B. 9th grade/World Geography
C. During second period I had a student who would not sit down while the class was going on, this student wanted to continue to try and walk around. I reminded the student that he was to remain seated while we were having our discussion. The student’s lack of interest in what I was trying to explain to him and his refusal to sit down lead to me sending him outside. It is my policy in my classroom for all the students to remain seated during the class. When I got a chance I went out and told the student that his being up was disturbing my class and I would appreciate him following the policies of my class. I told him he could come back into the classroom if he could sit down and get his work done. He apologized and told me he would sit down. He came in, completed his work and was seated the whole rest of the period.
D. The student’s inability to be seated when he was supposed to be and his refusal to get seated after I asked him lead to the problem.
E. I had never had a problem with this student before and was not sure why I was having a problem today. After sending him out of the room and talking to him, the problem was solved. I think a lot of the time just taking the time to talk to the student helps solve a lot of major problems.
5. A. November 3, 2008/ 8:35 AM
B. 9th grade/World Geography
C. I had a student enter the classroom with sunglasses on. I thought for sure she would remove them once in the room. I thought wrong. I asked her to remove them, which she did, only to put them back on a few minutes later. I again asked her to please remove her sunglasses or I would have to take them from her. She sighed and placed them on her head. I asked her if she would please place them in her purse for she would not need them during this class period. She was not happy and threw a little bit of a fit but she did put them away. I told her thank you for putting them away. A little bit later I walked by the student’s desk and again told her thank you for putting the glasses away.
D. The student’s inability to remove her sunglasses on her own lead to me having to ask her to remove them. When the student put the sunglasses back on this created the problem but is was solved once the student put her sunglasses away.
E. I know that this seems like a minor incident but if you handle all the little things that go on everyday it helps avoid the large problems from happening. Using the preventative method makes the kids aware that I will not tolerate them trying to get away with little things that will eventually lead to big problems.
6. A. November 4, 2008/ 12:25 PM
B. 9th grade/World Geography
C. Once again lunch duty has given me something to put in my discipline journal. Students wanting to get to the front of the line without standing in line and waiting their turn forced me to ask a student to go to the back of the line. The student tried his best to ignore me until I made the whole line stop until he removed himself. He complained to his friends saying he had been there and he was not moving, I did not confront the student personally. I made everyone else wait until this student figured out he was not going to get his way.
D. The student not following the school rules lead to the situation. By me stopping the whole line until this student figured out he was not going to cut in line and get away with it ended the situation.
E. As stated earlier I have positioned myself in a spot that has deterred most students from trying to cut in line but as expected there a still some that will try. The situation has improved but there will always be some students who will try and get away with getting to the front of the line.
7. A. November 5, 2008/ 10:55 AM
B. 9th grade/World Geography
C. During second period a student was repeatedly disturbing the class saying “Obama!” over and over again. I asked him to please stop because he was disturbing other students. The student stopped at that moment but for some reason decided it would be fun to start again. I asked the student if he could correct his behavior by himself or if he needed assistance in doing so. Another student said she would give him assistance and told him he needed to shut up because he was getting annoying. I told her I would handle the situation and that she needed to get back to work. Of course this did not happen! The two students started arguing with each other so I told both of them that I needed to speak with them outside. I explained to both of them that they disrupted my class and that I was not going to put up with it. I told them that they could resolve the matter right then or that they could both receive a referral and go to the office. They both agreed to settle their differences there and not go to the office. I was surprised by these two because neither one had ever been in trouble in my class before.
D. I told the students that it was their choice on how to act in class but that if they could not act correctly it became a problem for me because it created a disruption in my class. I believe the consequences, which was just a conference with both students, was appropriate and I am sure it will make a difference.
E. I believe I have a good relationship with both these students and don’t think this incident will have a negative impact on my relationship with either student. Knowing your students really helps in the way that you can handle each situation that arises. I felt like I could just talk to both of these students when this incident happened and that everything could be resolved. I could have just written them up and sent them to the office but I believe that would have done more harm than anything else.
8. A. November 10, 2008/ 11:00 AM
B. 9th grade/World Geography
C. This incident involved a student who has had multiple problems with dress code, behavior, and has also had academic troubles. He just can’t seem to get things figured out. He likes to roll the bottom of his pants legs and sag. I asked the student to unroll his pant legs and pull up his pants he ignored me. The student did not attempt to pull up his pants or unroll the cuffs. I stopped what I was doing and waited for this student to correct the two problems he had. School policy states we are suppose to just give the detention without asking them to correct their offense but since this student has had problems I was trying to avoid just getting him into trouble. The student still made no attempt to fix either problem, other students were telling him just to fix it, so I wrote this student a dress code referral and continued with class.
D. The student received a discipline referral since he did not do what I asked him to do. He was upset saying how dumb it was that he could not have his pants rolled and that those were the only pants he could buy. Had the student just done what he was suppose to from the beginning there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
E. This student has not been a behavioral problem but he continues to be out of dress code. Having to deal with his dress code issues leads to other problems that gets this student off task and then he does not want to work because he is upset. I have talked to the parents, administrators, and the student but he continues to do the same thing. He does really good work when we don’t have to deal with dress code but doesn’t do anything if we have to handle dress code issues.
9. A. November 13, 2008/ 10:66 AM
B. 9th grade/World Geography
C. A student was talking during our morning announcements, which I do not allow. I asked her to please stay quiet during announcements, she apologized and got quiet. I told her thank you and continued to check roll, once I was done checking roll she was talking again. I looked her way and stared until the student she was talking to pointed at me. The student that was talking told me can I just tell her something real quick, I told her that she needed to wait until the announcements were over and then she could tell the student what she “needed” to tell her. She said ok and was quiet for the rest of the announcements.
D. The student received a warning about talking during the announcements and I think that was sufficient for the incident.
E. I have a good relationship with this student and the relationship we have continues to be good. The relationship helped in the situation and has not had any impact on the relationship. Sometimes the students think what they have to say is the most important thing ever; I understand that so I did not feel the need for any further discipline.
10. A. November 14, 2008/10:15 AM
B. 9th grade/World Geography
C. I was having trouble with a student who always wanted to out of his seat visiting with other students at the beginning of class, I could not get him to sit down without getting on to him first. So I decided that instead of repeatedly asking this student to sit down, I made him the official all-time textbook passer outer. I don’t have a problem with him now and he can say “Hi!” to everyone since he is giving them their book. The other thing is that now he does sit down after he is done passing out the books. It is GENIUS!!
D. Involved in the incident was the student and me. The student was just going to take his consequence without any argument but after talking with him we came up with a solution that fit both of us. I believe that not giving the student any consequences was appropriate and giving him a duty was very helpful.
E. My relationship with this student has been good and I think it will continue to be good. The student has been very good in class and his work has improved. I am less stressed with having to repeat myself over and over for this student to sit down and all the textbooks get passed out without any hassle.
II.
I was having trouble with a student who always wanted to out of his seat visiting with other students at the beginning of class, I could not get him to sit down without getting on to him first. So I decided that instead of repeatedly asking this student to sit down, I made him the official all-time textbook passer outer. I don’t have a problem with him now and he can say “Hi!” to everyone since he is giving them their book. The other thing is that now he does sit down after he is done passing out the books. It is GENIUS!!
Involved in the incident was the student and me. The student was just going to take his consequence without any argument but after talking with him we came up with a solution that fit both of us. I believe that not giving the student any consequences was appropriate and giving him a duty was very helpful.
My relationship with this student has been good and I think it will continue to be good. The student has been very good in class and his work has improved. I am less stressed with having to repeat myself over and over for this student to sit down and all the textbooks get passed out without any hassle.
III.
