Corrective Actions
In a classroom using Assertive Discipline, Corrective Actions are:
- Viewed as student’s choice: here’s the rule, you’ve chosen to break it, therefore you’ve chosen the consequence.
- Must be clear so students know the choice they make through their behavior.
- Do NOT have to be severe.
- Should be listed in discipline hierarchy, where corrective actions become increasingly severe/place greater demands on student.
- 1st infraction = warning: write offender’s name in discipline folder
- 2nd infraction = minor corrective action: check mark by name
- 3rd infraction = increased corrective action: wait 2 minutes after class
- 4th infraction = call to parents: depending on age, student made to call parents
- 5th infraction = sent to principal: corrective action by principal
Example of Corrective Action Scenario:
When entering the classroom, Cleo starts bothering other students rather than going to her desk and starting to work. The teacher walks up to her and corrects the behavior:
Teacher: Cleo, the directions were to go to your seat and get to work. That is your warning.
Cleo (getting upset): I didn't do anything wrong. Josh got in my way so I couldn't get to my seat.
Teacher (calmly): Cleo, I understand, but I want you to go to your seat and get to work.
Cleo (still upset): But it's not fair that you always are on me.
Teacher (calmly): I understand but I want you to go to your seat and get to work or you will choose to go to time out.
Realizing the teacher will not engage or argue with her, the student goes to her seat and gets to work (Assertive Discipline 76).
When entering the classroom, Cleo starts bothering other students rather than going to her desk and starting to work. The teacher walks up to her and corrects the behavior:
Teacher: Cleo, the directions were to go to your seat and get to work. That is your warning.
Cleo (getting upset): I didn't do anything wrong. Josh got in my way so I couldn't get to my seat.
Teacher (calmly): Cleo, I understand, but I want you to go to your seat and get to work.
Cleo (still upset): But it's not fair that you always are on me.
Teacher (calmly): I understand but I want you to go to your seat and get to work or you will choose to go to time out.
Realizing the teacher will not engage or argue with her, the student goes to her seat and gets to work (Assertive Discipline 76).
In using Corrective Actions...
Teachers are reminded to
- Treat students alike;
- Expect same standards from ALL students.
- Avoid ROADBLOCKS: thoughts that individual students can’t behave due to factors beyond the teacher’s control. (Wolfgang 100-101)
(From top to bottom, images from: njpacoop.org; http://bundleofpotentiality.blogspot.com)