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3 Alternatives to Assigning Detention

Developing relationships with students to help them make positive choices requires planning and patience, but the work pays off.

There may be times when you have reached the end of your patience with a student’s behavior. They may disrupt learning or repeat a negative behavior too many times. What do we do as teachers in these scenarios? Sometimes the simple answer is assigning detention.

Yet detention is not an effective discipline tool for some students , and in fact it might increase the recurrence of negative behavior. Detention and other punitive measures, like suspensions and expulsions, can contribute to other issues , such as recidivism among students, despite harsher or longer punishments. These measures have the potential to increase apathy and defiance. They can jeopardize teachers’ and staff’s efforts to build relationships and trust. Finally, they can have a negative effect on a student’s academic performance.

There is evidence of racial and ethnic disparities among students assigned to detention. In 2014, the U.S. Department of Education’s Office for Civil Rights sent a letter to educators outlining the disparities and offering alternatives to detention and suspension. Instead of detention, the DOE recommends restorative practices and positive interventions, such as counseling.

There may be severe circumstances that require removing a student from the school environment and placing them on off-campus suspension, such as hitting, fighting, threatening, or verbal assault. But before submitting a detention referral form for minor, day-to-day offenses, consider these three alternatives.

One suggestion is to create a reflection room in place of one for detention. In it, teachers, administrators, caregivers, and the student go through a reflective process to understand the root cause of a conflict and assist the student in understanding and identifying better options. Reflective practices teach students what actions they can take in the future when confronted with difficult situations.

As a middle school assistant principal, I recently had two students referred to me for pushing each other during recess. As I spoke with each of the students individually, I realized they had very different perspectives on what had occurred. “I tripped and landed on him. Really!” versus “He deliberately ran into me!”

These two students needed to learn how to see a situation from another person’s point of view. They each wrote a narrative description of the scuffle as if they were the other person. I followed up with each student separately, and both realized that perhaps they had misinterpreted the other person’s intentions. After writing a reflection, there’s no guarantee that they will never push each other again. But maybe they’ll take a moment to consider what the other person is thinking before they react physically.

Logical Consequences

If you are familiar with the concept of the Responsive Classroom , you might have heard about logical consequences . Instead of harsh punishment, the teacher gently instructs the student on how to correct their errors.

At the end of the discussion, students become empowered because the teacher assists them in reaching epiphanies like “When I knock things down, I have to help build them back up,” “I can fix things when I mess up,” or “My teacher helps me solve problems.” If a student leaves a mess at the lunch table, the obvious next step is to clean it up. Please keep in mind that this is not a suggestion to assign illogical chores, such as “You forgot your homework, now scrape gum off the sidewalk.”

The tone of the teacher is critical when using logical consequences. It should convey problem-solving and learning rather than anger or frustration. Maintaining students’ dignity is essential for assisting them in learning from an experience.

Logical consequences do not always have to be negative. When students make thoughtful decisions that result in good outcomes, note it. Ask your school administration if they will accept “positive office referrals” in which a teacher refers a student for helpful behaviors. How cool would it be if your students routinely wondered, “Is she there for a positive referral?” whenever the principal called a student out of class.

Restorative Practices

Restorative practices, in a nutshell, teach students how to right the wrongs they have caused. They provide alternatives to using punishment and build healthier learning communities. To quote Arkansas principal Chelsea Jennings , “Kids who are frequently in trouble are often testing a system that has repeatedly failed them, but a restorative approach says ‘we are not giving up on you.’”

If a student disrespects another student or staff member in words or actions, how can that student attempt to repair the harm done? A science teacher at our school implemented this approach when a student disrupted her class. The teacher informed the student that her disruptive behavior had taken away instructional time, and as a result, the student would have to help the teacher recoup some of the lost time by assisting with the prep for the next lab before school. Even if the student thought that prepping for a lab was enjoyable or fun, that student was fulfilling the spirit of the consequence: making up for the lost time.

Peer conflict resolution assists students in working to repair the harm done to another student. Students can be taught conflict resolution with the help of a faculty member or counselor. If a student uses a slur or disrespectful language, that student should investigate why that language is harmful. By conducting research first, the offending student can craft a more sympathetic and informed apology to the victim.

An example of this is a middle school student who made a racially insensitive joke. From speaking with the student, it was clear that he did not know the joke was offensive. He was repeating what he had read on the internet. After doing some research on the origins of the joke, the student realized why it was hurtful and sincerely apologized.

There would be no growth, no new understanding, no repairing of harm, if I simply assigned him detention.

The alternatives suggested above are not quick and easy. Some people will object, fearing that restorative practices are letting students off easy or with just a slap on the wrist. These are valid concerns, but one important point to remember is that restorative practices are preventive actions based on relationships.

Building the relationships necessary to guide students toward positive choices requires creativity, planning, and a lot of patience. So why do it? It pays off when students’ behavior improves and the community becomes a more positive environment.

