Kristi Kahl/00-01/Diary Entry 16

Entry # 16:
Discipline

It seems like an odd title for a diary entry, but I'm too tired of thinking about the topic to think about a clever way to give it a title. Discipline, by far, has been my biggest challenge this year.

I received a copy of my evaluation from the Teachers Association. It was a survey of my teachers (anonymous, of course) which spells out in what areas they believe I'm doing well, and those they think I basically stink. Only 26% of the staff turned in their surveys. This could be seen as something negative (they don't care enough to take the time to fill it out), neutral (they are just too busy to do it), or positive (they are satisfied and don't see the need to complain to anyone in writing). I choose to see it as a positive.

The results of this survey, looked a lot like the results of the survey I sent the staff over the summer as I was getting to know the school. They do not feel supported in matters of discipline, and they do not believe administration is doing enough about it.

When I first got wind of the way staff was feeling (a teacher told me I'd been out of the classroom too long and that's why I didn't understand the need for teachers to blow up at kids in front of the class), I asked my principal colleagues how they dealt with the issue at their schools. One told me that he had formed a discipline committee to examine the issues, and that ever since they put their plan into action, things had improved greatly. I was relieved to hear this, and set up a discipline committee of our own.

However, before I did this, I arranged for two groups of four teachers to attend two different trainings on dealing with discipline problems and angry students. The deal was that at least one member of each group would have to attend the discipline committee meetings to share what they had learned. I was feeling proud of myself for including staff development into the plan. That pride wouldn't last long.

The Discipline Committee

The group met (without me or the Assistant Principal) every Monday morning at 7:30. They discussed the many issues, and came to consensus that our problems boiled down to a few big ones. I've summarized their issues and added my own twist:

Punishment Saturation: Once students are issued a punishment, it no longer works. Sending kids out of class to the office leaves little room for punishment beyond on-campus or off-campus suspension.

Lack of Uniformity: Not all staff members share the same expectations for students, and not all staff members enforce rules with the same stringency. The result is that students will behave differently, depending upon which teacher (or administrative team member) they are dealing with.

Taking Responsibility: Neither the students nor the staff want to take responsibility for actions that cause or feed the disruptive and/or disrespectful behavior.

The committee reflected on the discipline procedures that we put into place earlier in the year, and agreed that they were good plans, but needed to be followed by everyone. As a result of their meetings, they put together a vision statement for discipline on campus, and created a list of things that all staff members could do that would help foster a more disciplined campus. An example is that all teachers should monitor the hallways during passing periods. The list wasn't long, but was very specific.

Thin skins

The group shared their ideas with the Steering Committee, which is our version of a site-based decision-making body. The Steering Committee reacted in a split fashion, with one teacher walking out angry. Those who didn't like the document felt that it was "finger pointing" at teachers, or it was really "Kristi's job anyway." (I should be checking to see each day who is late to bus duty, or who forgets to check students for uniform violations in the morning.)

After a long discussion that was going nowhere, I interjected that I felt the committee members' work was being attacked, and I asked if the group had anything positive to say. In my mind' s eye, these people were not being sensitive to their colleagues' feelings, and it was my job to let them know. They got angrier and said that if I didn't want their feedback, then why did I ask for it?

Oh, the ugliness of it all. I still haven't quite figured out what went wrong in that meeting. But I suppose it will not be the last of the uncomfortable meetings we will have to have in order to produce real change at our school.

Although upset, the discipline committee members have reworked some of their ideas and plan to share them with the whole faculty in about two weeks.

I hope their skins have thickened by then.

Entry # 16: Discipline

Entry # 16:
Discipline