This incident involved a student who has had multiple problems with dress code, behavior, and has also had academic troubles. He just can’t seem to get things figured out. He likes to roll the bottom of his pants legs and sag. I asked the student to unroll his pant legs and pull up his pants he ignored me. The student did not attempt to pull up his pants or unroll the cuffs. I stopped what I was doing and waited for this student to correct the two problems he had. School policy states we are suppose to just give the detention without asking them to correct their offense but since this student has had problems I was trying to avoid just getting him into trouble. The student still made no attempt to fix either problem, other students were telling him just to fix it, so I wrote this student a dress code referral and continued with class.
The student received a discipline referral since he did not do what I asked him to do. He was upset saying how dumb it was that he could not have his pants rolled and that those were the only pants he could buy. Had the student just done what he was suppose to from the beginning there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
This student has not been a behavioral problem but he continues to be out of dress code. Having to deal with his dress code issues leads to other problems that gets this student off task and then he does not want to work because he is upset. I have talked to the parents, administrators, and the student but he continues to do the same thing. He does really good work when we don’t have to deal with dress code but doesn’t do anything if we have to handle dress code issues.
I wish I could figure out some way to reach this student because calling home, talking to administrators and talking to him does not seem to be working. This student just does not want to comply with the dress code but I don’t know if it is worth fighting that battle every other day. He is a good student and kid when I leave him alone but when I have to address his dress code violation he is done for the class period.
Wednesday, November 12, 2008
ETEC 597
Between this class and the 23 Things class that I am taking I have learned a lot about the information highway. I have first learned that I am way behind the times and hope that I can catch up quickly. I am missing so many students by not being able to incorporate a lot of this into my classroom right now. I never knew about checking out the credibility of information, I thought you just type in the search and there it is. Last class period was very helpful in helping determine if information is credible or not. I would never have known that I could control where my information was coming from by just typing in a suffix after the dot on my search. I have been guilty of typing in a search and clicking on the items on the first page and the first page only. I know that students will do this unless I teach them what I have learned.
It is amazing, I have learned, all the things that are out there on the net. One thing in particular I learned was the ability to translate text into different languages with just the click of a button. No wonder people are able to communicate with each other from all around the world.
Between this class and the 23 Things class that I am taking I have learned a lot about the information highway. I have first learned that I am way behind the times and hope that I can catch up quickly. I am missing so many students by not being able to incorporate a lot of this into my classroom right now. I never knew about checking out the credibility of information, I thought you just type in the search and there it is. Last class period was very helpful in helping determine if information is credible or not. I would never have known that I could control where my information was coming from by just typing in a suffix after the dot on my search. I have been guilty of typing in a search and clicking on the items on the first page and the first page only. I know that students will do this unless I teach them what I have learned.
It is amazing, I have learned, all the things that are out there on the net. One thing in particular I learned was the ability to translate text into different languages with just the click of a button. No wonder people are able to communicate with each other from all around the world.
Wednesday, October 22, 2008
Discipline Journal #2
Texas A&M University – Commerce
Master’s of Education in Secondary Education – MED
SED 500 Issues in Education
Carlos Soliz
Discipline Journal #2
SHED Cohort – Fall 2008
I. Data Collection: On additional pages, document at least 10 discipline situations encountered in your classroom. Journal each incident and include:
1. A. November 29, 2008/ 8:35 am
B. 9th grade/World Geography
C. At the beginning of first period, I do a standard dress code check as the students enter the room. The students know that I do not allow them to enter the classroom unless they are in dress code; one particular student seemed to have forgotten the rules. As he tried to enter the room I asked him to stop and please tuck in his shirt before going in, he told me he would tuck it in when he was in the classroom. I told him that the rule was to be in dress code before entering the classroom and he needed to follow the rule. He told me that it was a stupid rule, which in response I told him that was his opinion. He then told me that everyone thought it was a stupid rule, which in response I told him thank you. He just looked at me, tucked in his shirt, and went into class.
D. I was the only one involved and told the student that if he were caught out of dress code and was tardy because of it that it would result in a tardy counted against him. The consequences were appropriate since this was the first time that I had seen this student out of dress code and had not had any trouble with him before.
E. I know this student and he has not been out of dress code since that day entering my class nor has he been late once. The student has seen me give out tardy detentions and says it is funny because I am the only teacher he knows that can give a student a detention with a smile on my face. I believe Love and Logic worked in this situation.
2. A. November 30, 2008/ 8:50 am
B. 9th Grade/World Geography
C. A student came into class tardy, it was her third tardy which is a thirty minute detention either in the morning or afternoon. The student told me that she could not make the detention on the date it was set for. I responded by telling her “I am sorry” she asked, “What am I suppose to do?” I told her we would discuss it in awhile which she agreed to. After a few minutes I walked over to her and told her that she could talk to the assistant principal to see about rescheduling but I did not promise her they would do that.
D. The student and I were the only ones involved and at first the student was upset but eventually calmed down. The consequences were appropriate, which is a thirty minute detention stated in the West Mesquite Guidelines
E. This was the student’s third time to be tardy to my class so I had to act according to our school’s policies. The discipline situation did not have an impact on my relationship with the student since she knows the rules. I believe Love and Logic worked in this situation.
3. A. October 1, 2008/ 12:05 pm
B. 9th grade/World Geography
C. During lunch there was a long line of students waiting to get their food, one particular student decided to move towards the front of the line pretending to talk to another student. As I approached the student he started telling me that he was already there, which I knew was not true, and had gone to get something. I actually used the “bummer” word, which he said, “what do you mean bummer?” I told him that once out of line he would have to go to the back, he responded that he wasn’t going to the back of the line because he was already there. I told him “I know how you feel” and he asked if I was hungry to, I said yes and we would both have to go to the back of the line so we can get some food. He continued to argue, so I had to get an assistant principal over to help this fine outstanding student understand that he could not just cut in front of everyone else in line because he wanted to. He had to go sit down next to the other assistant principals until everyone had gone through the line and then he was allowed to go through.
D. What occurred was a student trying to move in front of everyone else in the line at lunch because he wanted to. Involved in the incident was the student, the assistant principal, and me. The student responded negatively to being told that he could not just walk up to the front of the line when everyone else is also waiting to eat. Consequences were appropriate since the students have been told many times that they can not just go up to the front of the line because they want to. The student was made to wait until the very end to get his lunch and had to hurry to finish it before his lunch period was over.
E. My relationship with this student has not been good for a while since the incident because I still catch him trying to do the same thing when he thinks no one is looking. I have asked him a few more times to go to the back of the line since he was cutting in front of other students who were complaining about him. I just explained to him that this was school policy and until that changed he would have to just get in line like everyone else. I talk with the student every time I see him out of class and he does not respond to me any of the times. I believe Love and Logic did not work with this student.
4. A. October 2, 2008/ 11:05 am
B. 9th grade/World Geography
C. During second period I had a student who would not be quiet while the class was taking a test, this student wanted to continue to talk to the student next to him. I reminded the student that if he talked during the test he would receive a zero because it would appear to be cheating. The student’s lack of interest in what I was trying to explain to him and his refusal to stop talking lead to him getting a zero on the test. It is my policy in my classroom not to go over and pick up the student’s test and cause confrontation but to rather write down the student’s name and when they turn it in put a zero on with an explanation of why they received the zero. Once the student figured out what I was trying to tell him he started shouting out “Hey did I get a zero!” over and over again. I just gave him a look to get quiet without saying anything to him and continued to monitor the room. The student then blurted out “F*** this I ain’t doin’ no test if I’m getting’ a f***ing zero.”
D. The student’s inability to be quiet when he was supposed to be and his refusal to get quiet after I asked him lead to the problem. The student did not respond to me asking him to be quiet followed by the use of his profanity lead to an office referral. The consequence was appropriate and it had made a difference, the student has not been a problem since.
E. My relationship with this student had been good but since the incident the student does not talk to me like he had. The discipline situation made my relationship with the student worse but I have not had any more negative dealings with this student. I am not sure whether Love or Logic worked here.
