NSU University School Faculty, Staff and Employee Handbook

55 Appendix D Student Discipline The development of individual responsibility, self-discipline, and a personal commitment to purpose is a principle objective of the school. Thus, discipline must be regarded as part of the process of instruction and learning, not a synonym for regimentation and punishment. Discipline, in addition to being central to the educational objectives of the school, is also essential to the effective and orderly functioning of any community. Students, faculty, administration, and staff are responsible for knowing, observing, and supporting school policies and regulations. Further, they must aid in ensuring acceptable conduct toward all members of the community. Faculty and staff members who understand the role of discipline are those who are effective. Few problems arising in the classroom should need to be handled by the administration. Students expect teachers to be able to handle most situations. The teacher who ignores or walks by a discipline problem has not been neutral; he/she has condoned it by his/her presence. It is far more effective for the teacher/student relationship if discipline is effectively handled within the classroom. The teacher's ability to keep control is enhanced by a rigorous curriculum and effective problem-solving on an interpersonal basis with students. The teacher will inculcate discipline through example and through effective explanation of his/her expectations and preparation of class sessions. Situations will occasionally arise, however, when students are unable to discipline themselves; the faculty and staff must then assist. 1. Students must clearly understand both academic and behavioral expectations. 2. Conduct classes so that you instill a maximum of courtesy and allow minimum opportunity for discourtesy or disorder. 3. Be firm early in the year and flexible later as the situation might allow. It is impossible to be lenient first and firm later. 4. Students will invariably react better to correction, not before their peers, but in a private conference. Conversations with students should be at a professional and academic level. Lines of communications and possibilities for resolution should remain open. 5. Practice the same care and reason in reaching judgments about your students' behavior as you do in your academic judgments. Over simplification, hasty generalizations or leaping to conclusions all contribute to loss of respect for the teacher by students.