Pattern, Protocol, Performance, and Praise


Quote of the Month

  • I make mistakes so I can learn.
  • I learn so I can succeed.
  • I succeed so I can help others!

Discipline Surveys

The Four P's of Discipline

First of all, you accept the fact that you have enormous power to influence student behavior. Here's how you can help your students choose an affirmative, positive behavior instead of a nonconstructive means of conduct. I'll always remember Shawn. He usually came to class late, talked when I was instructing, got out of his seat whenever he wanted, and rarely turned in a good effort assignments. Whenever I tried to talk to him, he'd ask indignantly, "What did I do?" At some point in your teaching career, you've probably had a Shawn in your class, the student who tests and challenges you and causes you to ask yourself-What can I do to help this student be the best that he can be?

I discussed Shawn with my contemporaries, who suggested that I look inside my classroom to see if something was happening that influenced him to be difficult. The more I examined what was taking place in the classroom, the more I realized that I wanted to help Shawn make better behavioral choices. Over the last 20 years, I have developed a discipline program based on my experiences with students, on ideas I've exchanged with many teachers throughout different states and countries, and on the most recent theories and explorations on student behavior. I created, designed, and implemented the "4 P's of Discipline" or the "Fountain FOCUS Discipline Plan," which enables teachers to apply specific strategies to reach individual students.  
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Brain-Based Discipline Theory

Teachers do not know alternative discipline methods, which allow for increased student autonomy. The local state university teaches Assertive Discipline methods in its teacher training. Teachers are generally unaware of alternative methods of discipline and what these methods have to offer to them as educators. Control of students by teachers tends to be regarded as the goal of classroom discipline. “This emphasis on control is so pervasive that educators consider the classroom management objective more important than the learning that goes on in the classroom” D. L. Fountain, 2006. Brain-based learning is a theory that is based on the structure and function of the brain.  It is also based on the theory that everybody does learn.
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