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Should Discipline Be Differentiated?
When we hear the word differentiation, many of us automatically think of developing teaching activities that are appropriate for the student’s learning ability. However, how many people think of behavior when they hear the word differentiation?
Let’s think about some reasons why differentiated instruction is a good practice. Well, it supports the student at their level of learning, without making the work too easy or too difficult. It ensures that a student gets the building blocks needed to understand larger concepts or skills. It provides a safety net for students. Increases student engagement. It gives the educator a clearer picture of what the student is actually capable of doing. It can accommodate the student’s specific learning style. Wow, the list goes on and on. We differentiate instruction for students because it helps them achieve the greatest success in the classroom.
So why don’t more schools differentiate discipline? There seems to be a widespread belief that specific rules should be put in place, and if those rules are broken, specific consequences should apply for each violation, regardless of who committed it. So if Joey talks while the teacher is talking, he MUST get detention! That is the consequence of breaking that specific rule!!
Come on! seriously? Our society doesn’t even work that way! Sure we have laws, but does the exact same thing happen every time someone breaks them? How many of us got off with a warning after being pulled over for speeding and how many got slapped with an expensive ticket? How often do we see different sentences for people who have committed the same crime in our court system?
Students enter our classrooms with different experiences and backgrounds; therefore, we cannot expect them to assimilate to school expectations in the same way. For example, my stepdaughter, Aubrey, was raised in an environment that shares similar norms as school (we practice traditional customs, speak respectfully to each other, have ground rules we follow, are generally not loud when we are at home). together etc.). Plus, Aubrey gets tons of love and all her basic needs are met. So, if Aubrey were caught stealing something from someone’s lunch bag, she would expect a different punishment, perhaps harsher than if the girl (Let’s call her Mary) who comes from poverty steals something from someone’s lunch because she might be the only one. she can eat when she goes home.
Now, am I saying Mary shouldn’t be punished? No, I’m not saying that at all. However, how does giving Mary a standard “consequence for stealing” such as detention teach her not to steal, or more importantly, help her correct the reason she wants to steal? That’s when an educator needs to have those thoughtful conversations with Mary, talking to her about theft, helping her think about the perspective of the child who has been robbed and how she might feel, what might be the best solution to her problem, and what an appropriate consequence would be. for your actions can be.
Aubrey and Mary have two different sets of social understandings and backgrounds, just as they may have two different levels of learning ability. It should not be okay to differentiate only their learning needs and not their social needs. The outcome of any disciplinary situation should be to help the student grow in her understanding of how to make better choices…not see how badly we can punish her to make her do better.
Please know that I am not saying that they should not be common consequences at all. For example, students help us every year to create the consequences of not handing in homework at night. While we have to stick to those consequences, we also have to be prepared to help support those students who have the most difficulty meeting those expectations due to circumstances beyond their control. We do not want to lower our standards for students because they have exceptional difficulties in their lives, but we do need to be prepared to meet their specific needs, socially and academically, and not be fixed in our thinking that everyone should be able to do the same behavior and should suffer the same consequences when they do not.
the book Learning to trust by Marilyn Watson and Laura Ecken does an excellent job of sharing ways teachers can handle discipline in a more differentiated approach to learning. I can’t lie… I’m a big fan of fiction and sometimes find it hard to read non-fiction books, even on subjects I’m passionate about; however, I loved this book! It’s basically a teacher’s daily interactions with students at a downtown Lousiville school as she takes this approach to discipline. Highly recommend!
When making decisions involving your students in the classroom, remember: what is fair is not always equal and what is equal is not always fair.
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