# data[].attributes.body
Whole-school expectations, posted throughout the school, could really help all of us (staff AND students).The levels are a good idea, let's clarify that so we all  understand exactly what to do.        Ali

# data[].attributes.headline
Idea for arts specials from the Behavior Queen website:

# data[].attributes.subject
Idea for arts specials from the Behavior Queen website:

# data[].attributes.body
Each Arts Team teacher can award a "golden trophy" for the class with best behavior (golden paintbrush, golden instrument (like a cheap recorder spray painted gold) etc.)

# data[].attributes.body
I like that we are establishing a school wide system. I think this will make students recognize the value of all members in our community.

# data[].attributes.body
I really like that we're getting on the same page!

# data[].attributes.body
I had some pretty big concerns last year that our school was being represented by a small but impactful group of consistently disrespectful students. I would really like to make sure that our core leadership from students is on board with our school-wide expectations and that we have a plan in place in case it isn't working.

# data[].attributes.headline
I would like more guidance to understand the following quote: "Classroom management plans include systems that reward both individual student success and whole class successes." What are other people doing to reward their whole class? How is their success measured? What does this look like at the middle school level?

# data[].attributes.subject
I would like more guidance to understand the following quote: "Classroom management plans include systems that reward both individual student success and whole class successes." What are other people doing to reward their whole class? How is their success measured? What does this look like at the middle school level?

# data[].attributes.body
I do agree that we need school wide expectations for hallways, bathrooms, performances, and outside play...it will make all our lives easier if the students know what to expect across the board.
Annabell

# data[].attributes.headline
On behaviorqueen.com I saw both a reflection sheet for minor incidents and a rubric to help students self-assess their own effort on assignments.  Does anyone use these types of forms or self-created ones that have been useful?

# data[].attributes.subject
On behaviorqueen.com I saw both a reflection sheet for minor incidents and a rubric to help students self-assess their own effort on assignments.  Does anyone use these types of forms or self-created ones that have been useful?

# data[].attributes.body
I agree with and like the levels system. I think it will be helpful. I also think it will empower others to discipline (appropriately) students who aren't "theirs" (whether not in their homeroom, or they don't teach them at all.)

# data[].attributes.body
I enjoyed reading about the "can't v. won't" behaviors.  It was a good reminder to me that not all students who are "misbehaving" are doing it intentionally- some just need more guidance on appropriate behaviors.

# data[].attributes.body
I can work so hard to have my class be standing quietly, waiting to enter their arts class, and then another class will enter the hallway, incredibly loud, with no order.  It's a real challenge.

# data[].attributes.headline
Agree that positive comments, natural rewards, etc are great BUT younger children need a tangle way to celebrate their positive behavior!

# data[].attributes.subject
Agree that positive comments, natural rewards, etc are great BUT younger children need a tangle way to celebrate their positive behavior!

# data[].attributes.headline
I think school wide expectations need to be visible thorough out the school and reinforced in all classes and specials.

# data[].attributes.subject
I think school wide expectations need to be visible thorough out the school and reinforced in all classes and specials.

# data[].attributes.body
Traffic in the arts wing is very challenging. With so many groups in the hallway at once - going to art, to dance, to bathroom, water fountain - it's challenging to maintain order.

# data[].attributes.body
For Level 1-2 behavior, handled by the teacher, what consequences in school do we have available?  5-8 has silent lunch, but this past year silent lunch didn't appear to matter to many students.  Other than emails home, what other consequences are available?  JH

# data[].attributes.body
Where are the Pillar Points posted?

# data[].attributes.body
Theatre etiquette needs to be tied to 4 Pillars as well.  We've been working on it, but expectations need to be clearer and enforced.

# data[].attributes.body
Classroom expectations need to extend to the outdoor classroom.  We are not doing well taking care of that space.  Many days the area is littered with trash.  If we allow the trash, the kids will know it's not an important space.

# data[].attributes.headline
It's going to be awesome to have consistent expectations across the school!

# data[].attributes.subject
It's going to be awesome to have consistent expectations across the school!

# data[].attributes.body
I think pushing should be level 2 or 3

# data[].attributes.headline
Pre-teaching behavior expectations often is important, I believe.  I also resonate with the "pre-correcting" idea found in one of the Tom Schimmer articles.  School-wide expectations reflecting the four pillars is brilliant...and then pre-teaching them often.  Nancy Protheroe's article on a school-wide approach to discipline also helpful. The draft for an ACS 

# data[].attributes.subject
Pre-teaching behavior expectations often is important, I believe.  I also resonate with the "pre-correcting" idea found in one of the Tom Schimmer articles.  School-wide expectations reflecting the four pillars is brilliant...and then pre-teaching them often.  Nancy Protheroe's article on a school-wide approach to discipline also helpful. The draft for an ACS 

