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.