America must demand a great discipline plan. Our education system is being paralyzed by poor discipline. School discipline is the huge elephant in the room that no one will acknowledge. Everyone knows that the elephant is there but no one will step forward, because if you admit to having a discipline problem, you are now obligated to solving the problem. Very few people are stepping forward to address this problem head-on because they don’t see  any plausible solutions. America, we have a huge discipline problem. I am not afraid to say we have a discipline problem because I have a school discipline plan that works. This discipline plan has changed, low-performing, out-of-control schools into disciplined, safe, and productive schools.

The golden bullet that leads to solving all of America’s educational problems is great school discipline. Therefore, to start the process of solving school problems it is important to know and understand the differences between great school discipline and poor school discipline.

Great school discipline acknowledges a problem and develops  the will to solve the problem. Poor school discipline will not admit to a problem and points blame at others.  Great school discipline is the process of identify and solving big discipline problems and then identifying smaller and smaller discipline problems and solving them. This process leads to safe and productive schools.  Poor school discipline identifies and solves problems as they show up at the office. This process leads to more and more problems of increasing severity showing up at the office. This process leads to administrators being trapped in their offices and an increasingly unsafe and unproductive school environment.

The goals of mutual respect, proper manners, and proper individual and social behavior are constantly demanded by a great school discipline plan. This  plan demands the adults in a school to model, show, and teach these behaviors and skills.  Armed with respect toward students, proper manners, and behaviors, the adults of a school can confront bad behavior and thinking and demand a change in thinking and behavior. Poor school discipline sees these problems but has no mechanism or plan to solve the problems of lack of respect, poor manners, or bullying problems.

Great school discipline has consequences that change student behavior and a plan on how to deliver those consequences in an effective and efficient manner. Lecture And Pester (the first part of the school discipline system that I provide) offers  the mental consequences that changes student behavior. The Proactive and Persistent Discipline Plan (the second part of the school discipline system that I provide) offers an effective and efficient  system of constantly confronting students with the Lecture and Pester process. When these two processes are combined students change their behavior and schools become safe and productive.

Poor school discipline is the result of not having a process or philosophy of  mentally challenging students about their wrong behavior or thinking. Changing student behavior with detention halls, suspensions, and Saturday classes will not work with today’s student and  is a low percentage game. Throughout the school year the percentages decrease as students lose respect for the discipline system and the adults trying to enforce the discipline system. This downward process leads to bullying, out of control schools, community frustration, and low performing schools.

Every student in a school has a problem. Half of great school discipline is identifying and solving student problems. Often there is a underlying problem in a students life that causes a discipline problem. A great discipline plan is in the business of solving problems. When a school discipline plan solves problems more and more students bring more and more underlying problems forth to be solved. This leads to an upward spiral of happier students with less discipline problems. This upward spiral leads to high performing students and schools.

Great school discipline is a constant upward spiral. A great school discipline program does not stop when a school is safe and controlled. Every hour of every day, a great school discipline plan demands a higher level of achievement, responsibility, and self-discipline from each student, parent, teacher, and administrator. A disciplined school and student body will naturally develop programs and goals of ever higher success.

The underlying common factor for all of our education problems is poor school discipline. When the discipline problem is solved, the other educational problems in the school can be solved.

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Hope:
1) to look forward to with desire and reasonable confidence
2) to believe, desire, or trust
3) to feel that something desired may happen

The  educational battle has heated up. Large foundations and “big money” people have entered the fray. Education reformers are to be found in many different forms with ever increasing passion and anger. Old voices and new voices argue passionately over every issue, every success, and every failure. The problems appear to be too big and too many to be solved. The arguments and anger of the combatants becomes more heated. On every issue there is less willingness to compromise or even to work together to solve the problem. The feeling of hopelessness, despair, and loss of hope grows in everyone. There appears to be no way to solve these problems.

Wait a minute, I have been through this process. This same educational battle was waged on a much smaller scale at Austin HS in the early 90’s. The Shared Decision Making Committee (SDMC)  made up of parents, students, teachers, administrators, and community leaders had fought the same educational battles. The SDMC, after many heated arguments and anger, eventually  realized what was the real problem.

Austin HS had every educational problem. The SDMC set up sub-committees for every educational issue. There were sub-committees for the school budget, school pride, student achievement, teacher performance, discipline, dropouts, etc. The sub-committees  and SDMC argued and sought solutions for every school problem for weeks. After months of meetings, very few solutions had come forth to solve our school problems. One huge truth had emerged from all the sub-committees and SDMC meetings. The underlying cause of most of our school problems was the school discipline problem. Until we solved the school discipline problem , we could not solve the other school problems and educational problems. The same truth applies to America, if we want to solve our problems in education, we must solve our school discipline problem. Fortunately, for America there is a school discipline plan that can solve our school discipline problem.