Detention Task Ideas to Improve Behavior

Clio has taught education courses at the college level and has a Ph.D. in curriculum and instruction.

Table of Contents

Why use detention tasks, reflective tasks, restitution tasks.

Does your school use detention as a consequence for negative behaviors? If so, do students spend their time there just sitting around, staring into space and waiting to be set free? This is common for detention, but that time can also be used for a better purpose! If used wisely, detention can really be a time for students to learn more about strong behaviors. And now you might be wondering what you can do to help students really learn something while they are in detention.

One way to make detention a more structured and productive experience is to provide students with specific tasks they are responsible for during their time in detention. These tasks can help students understand what they did wrong, how it impacted others, and how they should change their behavior in the future. The tasks in this lesson can be modified to meet the specific needs and circumstances of students in your school.

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This section offers tasks that are reflective in nature, oriented toward helping students think carefully about what landed them in detention and what they might work on next time.

• Have students write an essay clearly defining what they did that earned them time in detention. The essay should be honest and should explain what motivated the negative behavior. Challenge students to reflect on why this behavior was a problem and what they might do differently the next time they feel tempted to behave this way.
• Give students paper and oil pastels or watercolors to work with. Ask them to create an artwork that represents the feelings or emotions they were experiencing when they engaged in a negative behavior. Then, have them write a caption that suggests other ways they might handle the same feelings or emotions.
• Ask students to create posters that you can hang in the detention room. Each poster should have five questions on it, designed to help other, future students in detention reflect on why they are there. As students work on creating their posters, let them talk to each other about the questions they are creating and how they would answer them.
• Bring together the students that are in detention today. Ask them to talk as a group about why they are there. After each student has a chance to share, lead them in role plays recreating the scenarios that brought them to detention. Each time they act a situation out, ask them to think about different possible outcomes if the same scenario should arise again.

The tasks in this section are designed to help students consider who or what their misbehavior impacted, and then to make it up to the people they harmed the most.

• Ask each student to make a list of who or what might have been hurt because of the things they did to get the detention. For each person or thing on the list, have them come up with at least two possibilities of what they might do to make things better. For instance, if they broke a classroom supply, how could they fix it? If they hurt someone's feelings, how could they make that person feel better?
• Have students write letters to one of the people they might have hurt by their negative behavior. In their letter, they should offer a genuine apology and explain what they plan to do to avoid this sort of outcome in the future.
• Involve students in a community service activity for the school. This might involve cleaning up a classroom, sorting books, or weeding a school garden plot. Ask students to reflect, as they work, on how giving back to the school helps make up for their negative behavior, and have them think about what they are learning from this community service.

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BEHAVIOR IMPROVEMENT DETENTION ASSIGNMENT FOR CLASSROOM

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Detention Work Behavior Reflection Sheet - Student Behavior Essays

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Description

Even though teachers work hard to make their classrooms a positive place, after other interventions have taken place there are occasions when detention is a necessary consequence for inappropriate behavior. To keep the onus where it belongs (on the student), use these editable compositions to help students reflect on their behavior.

These compositions are like letters for the student to copy that explain their misdeed, why the behavior is inappropriate, and how to correct it in the future. Then there is a place for the student and the student's parent/guardian to sign.

Students who have already been given an opportunity to make a better choice and perhaps even a phone call home could be assigned these compositions as a "take-home" detention. There's no reason for detention to take up a teacher's time! Plus these are great for documenting your attempts to help correct a student's behavior.

There are 14 EDITABLE compositions including:

✅ Tardiness

✅ Cheating on a test

✅ Cheating by copying someone else's work

✅ Not following directions

✅ Disrespect

✅ Improper behavior with a substitute

✅ Skipping class

✅ Disrupting the class

✅ Inappropriate language (cursing)

✅ Dress Code

✅ Failure to complete classwork

✅ Failure to complete homework

✅ Sleeping in class

✅ Failure to be dependable in a group work situation

You'll get a copy of each composition in an editable PowerPoint.

Please see the preview! :)

TEACHERS LIKE YOU SAID:

⭐⭐⭐⭐⭐ Brandy B. said, "I really like this resource. Unfortunately, discipline comes along with classroom management because students do not always use the best judgment. This resource allowed me to tailor it to my classroom and provides my students with a reflection on using better judgment."

⭐⭐⭐⭐⭐ Laura M. said, "I LOVE these resources! I was able to modify it to meet the needs of my students, their parents, and my classes. I added a reflection paragraph to the end for my students to examine their own behaviors and the impact those behaviors had."

⭐⭐⭐⭐⭐ Jennifer H. said, "I have duty for detention each week. These editable files gave me something for my students to do in detention that makes them reflect on their behavior."

