1 / 30

Presented By: Nathan Biggs Inge Esping Amy Regier Kenny Waddell

Student and Parent Perspectives of Effective Discipline Practices Regarding Repeated School Misbehaviors. Presented By: Nathan Biggs Inge Esping Amy Regier Kenny Waddell. Agenda. Historical Perspective. Problem Statement & Research Question. Literature Review. Methodology.

hue
Download Presentation

Presented By: Nathan Biggs Inge Esping Amy Regier Kenny Waddell

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Student and Parent Perspectives of Effective Discipline Practices Regarding Repeated School Misbehaviors Presented By: Nathan Biggs IngeEsping Amy Regier Kenny Waddell

  2. Agenda Historical Perspective Problem Statement & Research Question Literature Review Methodology

  3. Agenda Data Analysis Results Conclusions Recommendations

  4. Historical Perspective 4

  5. Historical Perspective

  6. Problem Statement & Research Question 6

  7. Problem Statement Forms of exclusionary discipline often do not deter students with repeated misbehaviors.

  8. Research Questions What are student and parent perspectives on exclusionary discipline (i.e. office referrals, in-school suspension [ISS], out-of-school suspension [OSS]) in lessening repeated misbehaviors? What do students and parents perceive as effective alternatives to students who do not respond to traditional exclusionary discipline?

  9. Literature Review 9

  10. Literature Review Methods of School Exclusionary Discipline • Verbal Reprimands • Time Outs • Detentions • In/Out School Suspension • Expulsion

  11. Literature Review continued Students removed from classroom • “Teachable moments” to connect and build relationships are often missed • Give non-disruptive students ability to focus more • Give more time for administration to confront individual behavior issues

  12. Literature Review continued Positive Behavioral Support Strategy • An alternative to exclusionary discipline • Effective for students with emotional & behavior problems  • Opportunities to build relationships with students and families • Encourages more contact with parents before the exclusionary discipline stage

  13. Methodology 13

  14. Methodology

  15. Data Analysis 15

  16. Question 1: Why do you believe students get sent to the office repeatedly for the same or varying behaviors? Parents • Disrupting the classroom • Students are labeled • Conflicting personalities • Lack of teacher behavior management training • Lack of student control Students • Teacher behavior • Not following directions • Getting into trouble • Not doing what the teacher asks • Not learning from mistakes

  17. Question 2: Traditional school consequences like suspensions and detentions work with some students. How does receiving a consequence from the office prevent the behavior from happening again? What could be done differently? Yes No Parents

  18. Question 2: Traditional school consequences like suspensions and detentions work with some students. How does receiving a consequence from the office prevent the behavior from happening again? What could be done differently? 20% NOT SURE 20% NOT EFFECTIVE 60% REWARD

  19. Question 3: When you receive phone calls or emails home from teachers or administrators about your student, what is most often the reason? Positive Negative Both 1/10

  20. Question 4: What do you feel would be the best ways to prevent repeated misbehaviors? Parents Students

  21. Question 5: How often does someone from the school call/email/etc. about a positive happening at school that your student has been involved in? 3 3 3 2 2.5 2 1 1 1.5 1 0 0.5 Never Sometimes Often

  22. Question 6: Do you know if any of your student’s teachers have tried to build a relationship with your student? What have they done to build a relationship? What would you like to see a teacher do to help build a relationship with your student? Students 20% NO 80% YES

  23. Question 6: Have teachers tried to build relationships? Parents 20% NOT SURE 40% YES 40% YES ONLY ONE TEACHER

  24. Results 24

  25. Results • Students were sent to the office for a multitude of infractions • Students felt that traditional consequences are effective, but all parents disagreed • Three to five parents specifically stated that suspensions are a “reward” • Eighty percent of respondents (both parents and students) felt that a teacher has tried to form a relationship Two parents noted that only one teacher has tried to form a relationship • Parents felt that there is little positive communication between home and school One parent felt stated communication only comes from one teacher Another parent questions the sincerity of the communication

  26. Results • Our research showed there are a variety of opinions on the effectiveness of traditional consequences • Our research also suggests that building strong relationships and developing trust between students and teachers is a keystone to successful behavior interventions

  27. Recommendations 27

  28. Recommendations • Increase communication between school and families • Ensure positive communication with families is taking place • Create a school environment with a more individualized approach to discipline for students who have repeated misbehaviors

  29. Recommendations • A data driven dialogue, engaging all stakeholders, should take place on how to effectively use discipline in the school • Administrators should work with teachers to improve their classroom environment with the aim of reducing discipline issues and providing additional behavior management strategies

  30. Questions from Audience 30

More Related