One saying goes, “Necessity is the mother of invention.” This saying rang true for the Discipline Committee of Austin HS. We, as a committee, argued and sought solutions for our discipline problems. Only when Ms. Judy Dew stood up and read a definition of discipline did we start to solve the problem. It’s the definition of discipline I still use today : a set of consequences for bad behavior, often unpleasant, that will make a person change their behavior. The ultimate goal of  discipline is to become self disciplined.” Contained within this definition are all the reasons America has a discipline problem and all the solutions to our discipline problems.

Eventually, I developed the Lecture and Pester methods and the Proactive and Persistent School Discipline System. The Lecture and Pester process delivers the unpleasant consequences that changes students behavior. The Proactive and Persistent School Discipline System is the process of identifying the biggest problems and going after these problems. The combining of the LP processes and P&P Discipline processes are efficient and effective in solving the school discipline problem. Quickly, 90-99 % of student discipline problems disappear without taking students to the office, detention halls, Saturday classes, etc.  The combining of these two systems puts time, numbers, and control of the discipline problem on the side of the adults.

Using L&P with P&P Discipline, I was able to, by myself, clear hundreds of students from the hallways, decrease the tardy problem to zero, increase in class instruction time by 20,000 hours each month, stop bullying, cut visits to the AP offices by 90-95 % , and save tens of thousand of dollars each month in vandalism and graffiti costs.

This is why I have hope for America. If I can affect these changes in a school by myself, what could parents, teachers, and administrators accomplish working this discipline system together in a school? What would be the results if every school in America used this discipline plan?

I believe every school in America can be made safe. I believe we can eliminate the bullying problem in schools. I believe the cost of disciplining students can be reduced by several billions of dollars each year. I believe this saved money can be used to solve school budgeting problems and other school financial problems. I believe that by solving the discipline problem, we will bring different groups together to solve other education problems. I believe solving the school discipline problem will lead to solutions for all other school problems.

There is hope for America’s public schools, and it is one discipline plan away.

Everyone knows that we must do something to improve our schools.  There is so much yelling, screaming, and argument about public education. Administrators, teachers, parents, and students are frustrated and anxious about the safety, achievement level, and money needed for good education.

As parents, teachers, and administrators we all want the same thing. We want the best education for our children. As a discipline committee, and chairman of the discipline committee, we argued for weeks about education and the problems of our school. The first discovery made by the discipline committee was no other school problems could be solved without good school discipline. Solve the school discipline problem and problems of dropouts, attendance, bullies, and achievement disappear. Every school problem has at its core a discipline problem. If we solve the discipline problem in our schools, we will solve the money problems of our school systems. Billions of dollars are wasted on poor school discipline.

The second discovery of the discipline committee  was we needed a definition of discipline. As a committee we argued about discipline for weeks. We argued about all the problems of the school: violence, drop out rates, tardiness, bullies, poor achievement levels, etc. In truth, we were arguing about the effects of poor discipline. Our country is doing much of the same thing as the school discipline committee did at Austin High School. We all knew where we wanted to go and we all know what discipline should look like, felt like, and should be. We never solved any problems until we came up with a definition of discipline.  The definition of discipline I now use is:

discipline: a set of consequences for bad behavior, often unpleasant, that will make an individual change his/her behavior. The ultimate goal of discipline is to become self-disciplined.

Contained within this definition of discipline is the reason and solution for all our school problems. Our schools don’t have effective consequences for bad behavior. Too many students don’t change their behavior. Hard working teachers, parents, and administrators are overwhelmed with ever-increasing numbers of discipline problems. The problems of our education system is not caused by a shortage of hard-working, dedicated, and professional administrators and teachers. We, as a society, are left with arguing over the effects of bad discipline.

The second major problem in our schools is an ineffective and inefficient system of administering school discipline. The consequences that are intact in public schools now are ineffective and do little to solve the problem of discipline. School personnel are burdened with a system of office visits, paperwork, and record keeping that overwhelms everyone involved. The combining of an ineffective and inefficient school discipline system with consequences that don’t change behavior lead to Columbine-type situations.

There are thousands of schools in the U.S. with huge discipline problems. This leads to a third huge problem. A problem solving strategy of denial, blaming others, or minimizing the problem of discipline within a school. These strategies indicate a lack of success with the current discipline systems and set of consequences available to school personal.

I am starting this blog to change the way we look at school discipline. I know how to establish an effective and efficient school discipline system that combines a set of consequences, which I call Lecture and Pester, that changes student behavior and will quickly allow our schools to succeed.

Please help me in this process of changing the way we look at educational problems and how to solve these problems. I will continue to be blogging about different issues and solutions that will transform our public education system.