_________________________________________________________

More great classroom management resources you'll LOVE:

➡️ Behavior Systems for Middle School

➡️ Classroom Management Behavior Systems Bundle

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Wednesday, May 25, 2016

Lunch detentions: reflection prompts for your students to complete during a 20-minute lunch.

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Still Giving Detention? Here Are 5 Better Alternatives

Detention usually doesn’t work. Here is what does.

All too often, when a student misbehaves in class, they are sent to the front office, an administrator assigns a detention, and the instance gets swept under the rug. The teacher is left assuming that the student showed up for their punishment and that sitting in a quiet place for an hour after school “fixed” the problem. However, more often than not, the detention doesn’t work . Those of us who manage the detention hall see the same kids every week, making it clear that repeat offenders are not learning from this discipline practice. Schools need to  evaluate the effectiveness  of detention and begin searching for alternatives to detention. Here are five effective ways to correct student behavior without using detention.

1. Stop bad behavior before it starts.

This may seem obvious, but sometimes the key to curtailing misbehavior is addressing it before it happens. Take instructional time to work on soft skills that lead to better behavior. Especially at the secondary level, it is easy to take for granted that students know how to act in a classroom. Some just haven’t figured it all out yet. One thing I have done in my classes that works is bringing in a counselor, teacher, or administrator and role-playing conflict resolution and problem-solving techniques. We use real-world scenarios and model positive reactions to them for students.

For example, in my class we do a lot of collaborative projects. One issue that commonly pops up is that one person dominates the conversation, asserting their ideas over those of others. This can lead to heated moments that can get out of hand. So I bring in a colleague, and we discuss an actual upcoming unit, set up a college visit, or brainstorm the next school event—something to model professional collaboration. We always start with modeling the wrong behavior, demonstrating the incorrect way to handle an argument. Then we show a balanced, collaborative approach. Students get to see proper behavior and learn the importance of these skills, and teachers can then refer back to them throughout the year. When students see positive behavior modeled for them, they learn the expectations and work to achieve them.

2. Hold a lunch workshop instead of a lunch detention.

One way to help students actually learn and take away meaning from their mistakes is through a lunch workshop. At my school, we have a counselor who meets with students one day per week during the student’s lunch. Teachers and administrators can refer a student to this, and students are notified from the office that they are scheduled for a workshop. On that day, students have to report to the counseling office, their lunch is already there (so students don’t wander around or waste time in the lunch line), and they begin immediately.

Our counselor runs the miniworkshop, focusing on a particular character-development issue such as overcoming adversity, surrounding yourself with positive people, or developing a growth mindset . It’s important to note that for this to work, the topics need to be genuine. She talks to the students for roughly 15 minutes while they eat and listen. They then discuss or write about the takeaways they have. Lunch workshops often lead to deep discussions about issues these students are actually struggling with. They also help students build a connection with our counselor. Lastly, they cause students to miss their free time at lunch, which no student wants to do. So while still having an aspect of detention, the time is at least constructive.

3. Have students write reflections.

This is similar to the lunch workshop model, but it doesn’t require a staff member to set up additional time in their schedule. If a student has a regular issue of misbehavior, teachers can have them write about it and reflect on the issue. I have found that when it comes to assigning written reflections, things need to be authentic. If students feel like this is just a hoop they have to jump through to get out of trouble, it will not help. Instead, respond to what the student says (in writing or verbally) and engage with them about what they wrote.

Giving students an opportunity to reflect and be heard not only curbs future negative behavior but also grows your relationship with them. So the next time Johnny acts out in class, instead of just removing him and putting him in ISS or detention, have him write about it. You might just learn that he is truly struggling with something at home and needs help. Set up a time to meet with him and help him. Turn a negative into a positive.

4. Bring in after-school support (coaches, club advisors, directors).

One of the best tools educators have is the availability to bridge the gap from the school day to extracurricular activities. Now this doesn’t help with all students since not everyone is involved in something after school. However, for those who are, this can work great. As a coach myself, I want to know that my players are representing the team well during the school day. If they aren’t, I have the ability to talk to them and relate how their actions have an impact outside the classroom.

I also have the option of making a student sit during a game or even kicking them off the team. For most students, just being aware of these consequences help things “click.” Teachers and administrators should not be afraid to reach out to these supports both during or after the season or event. Plus, as coaches, we have a few more forms of punishments at our disposal. (Running up and down bleachers, anyone?)

5. Reward positive behavior!

Part of the issue schools run into is that we get so caught up cracking down on the negative, that we overlook the fact that 99 percent of the students are doing exactly what they are supposed to be doing. Why not reward those who are being model students? Give them athletic passes, partner with local businesses for discounts and freebies to distribute, reach out to sports teams for tickets, or give special parking opportunities. There are so many ways we can encourage positive choices rather than just punishing the negative ones. At first, this may produce surface level behaviors from some of the more difficult students. But over time, it will become an ingrained trait.