5. A. October 3, 2008/ 8:20 am
B. 9th grade/World Geography
C. During morning duty a student tried to enter the building completely out of dress code, Dr. Gorden and I both asked the student to tuck in his shirt, pull up his pants, take out his earrings, and remove his hoodie which was way oversized. The student tried to start to give some attitude to both of us but before he could get started I told him “I know how you feel” and lifted up my tie. He looked at me like to say whatever but I said you think I dress like this when I am not here, I’m usually in shorts, flip flops, a t-shirt and a hat. He laughed got into dress code and went on.
D. The student’s inability to be in dress code coming into the building lead to the initial problem, things could have been a lot worse though between the student, Dr. Gorden, and me if I had not made that one comment about knowing how the student felt.
E. I had not known this kid before this day but see him often in the halls now. I had not had the kid in class before but he says “hey!” every time I see him. Love and Logic get a point here.
6. A. October 8, 2008/ 9:40 am
B. 9th grade/World Geography
C. During first period I was playing music for the class while they were working quietly. On occasion I will do this and I will play different genre so everyone gets to listen to his or her type of music every now and then. A student wanted to complain about the music that was on today because he did not like it and it was “sorry” I told him that was his opinion. He told me that no one liked that kind of music; I then thanked him for his opinion. He asked me to change it and I just smiled at him and continued walking around the class. After my smile to him he said “whatever” and continued with his work. He then raised his hand and asked if next time we could please listen to something else, I agreed I would do that.
D. The student’s dislike for the genre of music almost lead to a confrontational situation. Luckily the student knew he was not going to win so he gave up.
E. My relationship with this student had been good and I believe that is why I did not get any resistance from him when he objected to the type of music that was playing. Another point for Love and Logic.
7. A. October 9, 2008/ 9:30 am
B. 9th grade/World Geography
C. During first period a student was repeatedly disturbing the student seated next to him, I asked him to please stop bothering the other student. The student stopped at that moment but for some reason decided it would be fun to start bothering the other student again. I asked the student if he could correct his behavior by himself or if he needed assistance in doing so. The student responded with a “whatever,” so I responded with a “thank you.” The student stopped his behavior and we moved on with the class without a problem from this student. If the student would have not felt the need to bother the other student the incident would have been avoided.
D. I told the student that was his choice on how to act in class but that if he could not act correctly it became a problem for me because it created a disruption in my class. I believe the consequences, which was just a conference with the student, was appropriate but am not sure if it will make a difference.
E. I believe I have a good relationship with this student and don’t think this incident will have a negative impact on my relationship with this student. I hope that he understands my expectations of him from now on.
8. A. October 10, 2008/ 11:00 am
B. 9th grade/World Geography
C. This incident involved a student who has had multiple problems with dress code, behavior, and has also had academic troubles. He just can’t seem to get things figured out. He likes to roll the bottom of his pants legs, which is against the dress code policy at our school and the student knows that. I asked the student to unroll his pant legs and he pretending not to hear me. The student tried to just keep acting like he did not hear me. I stopped what I was doing and squatted down to the student’s level and asked him to unroll his pants or he would have to receive a dress code detention. We are suppose to just give the detention without asking them to correct their offense but since this student has had problems I was trying to avoid just getting him into trouble. He told me it was stupid that he couldn’t wear his pants the way he wanted to. I told him I knew how he felt but that was the policy. The student argued a little more but eventually unrolled them. The incident could have been avoided if the student would have been in compliance with the dress code before entering my classroom.
D. The student did not receive any discipline since he did what I asked him to do. He was upset saying how dumb it was that he could not have his pants rolled and that those were the only pants he could buy. Had the student just done what he was suppose to from the beginning there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
E. My relationship with this student has been affected and I think it will take a little while to get it back to where it was before the incident.
9. A. October 14, 2008/ 8:36 am
B. 9th grade/World Geography
C. A student was out of her desk as we started class so I asked her to find her seat. She told me that she was just asking another student a question and stayed there. I told her thank you for letting me know what she was doing but she still needed to get to her desk. She turned and looked at me and I just smiled, she was trying to act like she was upset with me but smiled also and went to go sit down. She later came and apologized for being out of her desk and told me she would stay sitting down the rest of the class period. I told her that I would greatly appreciate that and if she would just ask before she decided to do something that it would help things.
D. The student received a warning about having morning detention with me if she continues to be out of her seat during class.
E. I have a good relationship with this student and the relationship we have continues to be good. The relationship helped in the situation and has not had any impact on the relationship.
10. A. October 20, 2008/8:39 am
B. 9th grade/World Geography
C. At the beginning of first period a student that has all of sudden started to be tardy to class was once again tardy for the 4th time in a row. Instead of writing this student another tardy referral I asked him to step out into the hall and asked him what was going on. He told me that he now has to walk his little brother and sister to school so it is now making him late to class. I told him that he should have informed of the situation before he started getting into trouble, I called home to confirm that the student had to walk his little brother and sister to school and the mom confirmed that was taking place.
D. What occurred was a miscommunication between the student and me. Involved in the incident was the student, me, and the student’s mom. The student was just going to take his consequence without any argument but after talking with him I understood it was a situation that was not his fault. I believe that not giving the student any consequences was appropriate..
E. My relationship with this student has been good and I think will continue to be good. I explained to him that if he would just let me know when things like this that are beyond his control happen, it will be better for both of us.
II.
At the beginning of first period a student that has all of sudden started to be tardy to class was once again tardy for the 4th time in a row. Instead of writing this student another tardy referral I asked him to step out into the hall and asked him what was going on. He told me that he now has to walk his little brother and sister to school so it is now making him late to class. I told him that he should have informed of the situation before he started getting into trouble, I called home to confirm that the student had to walk his little brother and sister to school and the mom confirmed that was taking place.
What occurred was a miscommunication between the student and me. Involved in the incident was the student, me, and the student’s mom. The student was just going to take his consequence without any argument but after talking with him I understood it was a situation that was not his fault. I believe that not giving the student any consequences was appropriate..
My relationship with this student has been good and I think will continue to be good. I explained to him that if he would just let me know when things like this that are beyond his control happen, it will be better for both of us.
III.
During second period I had a student who would not be quiet while the class was taking a test, this student wanted to continue to talk to the student next to him. I reminded the student that if he talked during the test he would receive a zero because it would appear to be cheating. The student’s lack of interest in what I was trying to explain to him and his refusal to stop talking lead to him getting a zero on the test. It is my policy in my classroom not to go over and pick up the student’s test and cause confrontation but to rather write down the student’s name and when they turn it in put a zero on with an explanation of why they received the zero. Once the student figured out what I was trying to tell him he started shouting out “Hey did I get a zero!” over and over again. I just gave him a look to get quiet without saying anything to him and continued to monitor the room. The student then blurted out “F*** this I ain’t doin’ no test if I’m getting’ a f***ing zero.”
The student’s inability to be quiet when he was supposed to be and his refusal to get quiet after I asked him lead to the problem. The student did not respond to me asking him to be quiet followed by the use of his profanity lead to an office referral. The consequence was appropriate and it had made a difference, the student has not been a problem since.
My relationship with this student had been good but since the incident the student does not talk to me like he had. The discipline situation made my relationship with the student worse but I have not had any more negative dealings with this student. I am not sure whether Love or Logic worked here.
Master’s of Education in Secondary Education – MED
SED 500 Issues in Education
Carlos Soliz
Discipline Journal #2
SHED Cohort – Fall 2008
I. Data Collection: On additional pages, document at least 10 discipline situations encountered in your classroom. Journal each incident and include:
1. A. November 29, 2008/ 8:35 am
B. 9th grade/World Geography
C. At the beginning of first period, I do a standard dress code check as the students enter the room. The students know that I do not allow them to enter the classroom unless they are in dress code; one particular student seemed to have forgotten the rules. As he tried to enter the room I asked him to stop and please tuck in his shirt before going in, he told me he would tuck it in when he was in the classroom. I told him that the rule was to be in dress code before entering the classroom and he needed to follow the rule. He told me that it was a stupid rule, which in response I told him that was his opinion. He then told me that everyone thought it was a stupid rule, which in response I told him thank you. He just looked at me, tucked in his shirt, and went into class.
