The following is based on an essay prompt on my PAREAP application.
My philosophy of student discipline begins with clarity. I feel that before I can expect students to adhere to my rules and expectations for them, I need to be certain everyone is clear and there are no unanswered questions. To this effect, I also feel students should sign a behavior contract acknowledging they understand and agree to my classroom rules. I also believe these rules and expectations should always be posted in the classroom, in a position where students can see them and refer to them as necessary. These steps are taken in an attempt to quell discipline problems before they arise.
I am fully aware that, in spite of the preemptive measures, there will still be discipline problems within my classroom. My philosophy of student discipline is that, to the fullest extent possible, I try to keep the disruptive student in the classroom and avoid getting administration involved. This does not mean I allow a student to hinder the ability of others to learn, but that I use classroom removal as a last resort. I use silent strategies such as non-verbal cues, teacher proximity, and if need be teacher-student conferences after class and/or seat changes. I attempt to avoid having confrontations with disruptive students in front of the rest of class as much as possible. If disruptive behavior continues after these steps are taken, I attempt to contact home about the student's behavior.
If these strategies designed to maintain the student's privacy fail, and the disruptive behavior begins to deprive the rest of the class of a successful learning environment, then I address the behavior aloud and during class. I either verbally instruct the student to stop, or have the student go out to a desk I have placed in the hallway to work. While I do not like using these strategies because it calls negative attention to the student, sometimes it is necessary for the benefit of the class as a whole. If the disruptive behavior continues still, then I begin issuing detentions. I first issue teacher detentions, where I have the student stay after school in my classroom to make up the missed work and discuss why the behavior is a problem and come up with solutions together. This detention can sometimes be for only five minutes, as just the act of having to stay late after school can correct some of the behavior. If the student is still disruptive in class, then I involve administration and begin issuing after-school detentions.
I understand that different schools are going to have their own discipline plans, and I am willing and able to ingegrate their plan into my own, but I still believe it is best to begin with non verbal cues and wait to involve the administration until it is absolutely necessary.