For instance, one issue that we wanted to address in a positive way at my school was how to encourage school pride. So for our home football games we created themes for our student sections. One theme was Hawaiian luau. In the week leading up to the big game, we gave out free leis and luau garb to students doing the right things, like not having their phones out in the hallway. Not only did this reward positive behavior, it also built school pride and was fun! While not a huge or expensive prize, students were motivated by it and appreciated being recognized.

Don’t just expect students to outgrow troubling behaviors by putting them into a silent room. Our goal as educators is to prepare students for what lies ahead. By using alternatives to detention, we can help students prepare for the real world while still holding them accountable for their shortcomings.

And as a bonus, you will never again have to send an email pleading for someone to cover detention duty.

Join the great conversations going on about school leadership in our Facebook groups  Principal Life   and  High School Principal Life .

Plus, check out this article about restorative practices.

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The Division 2 Detention Center Classified Assignment: Where to Find Backpack Charm and Audio Logs

Episode 3  has finally arrived to The Division 2, and with it the new  Detention Center Classified Assignment  for Annual Pass holders to tackle. Naturally, everyone wants to know where the audio logs are, and how to find the hamburger backpack charm, so this guide will help all of you collectible fiends hoover them up.

The first audio log in the Detention Center Classified Assignment can be found once you reach the laundry room.

This log is pretty easy to grab – after clearing the True Sons out of the laundry room look for an area on the right with a sealed security gate. Look through it to see a yellow power box. Shoot this to open the gate, then grab the log. By the way, those yellow boxes will be a recurring theme in this assignment.

The second log requires some creative navigation.

As you make your way toward the Gym, you’ll pass the Visitation Room. The log is in there, but you’ll need a key to get in. On your route forward you should notice a large red security door with wires running under it. You can open this door, and at the end of the path is the Visitation Key. Double-back and open the Visitation Room to grab the second Detention Center Classified Assignment audio log.

The third audio log can be reached after freeing the prisoners.

After you clear Cell Block A and push ahead into the room with the mounted machine gun you will need to clear out some Last Son stragglers. Once you do, head towards the machine gun, and enter the room to collect the third audio log. You likely noticed an audio log at the entrance to Cell Block A en route to this one; that will be the next log you collect. Fun fact: the closed red door in the machine gun room can be opened and will lead to the charm, but we will come back to that in a moment.

The final audio log requires some backtracking.

The last log in the Detention Center Classified Assignment can appear impossible to grab at first, but there is a trick to it. First, it’s in the control room above the entrance to Cell Block A. Head upstairs until you can see into the control room, where you will notice a yellow power box through an open door. Shoot this, and make your way back to the machine gun you found the third log at.

Once there, head down a floor. You will notice a small green mat under the stairs and some barrels. This is actually another staircase leading down. Head down the stairs to the closed door, and open it. Then all you need to do is follow the path forward to reach the final audio log.

The fries backpack charm is yours after opening some cell doors.

Head back to the machine gun room, but go to the room directly below it. You will find a terminal that will open the cell doors in this block. Head back up to the machine gun room, and go through the red door you opened earlier (and if you didn’t open it you can do so without any fuss). Once through you will see two open cell doors – the first one (B40) leads to a maintenance shaft (the small jet of flames gives it away). Enter the shaft and make your way down. Before passing under a brick arch look up to find a yellow power box: shoot it (if you can’t find it here, follow the wires on the ground that lead up to it).

You should now be in a room with a padlocked gate, a generator, and an open door on your right. Go into that door to grab a fuse, then turn around. Before going to the generator go straight into the tunnel ahead, where you should see a ladder and two drainage pipes dumping water into the room. Shoot the seals above them to stop the water from entering the room, then double-back towards the generator.

Shoot the padlock off the gate and open it. Place the fuse into the fuse box to power the generator, then turn it on. Turns out it was a pump, and the sewer will no longer be flooded. Head back to the ladder you saw and head down. The fries charm should be directly ahead with a key to leave via the exit here. If you haven’t finished the Detention Center Classified Assignment yet, head back up the way to came and complete it.

Congrats, you’ve completed the Detention Center Classified Assignment and found all the secrets. With Episode 3 of The Division 2 and the Classified Assignments out of the way, it’s time to prepare for The Division 2: Warlords of New York. Check out our detailed report  on the expansion, or perhaps our  impressions  and  interview  if you’d like to know more about the upcoming launch.

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Milestones In the Learning Process: Everything You Need to Know

Independent reading opportunities: everything you need to know, product review of the tineco floor one s7 steam, a product review of stormbox flow, a product review of stormbox blast, reading workshops: everything you need to know, product review of kerafactor’s skincare for hair, product review of the reolink argus 4 pro, developing phonemic awareness: everything you need to know, school transition tips for learners with autism: everything you need to know, google classroom tip #43: 48 ways to manage student assignments.