D. I was the only one involved and told the student that if he were caught out of dress code and was tardy because of it that it would result in a tardy counted against him. The consequences were appropriate since this was the first time that I had seen this student out of dress code and had not had any trouble with him before.
E. I know this student and he has not been out of dress code since that day entering my class nor has he been late once. The student has seen me give out tardy detentions and says it is funny because I am the only teacher he knows that can give a student a detention with a smile on my face. I believe Love and Logic worked in this situation.
2. A. November 30, 2008/ 8:50 am
B. 9th Grade/World Geography
C. A student came into class tardy, it was her third tardy which is a thirty minute detention either in the morning or afternoon. The student told me that she could not make the detention on the date it was set for. I responded by telling her “I am sorry” she asked, “What am I suppose to do?” I told her we would discuss it in awhile which she agreed to. After a few minutes I walked over to her and told her that she could talk to the assistant principal to see about rescheduling but I did not promise her they would do that.
D. The student and I were the only ones involved and at first the student was upset but eventually calmed down. The consequences were appropriate, which is a thirty minute detention stated in the West Mesquite Guidelines
E. This was the student’s third time to be tardy to my class so I had to act according to our school’s policies. The discipline situation did not have an impact on my relationship with the student since she knows the rules. I believe Love and Logic worked in this situation.
3. A. October 1, 2008/ 12:05 pm
B. 9th grade/World Geography
C. During lunch there was a long line of students waiting to get their food, one particular student decided to move towards the front of the line pretending to talk to another student. As I approached the student he started telling me that he was already there, which I knew was not true, and had gone to get something. I actually used the “bummer” word, which he said, “what do you mean bummer?” I told him that once out of line he would have to go to the back, he responded that he wasn’t going to the back of the line because he was already there. I told him “I know how you feel” and he asked if I was hungry to, I said yes and we would both have to go to the back of the line so we can get some food. He continued to argue, so I had to get an assistant principal over to help this fine outstanding student understand that he could not just cut in front of everyone else in line because he wanted to. He had to go sit down next to the other assistant principals until everyone had gone through the line and then he was allowed to go through.
D. What occurred was a student trying to move in front of everyone else in the line at lunch because he wanted to. Involved in the incident was the student, the assistant principal, and me. The student responded negatively to being told that he could not just walk up to the front of the line when everyone else is also waiting to eat. Consequences were appropriate since the students have been told many times that they can not just go up to the front of the line because they want to. The student was made to wait until the very end to get his lunch and had to hurry to finish it before his lunch period was over.
E. My relationship with this student has not been good for a while since the incident because I still catch him trying to do the same thing when he thinks no one is looking. I have asked him a few more times to go to the back of the line since he was cutting in front of other students who were complaining about him. I just explained to him that this was school policy and until that changed he would have to just get in line like everyone else. I talk with the student every time I see him out of class and he does not respond to me any of the times. I believe Love and Logic did not work with this student.
4. A. October 2, 2008/ 11:05 am
B. 9th grade/World Geography
C. During second period I had a student who would not be quiet while the class was taking a test, this student wanted to continue to talk to the student next to him. I reminded the student that if he talked during the test he would receive a zero because it would appear to be cheating. The student’s lack of interest in what I was trying to explain to him and his refusal to stop talking lead to him getting a zero on the test. It is my policy in my classroom not to go over and pick up the student’s test and cause confrontation but to rather write down the student’s name and when they turn it in put a zero on with an explanation of why they received the zero. Once the student figured out what I was trying to tell him he started shouting out “Hey did I get a zero!” over and over again. I just gave him a look to get quiet without saying anything to him and continued to monitor the room. The student then blurted out “F*** this I ain’t doin’ no test if I’m getting’ a f***ing zero.”
D. The student’s inability to be quiet when he was supposed to be and his refusal to get quiet after I asked him lead to the problem. The student did not respond to me asking him to be quiet followed by the use of his profanity lead to an office referral. The consequence was appropriate and it had made a difference, the student has not been a problem since.
E. My relationship with this student had been good but since the incident the student does not talk to me like he had. The discipline situation made my relationship with the student worse but I have not had any more negative dealings with this student. I am not sure whether Love or Logic worked here.
5. A. October 3, 2008/ 8:20 am
B. 9th grade/World Geography
C. During morning duty a student tried to enter the building completely out of dress code, Dr. Gorden and I both asked the student to tuck in his shirt, pull up his pants, take out his earrings, and remove his hoodie which was way oversized. The student tried to start to give some attitude to both of us but before he could get started I told him “I know how you feel” and lifted up my tie. He looked at me like to say whatever but I said you think I dress like this when I am not here, I’m usually in shorts, flip flops, a t-shirt and a hat. He laughed got into dress code and went on.
D. The student’s inability to be in dress code coming into the building lead to the initial problem, things could have been a lot worse though between the student, Dr. Gorden, and me if I had not made that one comment about knowing how the student felt.
E. I had not known this kid before this day but see him often in the halls now. I had not had the kid in class before but he says “hey!” every time I see him. Love and Logic get a point here.
6. A. October 8, 2008/ 9:40 am
B. 9th grade/World Geography
C. During first period I was playing music for the class while they were working quietly. On occasion I will do this and I will play different genre so everyone gets to listen to his or her type of music every now and then. A student wanted to complain about the music that was on today because he did not like it and it was “sorry” I told him that was his opinion. He told me that no one liked that kind of music; I then thanked him for his opinion. He asked me to change it and I just smiled at him and continued walking around the class. After my smile to him he said “whatever” and continued with his work. He then raised his hand and asked if next time we could please listen to something else, I agreed I would do that.
D. The student’s dislike for the genre of music almost lead to a confrontational situation. Luckily the student knew he was not going to win so he gave up.
E. My relationship with this student had been good and I believe that is why I did not get any resistance from him when he objected to the type of music that was playing. Another point for Love and Logic.
7. A. October 9, 2008/ 9:30 am
B. 9th grade/World Geography
C. During first period a student was repeatedly disturbing the student seated next to him, I asked him to please stop bothering the other student. The student stopped at that moment but for some reason decided it would be fun to start bothering the other student again. I asked the student if he could correct his behavior by himself or if he needed assistance in doing so. The student responded with a “whatever,” so I responded with a “thank you.” The student stopped his behavior and we moved on with the class without a problem from this student. If the student would have not felt the need to bother the other student the incident would have been avoided.
D. I told the student that was his choice on how to act in class but that if he could not act correctly it became a problem for me because it created a disruption in my class. I believe the consequences, which was just a conference with the student, was appropriate but am not sure if it will make a difference.
E. I believe I have a good relationship with this student and don’t think this incident will have a negative impact on my relationship with this student. I hope that he understands my expectations of him from now on.
8. A. October 10, 2008/ 11:00 am
B. 9th grade/World Geography
C. This incident involved a student who has had multiple problems with dress code, behavior, and has also had academic troubles. He just can’t seem to get things figured out. He likes to roll the bottom of his pants legs, which is against the dress code policy at our school and the student knows that. I asked the student to unroll his pant legs and he pretending not to hear me. The student tried to just keep acting like he did not hear me. I stopped what I was doing and squatted down to the student’s level and asked him to unroll his pants or he would have to receive a dress code detention. We are suppose to just give the detention without asking them to correct their offense but since this student has had problems I was trying to avoid just getting him into trouble. He told me it was stupid that he couldn’t wear his pants the way he wanted to. I told him I knew how he felt but that was the policy. The student argued a little more but eventually unrolled them. The incident could have been avoided if the student would have been in compliance with the dress code before entering my classroom.
