I believe school discipline needs to be established by a mutual respect, and a sense of belonging and ownership. I do not believe a positive discipline plan, school culture or climate can be achieved through a dictatorship, fear or strictly a punitive nature.
I have witnessed both styles of leadership, culture building, and discipline programs in the educational setting as well as the military. I would like to reflect on my time in the United States Marine Corps, and the leadership styles I have observed and worked under. The first style was a platoon sergeant that screamed a lot, often had demands that were unnecessary, and would “flex” his muscle as often as he could. This style promoted conflict and a negative energy with all platoon members. Alternatively I have been a part of units where I have looked up to my platoon sergeant or squad leader, and felt like a valued member. Their words were not necessary to lead, as their action resounded with all members.
In discussing school discipline, culture and climate, we could identify: punitive programs, suspension/expulsion standards, school rules, demands of the student, policies, intervention programs and so on.
I would like to address the idea of a restorative discipline program, culture, and climate. This climate is established and relies on individualized relationships with students and teachers, and requires transparent and consistent communication with all staff members. The restorative culture establishes each student as a valued and beneficial member of the school community, and ensures that each student has the opportunity to learn from and identify the mistake or misguided action they may have chosen. This discipline program is very individualized and is very much dependent on if the student is willing to identify and own their part in a situation. This restorative culture creates a positive and energetic culture where all staff members are willing to learn from not only each other but also from the students. This restorative culture, climate and discipline program starts with the staff at a school site.
I have witnessed students make a dramatic change in their thinking and actions because they have had the opportunity. This opportunity was made available through an alternative discipline program that does not focus on office time, suspension and expulsion, but highlights individualized and valued relationships.
I have witnessed both styles of leadership, culture building, and discipline programs in the educational setting as well as the military. I would like to reflect on my time in the United States Marine Corps, and the leadership styles I have observed and worked under. The first style was a platoon sergeant that screamed a lot, often had demands that were unnecessary, and would “flex” his muscle as often as he could. This style promoted conflict and a negative energy with all platoon members. Alternatively I have been a part of units where I have looked up to my platoon sergeant or squad leader, and felt like a valued member. Their words were not necessary to lead, as their action resounded with all members.
In discussing school discipline, culture and climate, we could identify: punitive programs, suspension/expulsion standards, school rules, demands of the student, policies, intervention programs and so on.
I would like to address the idea of a restorative discipline program, culture, and climate. This climate is established and relies on individualized relationships with students and teachers, and requires transparent and consistent communication with all staff members. The restorative culture establishes each student as a valued and beneficial member of the school community, and ensures that each student has the opportunity to learn from and identify the mistake or misguided action they may have chosen. This discipline program is very individualized and is very much dependent on if the student is willing to identify and own their part in a situation. This restorative culture creates a positive and energetic culture where all staff members are willing to learn from not only each other but also from the students. This restorative culture, climate and discipline program starts with the staff at a school site.
I have witnessed students make a dramatic change in their thinking and actions because they have had the opportunity. This opportunity was made available through an alternative discipline program that does not focus on office time, suspension and expulsion, but highlights individualized and valued relationships.