Along with instruction and assessment, assignments form the foundation of the teaching and learning process. They provide opportunities for students to practice the skills and apply the knowledge that they have been taught in a supportive environment. It also helps the teacher gauge how well students are learning the material and how close they are to mastery.

Because of the nature of assignments, managing them can get hectic. That’s why its best to use a platform like Google Classroom to help you manage assignments digitally. In today’s tip, we will discuss 48 ways that you can use Classroom to manage student assignments.

• Assignment Status – Easily check how many students turned in an assignment as well as how many assignments have been graded by going to the Classwork tab and clicking on the title of the assignment.
• Assign to Multiple Classes – Post an assignment to multiple classes by using the “for” drop-down menu when creating an assignment.
• Brainstorm – Use Google Docs, Sheets, Slides, or Drawings to brainstorm for class assignments.
• Calendar of Due Dates – Link a Google Calendar with due dates for assignments, tests, and other important dates into Classroom.
• Check Homework – Classroom makes checking homework easy with a quick glance at the assignment page. If more detailed grading is needed, just access the grading interface for the assignment.
• Choice Boards – Give students a choice in how they demonstrate what they know by creating a choice board and uploading it as an assignment. Choice boards allow students to choose between several assignments and can be created directly in Classroom, using Google Docs, or with third-party apps.
• Co-Teach Classes – Invite others to co-teach in your Classroom. Each teacher is able to create assignments and post announcements for students.
• Create Questions Before a Socratic Seminar – Create an assignment for students to develop questions before a Socratic seminar. During the collaborative process, students can eliminate duplicate questions.
• Detention Assignment Sheet – Create a detention assignment sheet using Google Docs. The assignment sheet can then be shared with the detention teacher and individual students privately through Classroom.
• Differentiate Assignments – Assign work to individual students or groups of students in Classroom.
• Differentiate by Product – Differentiate by product in Classroom by providing a challenge, variety, or choice or by using a continuum with assignments.
• Digital Portfolios – Students can create digital portfolios of their work by uploading documents, pictures, artifacts, etc. to Classroom assignments.
• Directions Document – Use Google Docs to create instruction documents for assignments in Classroom.
• Distribute Student Work/Homework – Use Classroom to distribute student assignments or homework to all students, groups of students, or individual students.
• Diversify Student Submissions – Create alternative submission options for students through the assignment tool. For example, one group of students may be required to submit a Google Doc while another group is required to submit a Slides presentation.
• Do-Now Activities – Use Classroom to post Do-Now Activities.
• Draft Assignments – Save posts as drafts until they are ready for publishing.
• Feedback Before Student Submits – Provide feedback to students while their assignment is still a work in progress instead of waiting until submission. This will help the student better understand assignment expectations.
• Get Notified of Late Assignments – Select notification settings to get notified each time an assignment is turned in late.
• Global Classroom – Partner with international teachers to create a co-teaching classroom without borders where students can work on collaborative assignments.
• Graphic Organizers – Upload graphic organizers for students to collaborate on assignments and projects.
• Group Collaboration – Assign multiple students to an assignment to create a collaborative group. Give students editing rights to allow them access to the same document.
• HyperDocs – Create and upload a hyperdoc as an assignment.
• Link to Assignments – Create links to assignments not created in Classroom.
• Link to Class Blog – Provide the link to a class blog in Classroom.
• Link to Next Activity – Provide a link to the next activity students must complete after finishing an assignment.
• Make a Copy for Each Student – Chose “make a copy for each student” when uploading assignment documents to avoid students having to share one copy of the document. When a copy for each student is made, Classroom automatically adds each student’s name to the document and saves it to the Classroom folder in Google Drive.
• Move to Top/Bottom – Move recent assignments to the top of the Classwork feed so students can find new tasks more quickly.
• Multiple File Upload – Upload multiple files for an assignment in one post.
• Naming Conventions for Assignments – Create a unique naming system for assignments so they can be easily found in the Classroom folder in Google Drive.
• Offline Mode – Change settings to allow students to work in offline mode if internet connections are weak. Once an internet connection is established, students can upload assignments to Classroom.
• One Student One Sheet – In Google Sheets, assign one tab (sheet) per student for the student to complete the assignment.
• One Student One Slide – In Google Slides, assign one slide to each student to present findings on a topic or to complete an assignment.
• Organize Student Work – Google Classroom automatically creates calendars and folders in Drive to keep assignments organized.
• Peer Tutors – Assign peer tutors to help struggling students with assignments.
• Protect Privacy – Google Classroom only allows class members to access assignments. Also, it eliminates the need to use email, which may be less private than Classroom.
• Provide Accommodations – Provide accommodations to students with disabilities in Google Classroom by allowing extra time to turn in assignments, using text to speech functions, and third-party extensions for colored overlays.
• Reorder Assignments by Status – Instead of organizing assignments by student first or last name, organize them by status to see which students have or have not turned in work.
• Reuse Posts – Reuse post from prior assignments or from other Classrooms.
• See the Process – Students don’t have to submit their assignments for you to see their work. When you chose “make a copy for each student” for assignments, each student’s work can be seen in the grading tool, even if it’s not submitted. Teachers can make comments and suggestions along the way.
• Share Materials – Upload required materials such as the class syllabus, rules, procedures, etc. to a Class Resources Module, or upload assignment materials within the assignment.
• Share Resources – Create a resource list or a resource module for students.
• Share Solutions to an Assignment – Share solutions to an assignment with a collaborator or students after all assignments have been turned in.
• Stop Repeating Directions – By posting a directions document to assignments, the need to continually repeat directions is lessened, if not eliminated altogether. Keep in mind that some students will still need directions to read orally or clarified.
• Student Work Collection – Use Classroom to collect student work from assignments.
• Summer Assignments – Create summer assignments for students through Classroom.
• Templates – Create templates for projects, essays, and other student assignments.
• Track Assignments Turned In – Keep track of which students turned in assignments by going to the grading tool.