D. The student did not receive any discipline since he did what I asked him to do. He was upset saying how dumb it was that he could not have his pants rolled and that those were the only pants he could buy. Had the student just done what he was suppose to from the beginning there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
E. My relationship with this student has been affected and I think it will take a little while to get it back to where it was before the incident.
9. A. October 14, 2008/ 8:36 am
B. 9th grade/World Geography
C. A student was out of her desk as we started class so I asked her to find her seat. She told me that she was just asking another student a question and stayed there. I told her thank you for letting me know what she was doing but she still needed to get to her desk. She turned and looked at me and I just smiled, she was trying to act like she was upset with me but smiled also and went to go sit down. She later came and apologized for being out of her desk and told me she would stay sitting down the rest of the class period. I told her that I would greatly appreciate that and if she would just ask before she decided to do something that it would help things.
D. The student received a warning about having morning detention with me if she continues to be out of her seat during class.
E. I have a good relationship with this student and the relationship we have continues to be good. The relationship helped in the situation and has not had any impact on the relationship.
10. A. October 20, 2008/8:39 am
B. 9th grade/World Geography
C. At the beginning of first period a student that has all of sudden started to be tardy to class was once again tardy for the 4th time in a row. Instead of writing this student another tardy referral I asked him to step out into the hall and asked him what was going on. He told me that he now has to walk his little brother and sister to school so it is now making him late to class. I told him that he should have informed of the situation before he started getting into trouble, I called home to confirm that the student had to walk his little brother and sister to school and the mom confirmed that was taking place.
D. What occurred was a miscommunication between the student and me. Involved in the incident was the student, me, and the student’s mom. The student was just going to take his consequence without any argument but after talking with him I understood it was a situation that was not his fault. I believe that not giving the student any consequences was appropriate..
E. My relationship with this student has been good and I think will continue to be good. I explained to him that if he would just let me know when things like this that are beyond his control happen, it will be better for both of us.
II.
At the beginning of first period a student that has all of sudden started to be tardy to class was once again tardy for the 4th time in a row. Instead of writing this student another tardy referral I asked him to step out into the hall and asked him what was going on. He told me that he now has to walk his little brother and sister to school so it is now making him late to class. I told him that he should have informed of the situation before he started getting into trouble, I called home to confirm that the student had to walk his little brother and sister to school and the mom confirmed that was taking place.
What occurred was a miscommunication between the student and me. Involved in the incident was the student, me, and the student’s mom. The student was just going to take his consequence without any argument but after talking with him I understood it was a situation that was not his fault. I believe that not giving the student any consequences was appropriate..
My relationship with this student has been good and I think will continue to be good. I explained to him that if he would just let me know when things like this that are beyond his control happen, it will be better for both of us.
III.
During second period I had a student who would not be quiet while the class was taking a test, this student wanted to continue to talk to the student next to him. I reminded the student that if he talked during the test he would receive a zero because it would appear to be cheating. The student’s lack of interest in what I was trying to explain to him and his refusal to stop talking lead to him getting a zero on the test. It is my policy in my classroom not to go over and pick up the student’s test and cause confrontation but to rather write down the student’s name and when they turn it in put a zero on with an explanation of why they received the zero. Once the student figured out what I was trying to tell him he started shouting out “Hey did I get a zero!” over and over again. I just gave him a look to get quiet without saying anything to him and continued to monitor the room. The student then blurted out “F*** this I ain’t doin’ no test if I’m getting’ a f***ing zero.”
The student’s inability to be quiet when he was supposed to be and his refusal to get quiet after I asked him lead to the problem. The student did not respond to me asking him to be quiet followed by the use of his profanity lead to an office referral. The consequence was appropriate and it had made a difference, the student has not been a problem since.
My relationship with this student had been good but since the incident the student does not talk to me like he had. The discipline situation made my relationship with the student worse but I have not had any more negative dealings with this student. I am not sure whether Love or Logic worked here.
Monday, October 20, 2008
Since the Wranglers were 2-0
Since that last post the Wranglers have gone 1-1, which now gives us a district record of 3-1. We beat Poteet and lost to Forney. Next up for the Wranglers is Lancaster High School, it will be a tough challenge for us and we are hoping that our kids will rise to meet the challenge. Hope all is well for everyone! Happy blogging!
Wednesday, October 8, 2008
Tuesday, October 7, 2008
Rivalry Week
Just thought I would throw in a little personal business in here to break up all the work. Rivalry week, no not Texas/OU, but West Mesquite/Poteet at least for us local folks. We are trying to keep our playoff hopes alive, we meaning West since that is where I am a coach at, while Poteet is trying to do the same thing. As with all rivalries it never seems to matter what the records of the two teams competing are, it always seems to fight until the very end. Anyone outside of the state of Texas that happens to stumble onto this, I have to say that I am sorry that you will never know the magnitude of Texas High School Football and those Friday Night Lights. Sorry Fig and Wright I had to throw that in there.
Monday, October 6, 2008
ETEC 597 Journaling Assignment
Hello! I am Carlos Soliz. I teach high school social studies and coach high school varsity football and baseball. I am an educator going on my thirteenth year and enjoy teaching and coaching high school kids more than any other grade level kids. I am a native of Corpus Christi, Texas and am now in the Dallas/Fort Worth metroplex area. I am in the process of learning how to connect to my students through technology and trying to enter a world that most of my students have been a part of for a very long time. I hope that I can learn to incorporate technology in my class before the end of this year and continue to learn to keep technology in my class for as long as I am an educator. I originally enrolled in the Master's program to be able to stay an employee with the school district that I am a part of but have had my eyes opened to so much more than I expected. I am learning to be a better educator to my students and learning different strategies to be able to do this. My current goal is to be the best person that I can and to try and positively influence as many lives as I can in and out of school. As for the future I am not really sure, career wise I want to eventually become an Athletic Director but that will come at a time when I am ready to stop coaching and become an Administrator. The greatest thing for me, as I work through activities/assignments is realizing when something works either for me or for a student. Many people call it the "aha" moment, whatever you want to call it those are the best times. You can't really put a price on that moment, although I sure wish someone would try that sure would help my bank account.
Hhhmmm! Educational technology that is kind of funny because I am thinking for me or for the kids. I know that I will look back on this in a few months and laugh or at least I hope I do when I do figure out what educational technology is. I know that it involves the computer but the endless possiblilities that I am hoping to learn by the time this class is over is where the true education will take place. I would like to incorporate wikis, blogs, you tube, educational sites and anything else that will help my students want to learn into my instruction. It is sort of like brushing your teeth, if the toothpaste taste bad you will not brush very long. But if the toothpaste taste good you will keep on brushing for awhile. Educators need to learn how to use educational technology, so it leaves a good taste, so that we don't want to ever not have it in our instruction. I want to teach my students to think on their own, to be problem solvers, and to question and research issues that affect their lives. In order to do this I MUST learn to do those things myself so I can eventually guide my students to do the same. Right now a majority of them could probably guide me through some of these things that I am trying to figure out.
The good thing about barriers is that someone can go over them, around them, or just knock them down. As educators we can not let barriers such as access, resources, money, etc. stand in the way of reaching our students through a cyber world that they are so accustomed to. Right now many of our students are on you tube, facebook, my space, or their own personal blog and we are failing to communicate with them. Who says that the only time we have to reach a student is while they are sitting in your classroom? That is not today's world, that is not today's student. I know that I have a lot to learn and I hope that those of you that accidentally or purposely stroll upon this page will lend a helping hand for it will be greatly appreciated.
Hhhmmm! Educational technology that is kind of funny because I am thinking for me or for the kids. I know that I will look back on this in a few months and laugh or at least I hope I do when I do figure out what educational technology is. I know that it involves the computer but the endless possiblilities that I am hoping to learn by the time this class is over is where the true education will take place. I would like to incorporate wikis, blogs, you tube, educational sites and anything else that will help my students want to learn into my instruction. It is sort of like brushing your teeth, if the toothpaste taste bad you will not brush very long. But if the toothpaste taste good you will keep on brushing for awhile. Educators need to learn how to use educational technology, so it leaves a good taste, so that we don't want to ever not have it in our instruction. I want to teach my students to think on their own, to be problem solvers, and to question and research issues that affect their lives. In order to do this I MUST learn to do those things myself so I can eventually guide my students to do the same. Right now a majority of them could probably guide me through some of these things that I am trying to figure out.
