ADMINISTRATIVE BEHAVIOR
CONTRACTS
September 25th, 2005
Mark
Karadimos
Dean
of Students
Table of Contents
|
Introduction |
1 |
|
Purpose |
2 |
|
Contract Elements |
2 |
|
Contract Possibilities |
3 |
|
Sample Contract |
5 |
|
Conclusion |
6 |
|
References |
6 |
Introduction
The
first strategy for managing student behavior rests in the classroom with
effective teachers. They are often best
able to identify disturbing behavioral trends with students. Consequently, they can manage such problems
through a myriad of techniques.
These
techniques include quick and extended approaches. Quick approaches include private conferences,
warnings, and detentions. Extended
approaches can include parent-teacher conferences or the use of an
administrator’s services.
Contracts
are another tool to be used by educators.
Teachers can institute there own and the
details of such an approach can be found within Guide to School Discipline: A
Tutorial for Teachers. It is available
at http://www.mathguide.com/services/Discipline/
and it contains a sample contract.
However, this document outlines how an administrator may utilize
different style of behavioral contract for difficult student cases.
This
document will outline the ‘how’s and ‘why’s behind contracts. For instance, the use of contracts lends
itself to an environment conducive to counseling. This environment may be useful for prosocial skills training, which is an evolutionary process
that helps a student develop skills and link behaviors to consequences.
Included
within this document, one will find specific characteristics of contracts. The elements of a standard contract are
present. Extended framework upon which
the contracts rest are present. A sample
contract is also present.
Purpose
The
purpose of creating a contract is to:
1) Get
a student to realize there is a problem, i.e. the behavior conflicts with
personal growth as well as school growth,
2) Allow
a student to overcome the problem,
3) Invite
a student to connect specific behaviors with specific consequences,
4) Make
a student agree to the terms of the contract with the use of a signature.
The
process is simply a tool for behavior modification set within a counseling
environment. It should lean toward
dialogue and be non-threatening and comprehensive.
Contract Elements
The
elements of the contract are as follows.
I.
Outline the full demands placed on all
students. Refer to Student Handbook.
II.
Identify student’s particular problem and flesh it
out in detail. The framework of the
contract will rest on this section.
III.
Positive rewards for proper conduct (return of
privileges, treats, …)
IV.
Outline a list of consequences that correlate in
severity for the problem. This step will
detail the severity in which the problem erupts and the frequency of the
eruptions. This section must adhere to
the existing discipline code for the school/district. Therefore, neither irregular consequences nor
consequences that are more severe than normal are allowed.
V.
Include a section that states willingness to
adhere to above regulations.
VI.
Have student, administrator, teachers, and
parent(s) (if possible) sign the contract.
Contract Possibilities
The
information below should be incorporated into contracts or at least discussion when
developing contracts to maximize their effectiveness.
Anti-Gang
Contracts
In
addition to making school safe for all students, have students see the
connections between gang involvement and future diminished outcomes after high
school. police statistics have shown 80%
of those who become involved in gangs either become maimed, killed, or
imprisoned.
Anger
Management Contracts
Students
who do not possess internal anger-tempering strategies cannot function in
society. In cases gone uncorrected, students
cannot hold jobs for extended periods of time and long-term relationships are
difficult to sustain. Correctional
facilities may be required in cases of severe anger mismanagement.
Anti-Graffiti
Contracts
“Taggers,”
as they are called, usually possess raw artistic talent. This talent, channeled correctly, could
direct students toward careers in graphic design, drawing, painting,
photography, and a number of other creative areas. The illegal use of public property and
others’ personal property, will eventually lead to fines and the loss of trust
in a community.
Attendance
Contracts
Students
must realize the importance of attending school. Students who do not attend classes do not
gain sufficient information and skill that is necessary for success in
subsequent classes and life after high school.
Anti-Drug
Contracts
Offenses
range from the use of tobacco and alcohol to controlled substances such as
marijuana, cocaine, and methamphetamine.
Some people believe an early exposure to drugs may promote long term
addiction in life and the use of harder substances. Correcting this behavior is very important
for the future of these adolescent drug abusers.
Assignment
(Homework) Contracts
This is
an area best reserved for teachers. In
the cases of students who are habitually problematic, an administrative
contract can be drawn. These students
must be informed of the necessity of doing assignments to enable them to meet
the challenges of subsequent classes and life after high school.
Classroom
Behavior Contracts
Students
who break classroom rules for minor offenses should work directly with
teachers. However, for repeat offenders who
disrupt the educational process for others can be handled through
administrative contracts. Modeling
classroom performance after behavior required for work after high school may be
an effective strategy for managing this type of problem students.
Sample
Contract
I.
I, __________, fully understand I must adhere to
all school policies and procedures. This
also includes all classroom policies and procedures. My Student Handbook outlines all of the rules
to which I must abide. This contract does
not enable me to be excluded from the school rules all students must follow.
II.
I, __________, am having difficulty controlling my
anger. I routinely get upset at my
peers, say inappropriate comments, and sometimes hit them. This is a problem because I cannot go through
life saying these statements and hitting everyone who makes me angry.
III.
In the event I neither make inappropriate comments
nor hit someone for the period of four weeks, I will be given a candy bar. In the event such positive behavior extends
for two months, I will no longer need to have meetings to discuss my
behavior. In the event such positive
behavior extends for four months, this contract will automatically expire.
IV.
If I give in to the anger I feel by saying
inappropriate comments, I can be given a detention, temporarily removed from
the room, or given a suspension, which depends on the severity of the
comments. If I hit another student, I
will be suspended and may possibly be expelled.
V.
I, __________, do hereby submit to the terms of
this contract. My signature below
indicates my willingness to overcome my problem, adhere to all school/classroom
rules and procedures, and become a better student as a result.
|
Student’s Signature |
: |
|
Administrator’s Signature |
: |
|
Guardian’s Signature(s) |
: |
|
|
: |
|
Teacher’s Signature(s) |
: |
Conclusion
This
document exists to help educators within schools by providing them with the background,
guidelines, and specific tools related to contracts. The goal is to help students reach a
heightened sense of awareness with what it is that makes citizens able to
succeed in the world. Consequently, it
is to help make them independent, lifelong learners, and content members of
society.
Dialogue
between interested parties is encouraged.
Those parties interested in comparing discipline strategies should use
the contact information within the title page of this document.
References
About. (n.d.) Behavior
Calendar. Online resource accessed on September 25th, 2005 at: http://specialed.about.com/library/templates/contract1.doc.
Wright, J. (n.d.)
Behavior Contracts. Online resource
accessed on September 25th, 2005 at: http://www.interventioncentral.org/htmdocs/interventions/behcontr.shtml.