# data[].attributes.body
plan is looking good.

# data[].attributes.headline
I am completely on board for establishing school wide expectations, and highlighting to the students that they are based in responsibility, respect and safety.  I do feel like I need very clear guidelines about the 1,2,3 behavior levels.  I understand a 1-2 is the teacher's responsibility - but knowing when to 1) write a referral 2) email/call home 3) send to admin....is still a gray area for me

# data[].attributes.subject
I am completely on board for establishing school wide expectations, and highlighting to the students that they are based in responsibility, respect and safety.  I do feel like I need very clear guidelines about the 1,2,3 behavior levels.  I understand a 1-2 is the teacher's responsibility - but knowing when to 1) write a referral 2) email/call home 3) send to admin....is still a gray area for me

# data[].attributes.headline
I clicked on all the hotlinks for the different discipline concepts and was surprised to find I was most in line with the Restitution philosophy  although I had never heard of it.  I would be interested to ask Jake if that's what he feels he sees when he's in my room. The discipline idea I disagree with most is definitely rewards--although I don't judge others who use that technique.  Hey--whatever works.  But in my experience, rewards backfire.  Like, horribly.  Also, I'm very wary of what the Restitution Model calls "monitoring."  This probably explains why I tend to shy away from Silent Lunch.  Very interested to hear other people's thoughts!  Leila

# data[].attributes.subject
I clicked on all the hotlinks for the different discipline concepts and was surprised to find I was most in line with the Restitution philosophy  although I had never heard of it.  I would be interested to ask Jake if that's what he feels he sees when he's in my room. The discipline idea I disagree with most is definitely rewards--although I don't judge others who use that technique.  Hey--whatever works.  But in my experience, rewards backfire.  Like, horribly.  Also, I'm very wary of what the Restitution Model calls "monitoring."  This probably explains why I tend to shy away from Silent Lunch.  Very interested to hear other people's thoughts!  Leila

# data[].attributes.headline
I have found that often as teachers we misunderstand or misinterpret behavior.  Really listening and communcating with the children (all ages) and letting them know we WANT to understand them and WANT to support them helps so much in this area.  Mutual respect and community has shown me to be essential.

# data[].attributes.subject
I have found that often as teachers we misunderstand or misinterpret behavior.  Really listening and communcating with the children (all ages) and letting them know we WANT to understand them and WANT to support them helps so much in this area.  Mutual respect and community has shown me to be essential.

# data[].attributes.headline
I don't personally like the idea of prize boxes or outer rewards that are "things".. in my opinion, it doesn't help to support children to become self confident and intrinsic motivators.  Positive comments, natural rewards and natural consequences make more sense to me. I feel it's important for us to see we are here to guide children to become responsible, caring, positive, independent individuals.  By offering objects as rewards I find that children begin to look for that object and begin to expect that in order to be a particular way they "have" to be rewarded instead of understanding within that being or acting a particularly way in their community feels good and/or adds to the community positively and that there is a purpose (a reason) to behave a particular way.

# data[].attributes.subject
I don't personally like the idea of prize boxes or outer rewards that are "things".. in my opinion, it doesn't help to support children to become self confident and intrinsic motivators.  Positive comments, natural rewards and natural consequences make more sense to me. I feel it's important for us to see we are here to guide children to become responsible, caring, positive, independent individuals.  By offering objects as rewards I find that children begin to look for that object and begin to expect that in order to be a particular way they "have" to be rewarded instead of understanding within that being or acting a particularly way in their community feels good and/or adds to the community positively and that there is a purpose (a reason) to behave a particular way.

# data[].attributes.body
I also love the idea of incorporating the four pillars.

# data[].attributes.body
I think this is very helpful on determining how to help students, developing support, and determining consequences.

I think it can bey difficult at a teacher level to determine whether s behavior is level 1, 2, or 3. The document is helpful that defines some of them.

Rob

# data[].attributes.headline
I like the school wide expectations.I think tying it to the four pillars is helpful.  This way no matter what grade or what student the expectations are consistent and explicit:)Lyn

# data[].attributes.subject
I like the school wide expectations.I think tying it to the four pillars is helpful.  This way no matter what grade or what student the expectations are consistent and explicit:)Lyn

# data[].attributes.headline
Love the idea of a school wide positive reward system that specialists can engage in and support with the teachers. Gives the student the idea that we are all following the same plan. and have similar expectations.  Would love to take the Pillar Points idea from 4th grade and make it school wide.

# data[].attributes.subject
Love the idea of a school wide positive reward system that specialists can engage in and support with the teachers. Gives the student the idea that we are all following the same plan. and have similar expectations.  Would love to take the Pillar Points idea from 4th grade and make it school wide.

# data[].attributes.headline
information and support for substitute teachers.

# data[].attributes.subject
information and support for substitute teachers.