The good thing about barriers is that someone can go over them, around them, or just knock them down. As educators we can not let barriers such as access, resources, money, etc. stand in the way of reaching our students through a cyber world that they are so accustomed to. Right now many of our students are on you tube, facebook, my space, or their own personal blog and we are failing to communicate with them. Who says that the only time we have to reach a student is while they are sitting in your classroom? That is not today's world, that is not today's student. I know that I have a lot to learn and I hope that those of you that accidentally or purposely stroll upon this page will lend a helping hand for it will be greatly appreciated.
Wednesday, September 24, 2008
Texas A&M University – Commerce
Master’s of Education in Secondary Education – MED
SED 500 Issues in Education
Carlos Soliz
Discipline Journal #1
SHED Cohort – Fall 2008
I. Data Collection: On additional pages, document at least 10 discipline situations encountered in your classroom. Journal each incident and include:
1. A. September 3, 2008/ 12:05 pm
B. 9th grade/World Geography
C. During lunch a student did not have his shirt tucked in, I asked him to please tuck his shirt in and pull up his pants. He looked at me and started to roll his shirt under itself and lifted his pants, which immediately went back to the place they started. I asked him to step out of line and tuck his shirt in, not roll it he made a sound with his mouth like he was cleaning his teeth. I told him that he knew the rules and needed to be in dress code. He finally complied and I thanked him and told him he could get back in line. The student being in dress code could have prevented the incident.
D. The only consequences that day were that he was removed from the line and had to go to the back of the line to get his lunch. I was the only one involved and told the student that if he were caught out of dress code again that it would result in a detention. The consequences were appropriate since this was the first time that I had seen this student out of dress code and did not know him.
E. I did not know this student before this incident but I do now. Now when I see this student in the lunchroom the first thing he does is show me that he is in dress code and I now have a relationship with him.
2. A. September 4/ 8:37 am
B. 9th Grade/World Geography
C. A student came into class just after the tardy bell, I asked him to sign the tardy sheet since he was late. The student told me “come on man the bell just rang” in which I responded that yes the bell had rung and he came into the room after that. He told me that this was “whack” and continued to his seat. I let him sit down while I checked roll and got the class started. After a few minutes I walked over to him and explained that the 1st tardy was only a warning and that he just needed to initial and date next to his name for the tardy. I explained that if he did not do it I would do it for him and he was going to be in more trouble for being defiant. He signed the tardy book and we continued with the class. The student following procedures and signing the tardy book could have prevented the incident.
D. The student refused to sign the tardy book after he was late to class. The student and I were the only ones involved and at first the student was defiant but eventually did what I asked. The consequences were appropriate, which was a warning but the student knows that he needs to be on time to class or further action will be taken.
E. This was only the student’s third time in my class so I had not had a chance to build a relationship with him. The discipline situation did not have an impact on my relationship with the since he withdrew from my class the day after this incident.
3. A. September 5/ 10:16 am
B. 9th grade/World Geography
C. During second period as I was checking kids for dress code and checking roll I noticed a student that had extreme facial hair and told him that he needed to shave. The student told me that his first period teacher and no one else said anything to him. I told him that I was telling him that he needed to shave. He told me that he didn’t have to shave so I just wrote him a dress code referral and sent him to the office. The student coming to school shaven could have prevented the incident.
D. What occurred was a dress code violation by a student. Involved in the incident was the student, the assistant principal, and me. The student responded negatively to being told that he needed to shave. Consequences were appropriate as they are just school policy that has been explained to the students many times. The student received a detention and has since shaved and has been clean-shaven every time that he has returned to my class.
E. My relationship with this student was shaking for a while after the incident but has since become a lot better. I just explained to him that this was school and district policy and until that changed he would have to shave or have the consequences that come for not shaving. I talk with the student every time I see him in and out of class and I believe I have built a good relationship with this student.
4. A. September 9/ 11:05 am
B. 9th grade/World Geography
C. During second period I had a student who would not be quiet while I was having a discussion with the class, this student wanted to continue to talk to the student next to him. I asked the student to stay focused on our discussion and not have any side discussions that did not pertain to the topic we were discussing. The student’s lack of interest in the topic we were discussing and him not getting quiet after me asking him to lead to the incident.
D. The student’s inability to be quiet when he was supposed to be and refusal to get quiet after I asked him lead to his detention. The student did not respond to me asking him to get quiet but did get quiet the rest of the class period after he received his detention slip. The consequence was appropriate and it did make a difference, I did not have the student do anything during detention but took the opportunity to talk to him and get to know him better.
E. My relationship with this student had been good and I believe that is why I did not get any resistance from him when he did receive the detention. The discipline situation made my relationship with the student stronger and I have not had any more negative dealings with this student.
5. A. September 9/ 11:05 am
B. 9th grade/World Geography
C. During second period I had a student who would not be quiet while I was having a discussion with the class, this student wanted to continue to talk to the student next to him. I asked the student to stay focused on our discussion and not have any side discussions that did not pertain to the topic we were discussing. The student’s lack of interest in the topic we were discussing and him not getting quiet after me asking him to lead to the incident.
D. The student’s inability to be quiet when he was supposed to be and refusal to get quiet after I asked him lead to his detention. The student did not respond to me asking him to get quiet but did get quiet the rest of the class period after he received his detention slip. The consequence was appropriate and it did make a difference, I did not have the student do anything during detention but took the opportunity to talk to him and get to know him better.
E. My relationship with this student had been good and I believe that is why I did not get any resistance from him when he did receive the detention. The discipline situation made my relationship with the student stronger and I have not had any more negative dealings with this student.
6. A. September 10/ 11:25 am
B. 9th grade/World Geography
C. During second period I had a student who would not be quiet while I was having a discussion with the class, this student wanted to continue to talk out loud and give random answers that did not pertain to the subject. I asked the student to stay focused on our discussion and not just yell things out that did not pertain to the topic we were discussing. The student’s need for attention and him not stopping the blurting out of answers lead to the incident.
D. The student’s inability to participate in a class discussion and refusal to stop blurting out answers after I asked him lead to his detention. The student did not respond to me asking him to get quiet but did get quiet the rest of the class period after he received his detention slip. The consequence was appropriate and it did make a difference, I did not have the student do anything during detention but took the opportunity to talk to him and get to know him better.
E. My relationship with this student had been good and I believe that is why I did not get any resistance from him when he did receive the detention. The discipline situation made my relationship with the student stronger and I have not had any more negative dealings with this student.
7. A. September 16/ 8:50 am
B. 9th grade/World Geography
C. During first period a young lady repeatedly was out of her seat, the class was doing a cooperative learning project and instead of staying with her group she continued to get up and visit with other groups. I had chosen the groups and she was not with her friends so she felt it necessary to get up to go visit with them. If the student would have stayed on task and done the work with her group the incident would have been avoided.
D. The student received a detention by me and she was not happy. She told me that she was not going to go to detention and all she was doing was checking to see how everyone else was doing the project. I told her that was her choice but that she still had the detention. I believe the consequences were appropriate but am not sure if it will make a difference. This student did not show up for her detention and has not shown up the last two class periods. I have called home to check on her but have been unsuccessful in reaching anyone.
E. I had only spoken to this student a couple of times before the incident so I don’t believe I had a great relationship with this student. I believe this discipline situation had a negative impact on my relationship with this student. I hope that when she returns her and I will talk and things will be better.
