Procedure for Groups to Create a Code of Conduct - Using A Principled Approach
Adapted by Sharer and Sweetland from Love & Logic by Fay and Funk
Discipline is more thorough and consistent when it is built on a set of core beliefs, which are turned into principles, that take into consideration the social needs of students and the contents of the students’ Quality Worlds.
All participants must believe in and use these principles when making classroom decisions. Core beliefs are based on helping students develop their internalized sense of control, rather than trying to control students with rewards and punishments. The emphasis is on a an ethical core, not a rules-based system. “Consistency comes, not from trying to force everybody to do the same thing at the same time - but by living by a set of core beliefs.” Jim Fay and David Funk. Teaching with Love and Logic.
Creating A Code of Conduct Based on Core Beliefs
- Individually or in subgroups of the larger group brainstorm a list of five to seven beliefs related to ways of behaving.
Use stems such as: I believe students should ... , Behavior should ... , Treat .... ,
- Next, each person or subgroup in turn shares their beliefs a collated list is displayed. Length is unimportant. If a teacher holds a belief, it should go on the list.
- Alone or in small groups teachers rank order the collated list from most important (1) to least important (the highest number being the number of beliefs you have).
- Take each ranked order and find the totals for each belief.
- Decide how to arrive at a manageable number. For example, six beliefs. Then review the list and decide which to keep and which to discard. Might select the six lowest scores and discarded the rest. Or may want to consolidate, edit and vote again.
- Have each person or group think about their purpose for disciplining students.
- Have each examine each the six beliefs to identify which belief fits with his or her purposes for discipline
- Regroup to come to consensus on which four of the six beliefs are most important.
- Review them for ethical considerations such as: appropriate for and protective of students, instructive, protecivet and respectful of self, others, and property.
- These four beliefs become the FINAL FOUR - OUR UNCHANGING CORE around which all activity, all change, and all behavior takes place.
- Belief 1
- Belief 2
- Belief 3
- Belief 4
List six to ten of the most common misbehaviors that are dealt with on a daily basis.
- For each of the common misbehaviors describe how each is presently handled (present interventions used).
- Explain how each present intervention is or is not compatible with the four core beliefs.
Identify current interventions, which are compatible and effective in helping students choose and use mastery oriented behaviors. These should be kept and others which are not compatible or not effective, should be eliminated or changed.
Identify different mastery oriented behaviours, which are consistent with the four core beliefs and students can use successfully.
Select a behavior and describe its performance at an acceptable outcome level.
Describe what student behaviors Look Like, Sound Like, and Feel Like.
Using the acceptable outcome levels consider how to perform acceptable behaviors and reduce their use of unacceptable behaviors. Describe in detail a procedure to successfully select, innitiate, and perform the behaviors.
Describe three types of consequences for behaviors related to each code if it is not followed.
- Natural Consequences
- Given Consequences
- Logical Consequences
Write step by step detailed learning sequences to use to help students learn appropriate behaviors for the codes.
Outcomes of this Process:
The main outcome of this process is to use intervention strategies that focus on developing an internalized sense of responsibility in the students with whom we work. To use interventions that are instructive so as to develop students' ability to choose and use mastery oriented behaviors with a sense of responsibility and a feeling of shared control.
Dr. Robert Sweetland's Notes ©