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Need Behaviour Assignments for Consequences

Discussion in ' Behavior Management Archives ' started by dannyteach , Dec 6, 2010 .

dannyteach New Member

Dec 6, 2010

I'm looking for some help! I am in my 7th year of teaching and have a little guy in my grade 7 class this year. I taught him last year and was blessed with his sweet return to my class list this year. He is the most disruptive, disrespectful, high energy child I have yet to come across. am usually the teacher who invites challenges like this into my class...however this littleguy has got me, my principal, the admin beat! I am looking for support and help in ways to deal with him when he gets into his distructive states. I would like to come up with assignments for him to do that address his poor behaviour choices in class / on the playground. For example, if he swears at a teacher or pretends to shoot his classmates consistantly, having him write a journal entry from his teacher's perspective or classmates on what they may be feeling. Having him do a behavioural report when sent out of the classroom to reflect on his behaviours. I would like to come up with 10 or so behavior related assignments for him to do in the office when he is not ready to be in class. These can be kept with the principal and he must complete one before being permitted to return to class. Any ideas for assignments? reports? projects? readings? etc. It would be very much appreciated! I need to somehow survive this child this year and it is only December!!! Thanks! Danielle  

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StellatheSub Rookie

Dec 8, 2010

Age 7 or grade 7?  

Aliceacc Multitudinous

Hi Danielle, and welcome! I'm guessing 7th grade. And I've got to be honest and admit that I'm in a bit over my head; my typical "not bad enough for detention" assignment is to multiply your phone number by your zip code. The next time you stay after, you have to check it by long division. I tend not to have too many repeat offenders. How about an essay on the meaning of "respect", starting with a dictionary definition? Likewise "Civility" and "Cooperation"???  

Cerek Aficionado

The writing assignments sound like a good idea, because it will force him to actually THINK about what he is doing and how it affects other people. Having him describe his actions from the other person's POV might make him think about the impact his actions are having. I also like Alice's idea of writing a short paper on respect, civility, cooperation, etc by beginning with the dictionary definition. Other ideas for writing assignments could be: 1) Describe a typical school day from the time you wake up till you go to bed that night. Write about the things that happen on a normal day for you. (This might provide some insight from HIS POV about why he is so out of control. What is triggering all of that anger and disruption?) 2) List the name of 10 classmates and write one good quality or positive comment about each one. How does the person display this quality? What is unique about him/her? What affect (if any) does this quality or attribute have on other classmates? (Perhaps if he lists positive qualities of others and how it affects the classroom environment, he will begin to think about how some of those qualities or behaviors would work for him. You could also do this assignment several times, making him list 10 different classmates each time until he has eventually written one positive comment about each of them). 3) What do you want to do when you are grown and out of school? What kind of job do you think you would like to have? (hopefully, this will make him think about future goals and help him start focusing on what he needs to do to reach them). 4) If you had 1 day to do whatever you wanted, what would you do? (if he writes something like "play video games all day" or "sit around the house", then future assignments can focus more on describing a favorite hobby or activity OTHER than video games. Try to make him think of something that requires some energy and thought and describe what he enjoys most about that activity) 5) Imagine YOU are a middle school teacher. Describe what you think a normal day of school would be like for you then. What subject would you teach? What kind of lessons would you do? How would you make the lessons interesting for all the students? How much time do you think it would take to grade all the papers from every class you have? Those are some ideas off the top of my head. I'm not sure how much success you will actually have getting him to do any of these, but once he is removed from the situation that is upsetting him and has some time to calm down, maybe he will begin to reflect on these ideas and how he can use them to change his behavior. If he DOES complete the assignments, he will have been forced to think about his actions (and their impact) a little more deeply and will also provide insight to you about what is triggering these reactions and things he wishes were different about his environment.  

