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by Mark Boynton and Christine Boynton
Table of Contents
Relationships are the foundation of a strong, positive discipline plan. But stopping with the foundation is insufficient; the second component in a strong discipline plan is the establishment and articulation of clearly defined parameters of acceptable student behaviors. In Chapter 2, we addressed why clear parameters are important, what they consist of, how to establish them, and how to teach them to students. In this chapter, we offer some specific strategies that school staff members can use to help sharpen these parameters to proactively decrease disciplinary problems.
Students learn what they are taught. Why must you teach anything? The answer is obvious: If a subject is not taught, students will most likely fail to learn it. This is why you don't just say to your math students, “Know your math facts,” and then move on to the next topic. Instead, you formally teach each aspect of every math concept in a step-by-step, planned process. The same instructional procedures should apply to your discipline plan and rules of conduct. Although this strategy was covered in an earlier section (see Chapter 3), we think it is important enough to be mentioned again.
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