Function Based Discipline In The Classroom: Article Analysis

4.1.a. Non-progressive interventions/consequences In the article, Tips for Function Based Discipline in the Classroom, Gavoni (2016) characterizes non-progressive consequences by, “being the ‘same’ every time and are appropriate and function based that are related to the magnitude of the misbehavior” (para. 11). If a consequence is going to be affective in the classroom, it needs to be consistent; for this I believe the consequences need to be simple and are reflective of the behavior. Our classroom rules (listed in CMP 2.2.a.) are as follows; Respect your classmates in your words and your actions, listen when someone else is talking, come to class prepared with all required materials, and follow the teacher’s directions. If a student is involved in behavior that is inconsistent with the classroom rules they need correction. In the eBook, Teacher Planner for the Secondary Classroom: A Companion to Discipline in the Secondary Classroom, Sprick (2010) states, “When you treat student misbehavior as an instructional opportunity, you give students a chance to learn from their mistakes” (p.46). The following are minor misbehavior situations in which non-progressive interventions and consequences would be appropriate: talking out of turn, not following teacher’s directions, and coming to class unprepared. In these situations, a …show more content…
Our classroom’s culture focus is on relationship; using positive reinforces toward preventing misbehaviors, and using dignified approaches toward dealing with misbehaviors in such a way that the student is corrected and can learn from his or her mistakes. As a teacher, I use reflection to assist me in proper progressive and non-progressive intervention methods with those who are consistently making poor behavior choices. In doing so, repeatedly until a solution has been