Principals discipline.





From the Principal’s Office

The role of student discipline in schools is often misunderstood. Historically, schools have had the need to provide an environment of stability and comfort for children. One of the ways in which schools accomplish this is by making sure guidelines, policies and rules are followed and enforced consistently. These are not created arbitrarily, but rather through the work of dedicated individuals who have studied the development of children. We have learned much since the days of corporal punishment and “dunce caps in the corner.”

It is important for parents to understand the rationale behind discipline in schools, as well as the different forms it takes. To begin with, I am always quick to correct those who ask what “punishment” we will be doling out to a student in a particular case. Parents may punish their children; we give consequences for improper actions often caused by poor decisions. There is a difference between how we discipline a child and how a parent might discipline a child. I have always felt that the word “punishment” should be reserved for the home.

I mentioned before that discipline is an educational tool. Whenever an instance occurs in which a child has violated a school or district code of conduct it is imperative that they learn from it. We would not be preventing future disciplinary problems without educating a child about what and why they did wrong. In fact, teachers will tell you that one way to learn about any subject is to make mistakes. The ability to learn often comes from mistakes. Poor choices are an opportunity to learn how to make correct choices. It may be surprising to people that most students are disciplined at one time or another during their school careers. The overwhelming majority learns from it very quickly; others seem to take a longer time.

All members of a school faculty have the responsibility to discipline any children within the learning community. The extent to which they can do this varies based on the role each person has in a school. When a teacher, aide, nurse, guidance counselor or administrator sees a child doing something inappropriate they should speak with the child immediately. This may be as simple as a reminder that his or her action is poorly chosen or in violation of the school’s code. This is disciplining a student at its primary level. In cases such as these there is no need for involvement of any other school personnel.

Each teacher creates a set of guidelines and rules for his or her classroom. These rules are consistent with the school and district guidelines and policies, but may vary slightly based on the teacher’s classroom environment. The consequences within a classroom may include warnings, parental notification or detentions. A child’s grade cannot be directly used as a consequence for inappropriate behavior. It is important, however, to understand that class work and participation are an integral part of any student’s grade and inappropriate behavior often means that a child is not doing his or her class work.

When a student’s actions are such that they reach an administrative level the consequences may rise. Only the principal of the school can suspend a student. It is important to explain the rationale behind detention and suspension since they are two of the few tools available to most schools for disciplinary consequences. Detention literally means detaining a student. It is taking a student away from time that he or she may have spent with friends. At IMS detention is commonly served during lunchtime and the rationale is that the student has lost privileges for a given day.

Suspension is used when the student’s actions go beyond the level of detention and these are spelled out in the Irvington school district Code of Conduct. Suspension removes a child from the learning community. We understand that it does not always have the effect that we wish, [ed.: wait! I thought discipline was educational!] but the message is that the child has violated the community’s rules and thus needs to spend time away from the community to reflect. This is followed by conversations between the student and his or her guidance counselor, school psychologist or a school administrator to help make sure the child understands why his or her actions were wrong.

There is often additional work that goes along with the act of discipline. At the administrative level, each incident is fully investigated by me and Ms. Kor Sometimes issues are clear-cut while other times it takes a great deal of time to unfold the details. We then have to weigh the facts and come to conclusions. In each case we try to be fair and seek to understand the situation and the child. It is for this reason that it is always difficult to compare incidents. The Code of Conduct is clear and allows for ranges in the consequences. We do not take these lightly and give a great deal of thought to each incident. It is our hope that students will learn from all situations.

As always, I ask that you partner with us in disciplinary matters. It is best when we agree on the consequences. We encourage you to discuss your concerns with us regarding any disciplinary matter. The staff at Irvington Middle School will continue to review its policies and guidelines in order to create the best environment for learning.

source:
Middle School News
A Joint Publication of the Irvington PTSA & Middle School Staff
Volume 6, Issue 4
May 2006