Introduction
Detentions, Suspensions and Expulsions, when considering disciplinary actions within schools, these three outcomes typical come to mind. From countless TV shows and movies, we have learned that if you behave inappropriately in schools, these are the options for punishment. However, Ontario schools have expanded their take on punishment to try and create an approach that will support both victims and perpetrators, without impeding the educational development of either student (Ontario Ministry of Education 2012). Ontario’s Progressive Discipline and Promoting Positive Student Behaviour Policies, as outlines in Policy/Program Memorandum No. 145, as found on the Ontario Ministry of Education website, outlines this altered approach …show more content…
Progressive discipline is a progressive pedagogy comprised of three stages; preventative measures, intervention to encourage positive behavior and consideration of individual circumstances (Milne & Aurini 2015). This type of discipline seeks to build understanding, that will have prolonged effects on an individual, rather than punitive punishment, which has had little success in deterring inappropriate behaviors (Milne & Aurini 2015). This approach is in line with the critically reflexive ideologies that we have discussed in this course, as turns the lens on the root of student behavior, targeting its origin rather than it’s output (Ryan & Rudy 2015). Ann Cunliffe, describes being a critically reflexive individual by outlining the importance of reflecting on the motivation for our actions and the assumptions that we make (Cunliffe 2004). Progressive discipline operates on a similar philosophy, grounded in the evaluation of behaviors to connect students with supports they need, such as social works, anger management coaches and psychologists, to begin to act in more appropriate ways (Ontario Ministry of Education 2012). In my work as a Residence Assistant at the University of Guelph, we used a similar system, to address inappropriate behavior using consequences similar to …show more content…
Some research has suggested that minority students are still subject to discrimination under this policy. Prior to the implementation of progressive disciplinary procedures, schools operated using zero-tolerance policies, where students were suspended or expelled for any disciplinary infractions (Roch & Edwards 2015). Under this policy, minority groups, in particular Black students, experienced significantly higher rates of suspension and expulsion, in comparison to White students (Roch & Edwards 2015). Racial groups in schools are frequently plagued with stereotypes which assume that they do not value education and that they are going to be troublesome in classrooms (Watson 2014). Progressive Education, was thought to help counteract these harmful assumptions made about marginalized students, by providing corrective supports and taking into account student circumstances (Roch & Edwards 2015). However, this approach to discipline still leaves minority groups vulnerable to teacher assumptions and expectations. Principles act as the primary decision makers; deciding the appropriate outcomes for students (Ontario Ministry of Education 2012). Leading some research to report that principles may apply harsher punishments and consequences to minority students, based on their personal assumptions of that student and their likelihood to re-offend (Roch & Edwards
Detentions, Suspensions and Expulsions, when considering disciplinary actions within schools, these three outcomes typical come to mind. From countless TV shows and movies, we have learned that if you behave inappropriately in schools, these are the options for punishment. However, Ontario schools have expanded their take on punishment to try and create an approach that will support both victims and perpetrators, without impeding the educational development of either student (Ontario Ministry of Education 2012). Ontario’s Progressive Discipline and Promoting Positive Student Behaviour Policies, as outlines in Policy/Program Memorandum No. 145, as found on the Ontario Ministry of Education website, outlines this altered approach …show more content…
Progressive discipline is a progressive pedagogy comprised of three stages; preventative measures, intervention to encourage positive behavior and consideration of individual circumstances (Milne & Aurini 2015). This type of discipline seeks to build understanding, that will have prolonged effects on an individual, rather than punitive punishment, which has had little success in deterring inappropriate behaviors (Milne & Aurini 2015). This approach is in line with the critically reflexive ideologies that we have discussed in this course, as turns the lens on the root of student behavior, targeting its origin rather than it’s output (Ryan & Rudy 2015). Ann Cunliffe, describes being a critically reflexive individual by outlining the importance of reflecting on the motivation for our actions and the assumptions that we make (Cunliffe 2004). Progressive discipline operates on a similar philosophy, grounded in the evaluation of behaviors to connect students with supports they need, such as social works, anger management coaches and psychologists, to begin to act in more appropriate ways (Ontario Ministry of Education 2012). In my work as a Residence Assistant at the University of Guelph, we used a similar system, to address inappropriate behavior using consequences similar to …show more content…
Some research has suggested that minority students are still subject to discrimination under this policy. Prior to the implementation of progressive disciplinary procedures, schools operated using zero-tolerance policies, where students were suspended or expelled for any disciplinary infractions (Roch & Edwards 2015). Under this policy, minority groups, in particular Black students, experienced significantly higher rates of suspension and expulsion, in comparison to White students (Roch & Edwards 2015). Racial groups in schools are frequently plagued with stereotypes which assume that they do not value education and that they are going to be troublesome in classrooms (Watson 2014). Progressive Education, was thought to help counteract these harmful assumptions made about marginalized students, by providing corrective supports and taking into account student circumstances (Roch & Edwards 2015). However, this approach to discipline still leaves minority groups vulnerable to teacher assumptions and expectations. Principles act as the primary decision makers; deciding the appropriate outcomes for students (Ontario Ministry of Education 2012). Leading some research to report that principles may apply harsher punishments and consequences to minority students, based on their personal assumptions of that student and their likelihood to re-offend (Roch & Edwards