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School Discipline

Sherwood Discipline Program

The adults at Sherwood School and the parents in the community must work together to help children grow in recognizing proper behaviors and making proper choices. All adults must take responsibility for creating positive learning experiences that teach students proper behaviors. Adults must recognize students for proper behaviors. Adults must provide positive recognition of students for proper behaviors in both spontaneous and structured opportunities. This recognition should be appropriate and significant for the student; immediate positive recognition is the most effective in guiding students. Adult modeling of responsible behavior is more powerful than a written document or verbal instruction. Each disciplinary incident and interaction should be a learning experience. Assisting students in acquiring appropriate behaviors is a long-term commitment, the cumulative effect of each interaction builds the understanding of the young person and assists in the creation of the independent and responsible adult our community and society depends upon. Within this philosophy of proactive positive discipline, there must still be concrete rules and consequence to provide boundaries for the students to operate within.

Discipline is …….

  • Teaching that enables student to make appropriate choices in a warm, supporting, and caring environment.
  • Clearly and positively defined school rules and classroom limits with incentives and consequences consistently implemented.
  • Effective communication techniques that foster positive relationships.
  • Specific reinforcement of desired behaviors and self-management in a variety of environments.

Our Philosophy is …….

  • All children and adults have dignity and worth.
  • Children can behave appropriately with guidance.
  • A rational and knowledgeable approach is productive.
  • Proper behavior must be taught, recognized, and reinforced.

Our Program includes …….

  • Emphasis on recognition of appropriate behaviors.
  • Progression from extrinsic to intrinsic rewards.
  • A short basic set of uniform rules for all students.
  • Instruction for students in the classroom rules and general behavior parameters.
  • Instructions in playground rules and proper use of equipment.
  • Student awareness of incentives and consequences.
  • Student involvement, when appropriate, in setting rules and expectations in the classroom and school.

Adults at School are Responsible for …….

  • Assisting in the development and implementation of classroom and school rules.
  • Establishing a classroom and school management system that promotes proper behavior and gives each student full opportunity to pursue his/her studies.
  • Communicating with students and parents concerning successes and progress as well as problems and possible solutions with behavior issues.
  • Implementing a system of positive rewards and recognition for appropriate behaviors.
  • Defining school rules, expectations, and responsibilities.
  • Fostering the home/school cooperative efforts needed by students to help them grow in levels of personal responsibility.
  • Helping students solve problems.
  • Teaching problem solving skills to students.
  • Teaching appropriate manners.

Adults at Home are Responsible for …….

  • Praising and reinforcing children who demonstrate appropriate behavior.
  • Reviewing school and home discipline rules and regulations with students to ensure understanding of the expectations.
  • Fostering the home/school cooperative efforts needed by students to help them grow in levels of personal responsibility.
  • Insuring student attendance and punctuality.
  • Helping students solve problems.
  • Teaching problem solving skills to students.
  • Teaching appropriate manners.

Students are Responsible for …….

  • Behaving appropriately in classrooms and on the school campus in a manner that does not disrupt or interfere with the rights of other students to learn.
  • Respecting the authority of school staff to enforce district policy and school rules and regulations regarding student conduct.
  • Following home, school, and classroom guidelines and expectations.
  • Assisting other students in learning and displaying responsible behavior.
  • Accepting responsibility for ones actions.

Interventions

  • Discussion/counseling with staff members.
  • Loss of privileges such as recess or free choice activities.
  • Parent contact when a serious offense or when a pattern of negative behavior begins to form.
  • Referral to the Sherwood School Child Study Team.
  • Participation in the "Stop and Think" program.
  • Suspension from the classroom as outlined in Sylvan District Policy 6300.
  • Suspension from school as outlined in Sylvan District Policy 6300.
  • Referral to the Sylvan Union School District Intervention Team (DIT).
  • Referral to the Stanislaus County Sheriff’s Attendance Revue Board (SARB).
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