teacher12345 Cohort

Some other assignment ideas: 1. Writing a letter of apology to the teacher stating what he did, why it was not acceptable, how his actions impacted others, others point of view and what others think of him when he acts this way, how it makes his teacher feel when he acts this way, and what he could do next time instead. 2. Comparing and Contrasting his behavior with that of other students in his grade or class: IE: Other 7th graders treat their teachers with respect and use respectful words when talking with them, and I sweared at my teacher and then stating what other people may think of him if he keeps doing this behavior, ie: dissruptive, obnoxious, rude, don't want to be around him, direspectful, disobedient, defient, weird, goofs off alot, can't listen and follow directions, annoying to be around etc. 3. Write the following words and their defenitions from the dictionary 3 times each and use them in a sentence; cooperative/cooperate/cooperating, respectful, responsible, polite, curtious, rude, defient, and obnoxious. 4. Make a list of why his behavior was not appropriate: EX: it was disruptive, rude, not respecting teacher or peers trying to learn/teach, spoke out of turn, bad language, others were mad, etc. 5. Cause and Effect note cards: given a situation or behavior he will write down the effect 6. he will write a poem about how his behavior effected others/other people's point of view, teacher's point of view 7. He will write a diary entry as if he was the teacher and had a disrespectful, rude, uncooperative student in his classroom, stating why it was annoying, what the student did, why it made it hard for him to teach etc. 8. Write a diary entry as if he was a classmate of a student who acted like he did, disrespectful, rude, etc.  

paperheart Groupie

Dec 11, 2010

Name 50 careers that require a college education. Name 50 reasons that explain why you are bright, beautiful and just plain awesome. Imagine you are a superhero. Name 50 super powers you would like to have. Now describe 10 qualities you do have that can lead to good.  

Dec 12, 2010

Some of these sound downright fun! Detention in my school involves copying, word for word, a page of typed print. The last time I had detention duty, it concerned Brown vs the Board of Education. It used to be copying a page from the dictionay. Saturday detention is copying the Constitution. As you decide on the assignments, keep in mind: the point is that it's NOT fun. It's something to be avoided.  

Pisces_Fish Fanatic

Aliceacc said: ↑ Some of these sound downright fun! Detention in my school involves copying, word for word, a page of typed print. The last time I had detention duty, it concerned Brown vs the Board of Education. It used to be copying a page from the dictionay. Saturday detention is copying the Constitution. As you decide on the assignments, keep in mind: the point is that it's NOT fun. It's something to be avoided. Click to expand...

swansong1 Virtuoso

Here's my opinion as an ESE teacher: The children that Alice gives detention to are normal children with normal behaviors that have transgressed a little. Therefore, her punishment is absolutely acceptable. This 7th grader exhibits unusual and abnormal behavior ( as in a child with behavioral disabilities). He needs to have behavioral modification strategies to help him learn more acceptable behaviors in school. So, the writing assignments you all have suggested would act as behavioral modification strategies and would be be a good start for him to begin learning ways to change his behavior. I'm guessing he will not find these writing assignments easy. As a matter of fact, the fact that he will have to sit quietly and give some thought to his actions and then compose a response will give him difficulty because he has shown that those types of activities are not something he can handle easily..  

Excellent point swan!  

Teacherella Habitué

Jan 10, 2011

Whatever consequence you decide on, I would make sure that it won't make him hate writing. It would be a shame for him to associate writing as a punishment. I like the idea of him listing 50 positive traits about himself and maybe have him choose one to write about. I'm a firm believer in giving students logical consequences so I think it should directly relate to whatever reason he was send down to the office.  

MamaFisch New Member

Mar 7, 2011

I have several specially selected sections from our student code of conduct. Students have to copy it. If it is a short selection, I have them copy it several times and then I send home the page, with a note from me, to be signed by their parent. On our campus, three minor offenses that are documented and addressed result in a referral, so this also provides documentation and proof of parent notification. I also have students who make messes stay to clean up. Writing on desks and walls means erasing marks in the hallway. Students who run in the hall have to do 20 walking laps from one end of the hallway to the other, etc.  

sidhewing Rookie

Mar 11, 2011

Personal Responsibility Grade I believe in the "personal responsibility grade." I would suggest to give this to the whole class. It's a form that grades students on their behavior and is generally 15-20% of their overall grade. Each week you grades students on tardiness, absences, participation and respectful behavior. Allow yourself 2-3 sentences if they did something really disrespectful like curse, hurt a student etc. AND then allow them a space to "agree" or "disagree" with your grade and a space that allows them to answer: What could I do in the future to improve my grade? I've found that it is surprisingly effective and students sometimes are chillingly honest. If you don't want to do that have you considered a Behavior plan? Where you sit down with the students and together your brain storm was is disruptive/ productive and what the consequences/ rewards are? Or what about a progress chart where it's just between you and the student? So, that the students won't be embarrassed in front of his friends? Good luck!!  

