Judicious Discipline

Bryan Stone
 Students Constitutional Rights

Freedom
Justice
Equality
Judicious Discipline

Created by Forrest Gathercoal to ensure freedom,

justice, and equality.
Based model on the idea that the job of an educator
is to teach citizenship.
Moves beyond punishments and rewards to the
development of personal responsibility and moral
behavior.
Can be transferred from school to community.
Two Reasons

1 Increasing diversity in the classroom.

2 The shift from in loco parentis to student
constitutional rights.
8 Steps to using Judicious Discipline

1. Determine to treat all students with respect

(freedom, justice, and equality).
2. Study the 1st, 4th, and 14th Amendments.
3. Review these amendments with students.
4. Teach that rights are balanced with
responsibility through compelling state
interests.
8 Steps to using Judicious Discipline

5. Teach the concept of Time, Place, and

Manner.
6. Work with students to create classroom
rules.
7. Solve classroom issues through class
meetings.
8. Resolve individual discipline issues through
logical consequences and problem solving.
 The foundation of Judicious Discipline

The First Amendment

The Fourth Amendment
The Fourteenth Amendment
Due-process clause
Equal-protection clause
4 Compelling State Interests

1. Property Loss and Damage.

2. Threat to Health and Safety.
3. Legitimate Educational Purpose.
4. Serious Disruption of the Educational
Process.
Time, Place, and Manner

Student need to be taught about balancing

their rights with the rights and interests of
society.
Students learn there is an appropriate time,
place, and manner for exercising their
individual rights.
Implementation:

Bringing this method into

your classroom
Must teach the basic
concepts
to the students

This takes time!

Student rights
Freedom, justice and equality
1st, 4th and 14th amendments
Student responsibility
(state interests)

Property loss and damage

Threat to health
Legitimate educational purpose
Serious disruption of the education process
Developing Rules:
Rules are developed as a class
together

Rules must address the four

compelling state interests

Word rules in the positive

Write up and have the students

sign
Developing Consequences:

Focuses on teaching appropriate behavior

instead of punishing inappropriate behavior.

Approach the problem from the students

perspective-their point of view.
 Consequences should flow logically from the
students misbehavior-not as a punishment

Look at what can be learned from this

Conferences, community service, apology, and

restitution are among the many appropriate options