Part+IV+-+The+structural+Fram


 * Chapter 7 - Student Discipline: Who's Really in Charge: **
 * Chapter 8 - Standards and Accountability **

Ch 7 When it comes to discipline I think that it all goes back to the relationship building. Children should be allowed to retain dignity and should know that even though they have made a poor choice you still care. By spending time with the children and developing those relationships many problems can be stopped before they start or quickly afterward. I know that there are those "heavy hitters" who seem to have the key to the revolving door in the office, but respect is a two way street. You need to give respect to get it. This applies to adults as well as children. If they know they can trust you and that you will deal with discipline fairly while allowing them to retain dignity they respond to you differently. Over my years of teaching I have the ability to work with students from many classrooms and have been able to de-escalate situations simply based on the relationship I have developed with the child. I've heard comments like "OH, it's you...Ok, I'll walk to the office." This is not because he thought I would take it easy on him, but rather because we had a relationship where he knew he could trust me to be fair and consistent. I choose my battles carefully knowing that children make mistakes and I can't expect a pint of blood for each infraction. My expectations are high, but I feel children strive to live up to our expectations no matter how high or, unfortunately, how low we set them.

I agree with you about the relationship building with students (just like with the adults!) I was struck by how vulnerable our students are when they have made a poor choice. I like what you wrote, "he knew he could trust me to be fair and consistent." He didn't think that he was getting out of anything, but he trusted you. That really speaks to your ability to create relationships with students.

Webster defines discipline as 1 :[|punishment] 4): training thatcorrects, molds, or perfects the mental [|faculties] or moral character 5) a: control gained by [|enforcing] obedience or order b: orderly or [|prescribed] conduct or pattern of behavior c:[|self-control]

In looking over this definition, it seems a mix of oppression and assisting students to have self-control. I prefer the self-control part of the definition. If discipline is all about enforcing obedience, then the oppression line has been crossed. I believe strong school discipline comes when students feel they are valued members of their classroom and wider school and community. (SL)

I really enjoyed the power play that Joan put on Jaime in this chapter! Margeret really gave Joan some powerful advice and much to he credit Joan had the guts to call Jaime on his contradiction of roles. I thought this chapter was a great lesson in divide and conquer. Jaime did an outstanding job of letting leaders in his building take control of situations that they could handle and then supporting them in their decisions. Although he had a difficult time surrendering his power, Jaime's attention was focused by Joan's actions and it reminded him that he needed to allow his professionals to take the lead in situations that were manageable and appropriate. The part of the chapter that really struck me was the realization that Joan had about the CAIRO approach and how it could be adopted to fit her classroom. This chapter emphasized the growth of Jaime as he is beginning to understand the need for teachers to lead, but also it showed that Joan was moving from the day to day struggles of being a teacher to a more professional educator who was thinking and reflecting on her experiences to make her classroom instrution stronger. When she began to apply this CAIRO method to her classroom she realized the greater responsibility the kids would have for their own education and hence would have more choice in their education. As a principal the situation that Joan is experiencing would be such a great experience to see...much like the experience we have when a student in our classrooms finally gets a concept and applies it when needed. (AB)

Ch 8 I think that Jaime did a very good job of letting the staff know that he feels stuck in the middle. I know that the toxic few were trying to make this negative, but the rest of the staff re-framed the situation, re-stating the reality and bringing it back to what's best for students. We are all currently caught in the middle of the very same vice. I think being transparent about his feelings and assuring them that he is willing to go the extra mile along with them vital to success. I also think it is important to protect them from this outside distraction as much as possible while maintaining the sense of urgency necessary to achieve the goal. (KK)

This is an issue that I fret about a lot in the field of special education. It seems a majority of parents, teachers and specialists are sick of all the paperwork and regulation involved in special education. The IDEA is cumbersome and complicated. In my own research, I favor a Disability Studies perspective, which identifies disability as a social construct and questions common assumptions, shaped by a history of segregation and injustice. I would prefer to throw the whole notion of “special education” out and re-imagine a way for all kids to be educated with typical peers in home schools with the supports that they need...yet I am working to be a special education administrator...the one in charge of enforcing the law. I can’t quite figure this one out and sometimes wonder if this education I’m getting is money well spent?? (SL)

I thought chapter 8 was very familiar to some of the discussions we have had in class in relation to the NCLB debate...is it best for the kids? Probably Not. Is it reality? Yes. I felt particularly bad for Jaime when the Super introduced the meeting by calling out the teachers and essentially blaming them for all of the issues that Pico had with their testing scores! Terrible opener for someone who is new and is finding his way in the bumpy waters of ed leadership! I really enjoyed the candid discussion the staff had in relation to the NCLB standards and the compromise they created at the end in which they would address both the emotional (make a difference) side of education along with the data crunchers who would look into best practices and reseach "hyphen" based strategies that might help Pico reach their objectives. This was a great way to make the two groups of teachers that are present in Pico each have responsibility for improving the problem, while attacking the problem from an area of comfort. The strategy placed by the Pico staff in response to the NCLB discussion might be just what they need to get the hardliners like Phil to buy into reforms and create some real changes that will accommodate both the whole child approach, but also generate some numerical data that will help ease the harsh accountability threats from the state. (AB)