November 3, 1999
Glenn Loomis works on basics of behavior
Carol South
Herald contributing writer
At Glenn Loomis Elementary School, Behavior A gets Consequence B. Behavior C gets Consequence D.
The kids know, the parents know, the teachers know and the staff knows: certain behaviors beget specific consequences, every time.
Unacceptable behaviors and their consequences are clearly spelled out and posted around the school giving no chance for surprises or for inconsistency. These posters list unacceptable behaviors that range from gossip or name calling (Level 1) to hitting and intimidation (Level 2) to breaking the law or extreme disrespect (Level 3).
Principal Dick Steadman worked with the staff and teachers for 18 months to develop this specific behavior plan. Each year for the past three years of its implementation, he goes over it thoroughly with the students at the beginning of the school year. At the same time, parents are given a copy of the three levels of behaviors and the school's plan of action for each with a request to acknowledge their understanding of the program.
"Kids always need structure," Steadman said. "We don't talk about punishment, we talk about consequences. If they choose to make a choice that is not positive, they know the consequences, which range from losing privileges to time outs to police intervention."
The specific behavior plan is just one of three components to the school's overall behavior plan. The second component is the Focus Room, which opened four years ago to give students a quiet, focused place to go both if they were having a behavior problem or needing extra academic help. There, Instructional Aid Karen Inman steers students to do their homework, helping them as needed. Anytime during the day, a teacher may send a student to Inman's room to catch up on a project or get a little extra help with a difficult assignment.
Students referred there because of unacceptable Level 1 or 2 behaviors work out why they were behaving in an unacceptable way and how they can avoid it in the future. The room provides a place for the issue and the student to cool off.
"Coming here is not a negative thing," Inman said. "Kids usually come in during recess but we are open all day if a child needs to be here at another time."
The third component to help students behave appropriately is the Peacemaker program. This program began last February to allow trained student volunteers in the upper grades resolve problems among students. Trained lunch time aids and teachers intervene when the behavior is above Level 1.
The triad approach began four years ago when Steadman came on as principal at the school. Then, both staff and teachers told him that their biggest concern was student behavior and how to improve it. A committee was formed and the Focus Room got started. Next, the school implemented the specific behavior plan two years ago and last year the Peacemakers program came on board.
School employees and Steadman say all three approaches have given kids the structure they need to improve both their behavior and their performance. He noted a 42 percent reduction last year in referrals of students to his office because of inappropriate behavior.
"This whole plan came about because the faculty told me that the students needed a more structured environment," Steadman said.
"We also have rewards for five students each week from each grade who are recognized for their good behavior. Each month I take some of them with me on a field trip and this is the other side of consequences for poor behavior."