DISCIPLINE PLAN
Here at Bonaventure Academy, we believe that every student can become successful. Our
discipline plan is based on three influential discipline models. The first is Alfred Adlers Positive
Discipline, the second is Linda Alberts Cooperative Discipline, and the third is William Glasers
Noncoercive Discipline. It is our intention to use these discipline models and FOCUS to help
students better understand what is expected of them and to help them become successful students
in and out of the classroom.
RULES
In this school we FOCUS
F
O
C
U
S
DISCIPLINE PLAN
CONSEQUENCES
1st Offense
2nd Offense
Illegal Substances
& Weapons
Tardy to Class
Disruptive Behavior
in Hallway
Fighting/Bullying
Parents/Guardians will
be notified and student
will serve lunch
detention.
Parents/Guardians
will be notified and
student will serve
after-school
detention.
Cheating/Plagiaris
m
Damage to Lockers
3rd Offense
Students locker
privileges will be
revoked for one
week.
Student will return
or make reparations
to the victim and
will write a sincere
apology letter as
well as receive
automatic
expulsion.
N/A
Student will serve
after-school
detention.
Student will serve
after-school
detention.
Student will serve
in-school
suspension for three
days and
parents/guardians
will be notified.
Student will face
the academic board
to defend his or her
right to remain at
the school.
*If reparations are not made within one week, the proper authorities will be contacted.
DISCIPLINE PLAN
TEAM PROCEDURES
Use of Lockers
Time between
Classes & Hallways
Late Homework,
Extra Credit, &
Grading Scale
DISCIPLINE PLAN
PARENT-TEACHER CONFERENCES
Format: We will begin the year with an informal meet-and-greet. All parents are encouraged
to attend this meeting in order to learn about the curriculum and the expectations for the
upcoming year. There will be individual parent-teacher conferences at the end of each quarter to
discuss the students progress, strengths and weaknesses, and concerns from either the parents or
teacher. A letter will be sent out two weeks before conferences begin with information regarding
the schedule for the parent-teacher conferences. If further conferences are warranted, either party
may request an additional conference within the nine-week period.
Conference Feedback
Progress in school
Students strengths
Students weaknesses
Concerns
DISCIPLINE PLAN
Week 2- 17
Week 18
Evidence of Student
Involvement
Each house will be divided
into groups of ten students.
Within these groups,
students will discuss the
different booths the visited,
what they liked, and what
they did not like.
Frequency
The mock job fair will
be held at the beginning
of each semester.
DISCIPLINE PLAN
DISCIPLINE MODEL
The classroom discipline model that Bonaventure Academy has created is rooted in three
influential discipline models. The first is Alfred Adlers Positive Discipline, the second is Linda
Alberts Cooperative Discipline, and the third is William Glasers Noncoercive Discipline. We
hope that by using a combination of these three models, our discipline practices will help create
upstanding and successful students.
According to the article What is Positive Discipline? (2015), Positive Discipline is
based on the work of Alfred Adler and Rudolf Driekers. This article states that positive
discipline is a program that is designed to teach young people to become responsible, respectful,
and resourceful members of their community (p. 1). Under this discipline model, students are
taught important social and life skills in a manner that is deeply respectful and encouraging for
both children and adults. Since then, Positive Discipline techniques have spread through different
communities and schools. In 1988, Jane Nelson and Lynn Lott collaborated and wrote a book
called Positive Discipline in the Classroom. Nelson and Lott believed that when children feel
that they are part of a community and that they belong they are less likely to misbehave. (What
is Positive Discipline, 2015, p. 1).
The next discipline model is Cooperative Discipline, which is based on the work of Linda
Albert. In her book, Cooperative Discipline, Albert states that children misbehave because they
want attention, power, revenge, or they are trying to avoid failing. If teachers can find the root of
the misbehavior and encourage students to be the best versions of themselves, students behavior
should improve (Albert, 1996, pp. 43-45). Linda Albert (1996) reminds teachers that, students
choose their behavior, and we have power to influencenot controltheir choices. The change
starts with the teacher; we need to learn how to interact with students so theyll want to choose
appropriate behavior (p. 43).
The last discipline model is William Glasers Noncoercive Discipline. According to
Charles and Gail (2005), Glaser was the first to insist that students are in control of their
behaviors (p. 74). He believes that bad behavior is caused by poor choices and that good
behavior is caused by proper choices. In order to help promote good behavior, teachers have the
duty to help students make better behavioral choices. One way teachers can achieve this is to
engage students in classroom meetings in which teachers and students discuss class matters and
resolve problems (Charles and Gail, 2005, p. 74).
These three discipline models place a strong emphasis on students owning their behavior.
In addition, these models aim to create responsible and successful students. Here at St.
Bonaventure, we hope to create students who will own their behavior and strive for success.
Albert, L., & DeSisto, P. (1996). Cooperative discipline. Circle Pines, MN: American Guidance
Service.
Charles, C., & Gail W., S. (2005). Building classroom discipline. (8th ed., p. 74). London, ENG.
Pearson.
What is Positive Discipline? (n.d.) Retrieved on March 27, 2015 from Positive Discipline.
Website: http://positivediscipline.com/files/What-is-Positive-Discipline.pdf