Bring Back Detentions
My teacher training focused on the Assertive Discipline Model. In this model teachers were encouraged to praise good behavior(catch them being good), but also quickly address poor classroom behavior in a “firm, but fair manner.” This model very much put the teacher in authoritative control of the classroom and misbehavior was handled promptly and effectively. As classroom managers, teachers would try to redirect misbehaving students with prompts and warnings and only issue a school consequence, as a last resort. Detentions could be issued for sleeping in class, coming tardy to class, swearing, and general noncompliance. In todays' classrooms, detentions would also most likely be used for cell phone use. Students would choose what day and time they would be able to serve their detentions and usually detentions were before or after school and anywhere from thirty minutes to an hour. I vividly remember getting a detention my 9th grade year of high school for talking too much in class. I teared up, because I felt guilty for getting in trouble, and my parents would be notified. There would also be consequences at home and I also dreaded having to get up early to be at school by 6:30 to meet my obligation.
Detentions worked well when administration supported teachers in holding students and families accountable. Sometimes, students who did not come to serve detention during the week were asked to come to “Saturday School.” The next school response to noncompliance could be an in school suspension(ISS). Students could also be held out of after school activities until their detentions were completed. Detentions were a good first level tool for teachers to address behaviors BEFORE they escalated and were an effective deterrent for most adolescents. By providing consequences for some of the little problems, "behaviors escalating to bigger problems were less likely.
Detentions became a problem several years ago, when schools failed to follow through administratively with outstanding detentions. Over the school year, many students would be allowed to accumulate hours of unserved detentions. Several of my students would not show up because they knew that “nothing was going to happen.” By the end of the school year, many repeat offenders would be let off entirely or have their accumulated owed time significantly reduced. From the school’s perspective, they had no real power to make students complete their detentions, especially if parents were unsupportive. Schools could not or would not use leverage to make students complete their hours.
In the past several years, many schools across the United States have moved away from using detentions for minor offenses. Many of the behaviors that typically would have received detentions(sleeping, tardies, swearing, or refusing to do work) are now considered “junk behaviors.” In todays' classrooms, teachers are not asked to address such misconduct. Without a first level intervention available to teachers, classroom behaviors escalate to the point where the first intervention is sending a student to In School Suspension(ISS), emailing a referral to an Administrator, SEL Team, or simply calling parents. Such interventions take extra time and some teachers will only make such referrels as a last resort, therefore classroom behavior is usually pretty bad before initial corrective actions are taken. When minor disruptive behaviors are not addressed, they can escalate over time. As student behavior gets worse, the learning environment can quickly deteriorate.
When administrators and parents are contacted by the teacher for support, most often the response is “I’ll have a talk with them.” 1 talk can become 2, 2 becomes 3, 3 becomes 4 and kids eventually tune out. Such talks without meaningful consequences can become quite futile, as cunning teenagers know the right things to say to well intended adults. Basic psychological principles have established that positive reinforcement or negative consequences are the two ways to influence behavior. To manage student behavior today, a reformed system that utilizes detentions is needed. Such a system could look like the following:
Step 1. Classroom Teacher Uses Classroom Interventions. Students does not respond.
Detention 1 and 2
Step 2. Teacher issues student a detentions & calls to parents. Student serves detention with the teacher in order to build a relationship and work through issues.
Detention 3
Step 3. Behavior does not change or student refuses to show up. Student is referred to Administration. Student serves detention with School Administrator & call to parent.
After 3 Detentions
Step 4. In School Suspension (ISS) for the student. The Student and Parents meet with Administration and members of the Social, Emotional, Learning(SEL) Team for an assessment and Plan of Action (POA). The Administrative Team has frequent check ins with the student and families to provide support and encouragement. Some positive incentives can be created at school and home.
Step 5. Out of School Suspension (OSS) for the Student. Plan of Action is Reviewed. The student is placed on a behavior contract and the family meets with School Administrators. Students not abiding by the contract could face expulsion or placement in an Alternative Learning Environment.
For students who reject correction and accountability, families and schools must be willing to hold them accountable. Phones can be taken away, driving privileges revoked, participation in school activities/sports can be suspended, and other privileges can be taken away. Experience has shown that adolescents will respond positively, when held accountable with things that are important to them. Both schools and parents must show kids they care enough to show them tough love. Schools and families must work together. As a young man, I was fortunate to have parents and teachers who were willing to do the hard work of holding me accountable, rather than trying to always be my friend. They knew that someday, I would appreciate the guidance they provided and were fine with being respected as opposed to being liked at critical stages in my life. The best lessons in life are sometimes the hard ones and adults have opportunities to help kids learn from mistakes. Often, just "having a talk" and trying to reason with teenagers will not be very effective at changing behavior. Fair and consistent follow through and early intervention is important to shape behavior and help students succeed. Too many educational leaders and parents today are hesitant to provide adolescents with the guidence needed to become successful adults. Providing discipline is looked upon as a negative interaction rather than a positive opportunity for shaping youth. Legendary Green Bay Packer football coach Vince Lomardi, became famous for telling his players that "discipline is not what you do to somebody, it is what you do for somebody." Today, our youth need guidance more than ever and it is good to be firm but fair once again.