8. A. September 19/ 8:00 am
B. 9th grade/World Geography
C. During morning duty a young man attempted to enter the building with his shirt untucked and his pants rolled at the bottom. Both of these types of dress are not allowed at West Mesquite High School and the students know that. The student was asked by our Assistant Principal to step to the side and tuck his shirt in and unroll his pants before going any further. The student tried to just keep walking as he went to the side and rolled his shirt under; I stopped the student and told him to go back to the doors and tuck his shirt so we can see his belt and to unroll his pants. He told me he couldn’t unroll them because they were too long, which is a different violation. The student argued some more and finally the Assistant Principal just took him to the office. The incident could have been avoided if the student would have been in compliance with the dress code before trying to enter the building.
D. The student received ISS for that day and the following day. He was upset and defiant saying how dumb it was that he had to have his shirt tucked in and that those were the only pants he could buy. Had the student just done what was asked of him there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
E. I did not have a relationship with this student because I did not know the student and have not seen this student since the incident.
9. A. September 19/ 8:36 am
B. 9th grade/World Geography
C. A student came into class just after the tardy bell, I asked him to sign the tardy sheet since he was late. The student told that he didn’t mean to be late and asked me to give him a break, I explained to him that if I gave him a break I would have to give everyone a break at least once and that I was not willing to do that. He told me that he thought I was “cool.” I did not answer his comment and just asked him to have a seat. It was this student’s second tardy so he was to have detention with me which he will serve tomorrow. He signed the tardy book and we continued with the class. He later came and apologized for being late and told me he would be at his detention. I asked him why he was late thinking that maybe if he had car trouble or something like that I might give him a break but he told me he walked his girlfriend to class and that is why he was late.
D. The student received a thirty minute morning detention with me. He has been on time and very respectful to me every time that I see him. The consequences were appropriate and have made a difference.
E. I have had a good relationship with this student and the relationship we have continues to be good. The relationship helped in the situation and has not had any impact on the relationship.
10.A. September 23/ 10:20 am
B. 9th grade/World Geography
C. During second period while I was checking kids for dress code and checking roll I noticed a student that needed to shave. I went to get a dress code referral to fill out for him and he started to mouth how it was stupid that they had to shave. He told me that he wasn’t going to shave so I filled out the dress code referral and sent him to the office. The student coming to school shaven could have prevented the incident.
D. What occurred was a dress code violation by a student. Involved in the incident was the student, the assistant principal, and me. The student responded negatively to being told that he needed to shave. Consequences were appropriate as they are just school policy that has been explained to the students many times. The student received ISS and has since shaved and has been clean-shaven every time that he has returned to my class.
E. My relationship with this student was shaking for a while after the incident but has since become better. I explained to him that this was school and district policy and until that changed he would have to shave or have the consequences that come for not shaving. I talk with the student every time I see him in and out of class and I believe I have built a good relationship with this student.
II.
During second period I had a student who would not be quiet while I was having a discussion with the class, this student wanted to continue to talk to the student next to him. I asked the student to stay focused on our discussion and not have any side discussions that did not pertain to the topic we were discussing. The student’s lack of interest in the topic we were discussing and him not getting quiet after me asking him to lead to the incident.
The student’s inability to be quiet when he was supposed to be and refusal to get quiet after I asked him lead to his detention. The student did not respond to me asking him to get quiet but did get quiet the rest of the class period after he received his detention slip. The consequence was appropriate and it did make a difference, I did not have the student do anything during detention but took the opportunity to talk to him and get to know him better.
My relationship with this student had been good and I believe that is why I did not get any resistance from him when he did receive the detention. The discipline situation made my relationship with the student stronger and I have not had any more negative dealings with this student.
III.
During first period a young lady repeatedly was out of her seat, the class was doing a cooperative learning project and instead of staying with her group she continued to get up and visit with other groups. I had chosen the groups and she was not with her friends so she felt it necessary to get up to go visit with them. If the student would have stayed on task and done the work with her group the incident would have been avoided.
The student received a detention by me and she was not happy. She told me that she was not going to go to detention and all she was doing was checking to see how everyone else was doing the project. I told her that was her choice but that she still had the detention. I believe the consequences were appropriate but am not sure if it will make a difference. This student did not show up for her detention and has not shown up the last two class periods. I have called home to check on her but have been unsuccessful in reaching anyone.
If I could do it over again, I would have spoken to this student privately first to see if there was any outside drama that was taking place in her life before just handing her a detention. I believe this discipline situation had a negative impact on my relationship with this student. I am hoping that once she returns I will have the opportunity to talk to her and things will get better.
Master’s of Education in Secondary Education – MED
SED 500 Issues in Education
Carlos Soliz
Discipline Journal #1
SHED Cohort – Fall 2008
I. Data Collection: On additional pages, document at least 10 discipline situations encountered in your classroom. Journal each incident and include:
1. A. September 3, 2008/ 12:05 pm
B. 9th grade/World Geography
C. During lunch a student did not have his shirt tucked in, I asked him to please tuck his shirt in and pull up his pants. He looked at me and started to roll his shirt under itself and lifted his pants, which immediately went back to the place they started. I asked him to step out of line and tuck his shirt in, not roll it he made a sound with his mouth like he was cleaning his teeth. I told him that he knew the rules and needed to be in dress code. He finally complied and I thanked him and told him he could get back in line. The student being in dress code could have prevented the incident.
D. The only consequences that day were that he was removed from the line and had to go to the back of the line to get his lunch. I was the only one involved and told the student that if he were caught out of dress code again that it would result in a detention. The consequences were appropriate since this was the first time that I had seen this student out of dress code and did not know him.
E. I did not know this student before this incident but I do now. Now when I see this student in the lunchroom the first thing he does is show me that he is in dress code and I now have a relationship with him.
2. A. September 4/ 8:37 am
B. 9th Grade/World Geography
C. A student came into class just after the tardy bell, I asked him to sign the tardy sheet since he was late. The student told me “come on man the bell just rang” in which I responded that yes the bell had rung and he came into the room after that. He told me that this was “whack” and continued to his seat. I let him sit down while I checked roll and got the class started. After a few minutes I walked over to him and explained that the 1st tardy was only a warning and that he just needed to initial and date next to his name for the tardy. I explained that if he did not do it I would do it for him and he was going to be in more trouble for being defiant. He signed the tardy book and we continued with the class. The student following procedures and signing the tardy book could have prevented the incident.
D. The student refused to sign the tardy book after he was late to class. The student and I were the only ones involved and at first the student was defiant but eventually did what I asked. The consequences were appropriate, which was a warning but the student knows that he needs to be on time to class or further action will be taken.
E. This was only the student’s third time in my class so I had not had a chance to build a relationship with him. The discipline situation did not have an impact on my relationship with the since he withdrew from my class the day after this incident.
3. A. September 5/ 10:16 am
B. 9th grade/World Geography
C. During second period as I was checking kids for dress code and checking roll I noticed a student that had extreme facial hair and told him that he needed to shave. The student told me that his first period teacher and no one else said anything to him. I told him that I was telling him that he needed to shave. He told me that he didn’t have to shave so I just wrote him a dress code referral and sent him to the office. The student coming to school shaven could have prevented the incident.
D. What occurred was a dress code violation by a student. Involved in the incident was the student, the assistant principal, and me. The student responded negatively to being told that he needed to shave. Consequences were appropriate as they are just school policy that has been explained to the students many times. The student received a detention and has since shaved and has been clean-shaven every time that he has returned to my class.
E. My relationship with this student was shaking for a while after the incident but has since become a lot better. I just explained to him that this was school and district policy and until that changed he would have to shave or have the consequences that come for not shaving. I talk with the student every time I see him in and out of class and I believe I have built a good relationship with this student.
4. A. September 9/ 11:05 am
B. 9th grade/World Geography
C. During second period I had a student who would not be quiet while I was having a discussion with the class, this student wanted to continue to talk to the student next to him. I asked the student to stay focused on our discussion and not have any side discussions that did not pertain to the topic we were discussing. The student’s lack of interest in the topic we were discussing and him not getting quiet after me asking him to lead to the incident.
