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TRYING OUT Narrative, Challenge Points, Choices and Review Scene 5 – When a Door Closes, Open a Window The meeting with Eagle teachers had discouraged Ms. Peters. But she was not a quitter. Three of the seven teachers had given tacit approval to the idea of Cooperative Discipline. Despite the lack of school-wide support, Janet decided that she, Mrs. Byron, and the three teachers still could install the program successfully. Implementing Cooperative Discipline required Janet to model what she envisioned for both the participating teachers and children. She planned to present several social skills classroom guidance lessons to them. She also intended to conduct a sample classroom meeting—just so the youngsters and their teachers would know exactly what they were expected to do. Additionally, Janet planned to create several posters reminding students of the principles of positive social interaction she had introduced to them in her guidance module. She was counting on the teachers prominently displaying the posters in their classrooms. As for Mrs. Byron and the three other participant teachers, Janet planned for them to send invitation letters home to the parents of each of their students. The invitations were to a series of parent meetings to learn about the Cooperative Discipline program, what it would do to help children learn and practice self-discipline, and how parents could help. At first, all went well. Ms. Peters began visiting classrooms to conduct the guidance module. She modeled a class meeting for teachers and students. Signs reminding children to ‘Stop and Think,’ as well as other Cooperative Discipline tips, were posted in each participating teacher’s classroom. Janet Peters took on more personal responsibility. She agreed to conduct a weekly class meeting in each of the five teachers' classrooms, until they could carry on the meetings alone. However, because she was particularly interested in the effect of the social skills guidance module and class meetings on Jay Foxhall's behavior, Ms. Peters actually conducted two class meetings per week in Mrs. Byron’s classroom. The parent meetings began two weeks after the Cooperative Discipline launch at Eagle Elementary school. The first meeting piqued the curiosity of Eagle School parents, so attendance was good. In fact, several parents of children with disruptive behavior were present. Janet and Jeannie were disappointed to note that the Foxhalls did not attend. At the meeting, many concerned parents spoke up. Many parents expressed their pleasure with the new program. Some voices grew strident, however, as the discussion shifted emphasis. It was a shame, they said, that children today seemed to behave badly toward one another! They grew particularly vocal about the rising incidence of armed violence among students that the news media were reporting was taking place in Nebraska schools. Dr. Rogers assured the parents that every precaution was being taken at Eagle to keep school children safe. She quickly underscored her point by telling the assembled parents that her staff was on top of the matter. They were teaching their classes how to recognize and avoid potentially dangerous situations outside the school building. As they listened, several parents appeared to grow more upset. Janet realized that the meeting was shifting focus. She steered their attention back to the agenda and moved on with her program explanation. The Cooperative Discipline program, she continued, had a positive impact upon student self-directed social behavior. It would further enhance Eagle’s reputation for educational excellence. By creating a safe school environment for learning, she said, the program could only increase children’s accomplishments. She concluded the meeting shortly after her remarks. Two full weeks of program implementation went by. Janet needed feedback on how the Cooperative Discipline program was going. She surveyed the three teachers participating in the program. In her report to Elaine Rogers, Janet proudly noted that these teachers were experiencing fewer classroom disruptions resulting from student behavior problems than other teachers were. Dr. Rogers, herself had been doing a reality check. She had kept a list of children referred to her for misbehavior, and was happy to tell Janet that there had been a school-wide decrease in the number of students who were being referred—a significant milestone. Encouraged by the program's apparent initial success, Janet Peters considered expanding the Cooperative Discipline program to more Eagle teachers, students and parents. Previous Page | Next Page 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18
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