m1trLG2 Companion

Apr 17, 2011

How are mom and dad? Here are some things we did in treatment as well as somethings I have used in the classroom. 1) Have him write a letter home to his parent that gets signed about his behavior. Do this in a guided writing style. "Dear Mom and Dad I was very disrespectful today. I made the choice to _______." Get it signed and returned (more effective if mom and dad are involved though). 2) Do "SODAS" with him as part of his journaling. S- Situation O- Options D- Disadvantages A- Advantages S- Solution Here is what it would look like: S- I want to color instead of do the work I'm supposed to do. O- Do my work or chose to color. D- If I chose to color my teacher will get upset, send a letter home, mom and dad will get upset, I will spend the rest of my day arguing. If I chose to do my work I don't get to do what I want and that upsets me. A- If I chose to do my work, perhaps I will finish early and be allowed to color and have some free time. My parents won't be upset, and my teacher won't get upset. If I chose to color, I get to do what I want. S- I think I will do my work and then color later and that way I don't have to deal with the upset people. This can be something he is allowed to do if he can recognize himself "losing control" it's a "stop and think" method. However it can also be used afterwards and then the solution would be the one he picked but why it didn't work out would be made clear in disadvantages. 3) This isn't a "punishment" but can be effective for helping to change behavior. A lot of behavior kids get overwhelmed very quickly and again need to "stop and think". Have him "take a break". This is good for ALL kids but mostly get utilized by behavioral kids. If he is being crazy and hyper and defiant tell him, "I think you need to take a break, please go have a seat facing the wall in the break chair." Give him 5 minutes and then ask him to join you OR tell him, "when you think you can make better choices let me know and you can join us" but if it's over five minutes have him make up the time during recess or with an assignment or something. This way he doesn't just go back to a corner and play. Sometimes these kids just get stuck in a loop and honestly don't know how to get out. 4) Have him do "self awareness" worksheets. Now, prior to teaching I was a behavioral therapist and I am a supporter of the cognitive behavioral school of thought. So, feel free to disagree I just wanted to say this is from that standpoint. A lot of behavioral kids are unable to put themselves in another person's shoes. This kid may be able to write a great response of how it would "feel" to be a teacher dealing with a kid like him but he doesn't "feel" that. He has observed your behaviors and listened and knows what to say. Giving assignments that require introspection will be more effective at changing his behaviors. Here are a few links. http://www.box.net/shared/fp9tziylhr http://www.stressgroup.com/ABCworksheet.html http://practicegroundprojects.wetpaint.com/page/Handouts,+Protocols+&+Client+Learning+Activities These are all similar to the SODAS approach and designed to have the child look inside to assess behaviors and slow down... again Stop and Think. If you google "Behavioral Therapy Worksheets" you will find lots of things he can work on. Also, ask the school guidance counselor if she/he has anything like these worksheets that he could work on. Lots of times the behavior is impulsive and there is no reason the child did it. So, the solution is learning to recognize impulsive behavior and then be able to stop and take charge of it. Hope some of this helps!  

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News | A report says women were abused in Nigerian military cells after fleeing Boko Haram captivity

Amnesty international says in a new report that dozens of women and young girls have been unlawfully detained and abused in nigerian military detention facilities after escaping captivity from boko haram extremists.

Some of the women were detained with their children for years because of their real or perceived association with the extremists, the report said. It cited 126 interviews, mostly with survivors, over the 14 years since the Islamic extremists launched their insurgency.

The report echoes past human rights concerns about the Nigerian military, which in the past has been accused of extrajudicial killings and illegal arrests in one of the world’s longest conflicts .

The report, however, noted the practice of prolonged and unlawful detentions has been less widespread in recent years.

Nigeria’s army dismissed the report as “unsubstantiated” and reiterated that it has continued to improve on its human rights record and holds personnel to account.

The conflict has spilled over borders and killed at least 35,000 people and displaced over 2 million. Women and young girls are often forcefully married or sexually abused in captivity.

But the conditions some women found themselves in after fleeing captivity were so “horrible” that some chose to return to Boko Haram, Niki Frederiek, crisis researcher with Amnesty International, said of the detention camps located in military facilities in Borno state.

At least 31 survivors interviewed said they were held illegally in the facilities, the report said, suggesting the practice had been more widespread.

“Some said soldiers insulted them, calling them ‘Boko Haram wives’ and accusing them of being responsible for killings. Several described beatings or abysmal conditions in detention, which amount to torture or other ill treatment,” the report said.

“The Nigerian authorities must support these girls and young women as they fully reintegrate into society,” said Samira Daoud, Amnesty International’s regional director for West and Central Africa.

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