D. The student’s inability to be quiet when he was supposed to be and refusal to get quiet after I asked him lead to his detention. The student did not respond to me asking him to get quiet but did get quiet the rest of the class period after he received his detention slip. The consequence was appropriate and it did make a difference, I did not have the student do anything during detention but took the opportunity to talk to him and get to know him better.
E. My relationship with this student had been good and I believe that is why I did not get any resistance from him when he did receive the detention. The discipline situation made my relationship with the student stronger and I have not had any more negative dealings with this student.
5. A. September 9/ 11:05 am
B. 9th grade/World Geography
C. During second period I had a student who would not be quiet while I was having a discussion with the class, this student wanted to continue to talk to the student next to him. I asked the student to stay focused on our discussion and not have any side discussions that did not pertain to the topic we were discussing. The student’s lack of interest in the topic we were discussing and him not getting quiet after me asking him to lead to the incident.
D. The student’s inability to be quiet when he was supposed to be and refusal to get quiet after I asked him lead to his detention. The student did not respond to me asking him to get quiet but did get quiet the rest of the class period after he received his detention slip. The consequence was appropriate and it did make a difference, I did not have the student do anything during detention but took the opportunity to talk to him and get to know him better.
E. My relationship with this student had been good and I believe that is why I did not get any resistance from him when he did receive the detention. The discipline situation made my relationship with the student stronger and I have not had any more negative dealings with this student.
6. A. September 10/ 11:25 am
B. 9th grade/World Geography
C. During second period I had a student who would not be quiet while I was having a discussion with the class, this student wanted to continue to talk out loud and give random answers that did not pertain to the subject. I asked the student to stay focused on our discussion and not just yell things out that did not pertain to the topic we were discussing. The student’s need for attention and him not stopping the blurting out of answers lead to the incident.
D. The student’s inability to participate in a class discussion and refusal to stop blurting out answers after I asked him lead to his detention. The student did not respond to me asking him to get quiet but did get quiet the rest of the class period after he received his detention slip. The consequence was appropriate and it did make a difference, I did not have the student do anything during detention but took the opportunity to talk to him and get to know him better.
E. My relationship with this student had been good and I believe that is why I did not get any resistance from him when he did receive the detention. The discipline situation made my relationship with the student stronger and I have not had any more negative dealings with this student.
7. A. September 16/ 8:50 am
B. 9th grade/World Geography
C. During first period a young lady repeatedly was out of her seat, the class was doing a cooperative learning project and instead of staying with her group she continued to get up and visit with other groups. I had chosen the groups and she was not with her friends so she felt it necessary to get up to go visit with them. If the student would have stayed on task and done the work with her group the incident would have been avoided.
D. The student received a detention by me and she was not happy. She told me that she was not going to go to detention and all she was doing was checking to see how everyone else was doing the project. I told her that was her choice but that she still had the detention. I believe the consequences were appropriate but am not sure if it will make a difference. This student did not show up for her detention and has not shown up the last two class periods. I have called home to check on her but have been unsuccessful in reaching anyone.
E. I had only spoken to this student a couple of times before the incident so I don’t believe I had a great relationship with this student. I believe this discipline situation had a negative impact on my relationship with this student. I hope that when she returns her and I will talk and things will be better.
8. A. September 19/ 8:00 am
B. 9th grade/World Geography
C. During morning duty a young man attempted to enter the building with his shirt untucked and his pants rolled at the bottom. Both of these types of dress are not allowed at West Mesquite High School and the students know that. The student was asked by our Assistant Principal to step to the side and tuck his shirt in and unroll his pants before going any further. The student tried to just keep walking as he went to the side and rolled his shirt under; I stopped the student and told him to go back to the doors and tuck his shirt so we can see his belt and to unroll his pants. He told me he couldn’t unroll them because they were too long, which is a different violation. The student argued some more and finally the Assistant Principal just took him to the office. The incident could have been avoided if the student would have been in compliance with the dress code before trying to enter the building.
D. The student received ISS for that day and the following day. He was upset and defiant saying how dumb it was that he had to have his shirt tucked in and that those were the only pants he could buy. Had the student just done what was asked of him there would have never been a problem instead the student tried to defy our school policies and it got him into trouble.
E. I did not have a relationship with this student because I did not know the student and have not seen this student since the incident.
9. A. September 19/ 8:36 am
B. 9th grade/World Geography
C. A student came into class just after the tardy bell, I asked him to sign the tardy sheet since he was late. The student told that he didn’t mean to be late and asked me to give him a break, I explained to him that if I gave him a break I would have to give everyone a break at least once and that I was not willing to do that. He told me that he thought I was “cool.” I did not answer his comment and just asked him to have a seat. It was this student’s second tardy so he was to have detention with me which he will serve tomorrow. He signed the tardy book and we continued with the class. He later came and apologized for being late and told me he would be at his detention. I asked him why he was late thinking that maybe if he had car trouble or something like that I might give him a break but he told me he walked his girlfriend to class and that is why he was late.
D. The student received a thirty minute morning detention with me. He has been on time and very respectful to me every time that I see him. The consequences were appropriate and have made a difference.
E. I have had a good relationship with this student and the relationship we have continues to be good. The relationship helped in the situation and has not had any impact on the relationship.
10.A. September 23/ 10:20 am
B. 9th grade/World Geography
C. During second period while I was checking kids for dress code and checking roll I noticed a student that needed to shave. I went to get a dress code referral to fill out for him and he started to mouth how it was stupid that they had to shave. He told me that he wasn’t going to shave so I filled out the dress code referral and sent him to the office. The student coming to school shaven could have prevented the incident.
D. What occurred was a dress code violation by a student. Involved in the incident was the student, the assistant principal, and me. The student responded negatively to being told that he needed to shave. Consequences were appropriate as they are just school policy that has been explained to the students many times. The student received ISS and has since shaved and has been clean-shaven every time that he has returned to my class.
E. My relationship with this student was shaking for a while after the incident but has since become better. I explained to him that this was school and district policy and until that changed he would have to shave or have the consequences that come for not shaving. I talk with the student every time I see him in and out of class and I believe I have built a good relationship with this student.
II.
During second period I had a student who would not be quiet while I was having a discussion with the class, this student wanted to continue to talk to the student next to him. I asked the student to stay focused on our discussion and not have any side discussions that did not pertain to the topic we were discussing. The student’s lack of interest in the topic we were discussing and him not getting quiet after me asking him to lead to the incident.
The student’s inability to be quiet when he was supposed to be and refusal to get quiet after I asked him lead to his detention. The student did not respond to me asking him to get quiet but did get quiet the rest of the class period after he received his detention slip. The consequence was appropriate and it did make a difference, I did not have the student do anything during detention but took the opportunity to talk to him and get to know him better.
My relationship with this student had been good and I believe that is why I did not get any resistance from him when he did receive the detention. The discipline situation made my relationship with the student stronger and I have not had any more negative dealings with this student.
III.
During first period a young lady repeatedly was out of her seat, the class was doing a cooperative learning project and instead of staying with her group she continued to get up and visit with other groups. I had chosen the groups and she was not with her friends so she felt it necessary to get up to go visit with them. If the student would have stayed on task and done the work with her group the incident would have been avoided.
The student received a detention by me and she was not happy. She told me that she was not going to go to detention and all she was doing was checking to see how everyone else was doing the project. I told her that was her choice but that she still had the detention. I believe the consequences were appropriate but am not sure if it will make a difference. This student did not show up for her detention and has not shown up the last two class periods. I have called home to check on her but have been unsuccessful in reaching anyone.
If I could do it over again, I would have spoken to this student privately first to see if there was any outside drama that was taking place in her life before just handing her a detention. I believe this discipline situation had a negative impact on my relationship with this student. I am hoping that once she returns I will have the opportunity to talk to her and things will get better.
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