The 1997-98 school year presented us with an interesting challenge not unlike those faced in other growing districts around the country. Our school district created new school boundaries for students and completed construction of a six-million dollar elementary school. The challenge for our staff was to close Central Elementary School, which was built in 1924, and move to our new building. This would mean bringing together children, parents, and staff from two other schools as well.

From previous training with Stephen Glenn and Jane Nelsen, I was confident that a Positive Discipline in the Classroom workshop before the school year began would serve two purposes: (1) to develop a schoolwide philosophy in student discipline with the requisite skills to implement the program, and (2) to provide a get-acquainted experience that would bond the staff together.

When inservice training is done right, teachers are open to learning experiences that will help them in the classroom. Some of the key elements are: (1) prepare teachers well ahead of time with an understanding of the upcoming training; (2) schedule adequate time that doesn't take them away from the classroom and their students; (3) provide all of the manuals, equipment, and support materials to proceed; and (4) assure that presenters and consultants are knowledgeable, experienced, and personable.

We invited Jane Nelsen to come to our school to teach the principles of Positive Discipline in the Classroom. During the two-day training, she energized our staff through group activities and by sharing her experience and knowledge. Dr. Nelsen exceeded our expectations and was instrumental in providing our staff with the philosophy and skills to assist them in the classroom. Many of our teachers commented that this was the best training they had received in their careers.

As teachers began the school year and practiced the principles, there was a significant reduction in discipline problems-not only in the classroom, but outside the classroom as well. Children were positive in their relationships before and after school, during lunchtime, and on the playground. In reviewing the record of office referrals from the previous year, there was an 80% reduction...and our school size had doubled! This would mean that our schoolwide program of Positive Discipline in the Classroom eliminated 90% of the inappropriate and unacceptable behavior!

Not only was there a reduction in misbehavior, but my approach with students referred to the office was positive and created an ownership in them to resolve the issue. Many of the incidents were referred back to the classroom for resolution in the class meeting with their classmates. Other situations were resolved with the use of the Wheel of Choice. Surprisingly, children from kindergarten through the fifth grade often came up with better solutions than I would have imposed on them. Through this empowerment, I found very little repetition of students who couldn't get along with their fellow students, teachers, and support staff.

A real key to the success of any inservice training is follow up as the year progresses. Periodically, grade level teachers and the staff as a whole would come together to review their experience and assist one another in areas of concern. Needless to say, those who were the most involved experienced the greatest success and were the most helpful to their colleagues.

In May, Dr. Nelsen came back to our school for an end-of-year review. She visited classrooms during the day and observed class meetings. Following the observation, Dr. Nelsen met with each teacher individually to provide support and feedback. After school, we met as a staff and she reviewed her experience of the day. Adequate opportunity was given for all teachers to ask questions and address concerns. This was a wonderful experience for our staff to review the success of the year.

Positive Discipline works! Children are shown respect and dignity as unique individuals. Children learn self-discipline and are empowered in seeking solutions as they resolve their issues. Children learn principles of democracy in the class meeting, have the opportunity to express their feelings and thoughts, and appreciate the importance of working together cooperatively for the good of all. Teachers find they have more time, energy, and stress reduction in teaching good citizenship. Their efforts can be focused on quality educational experiences for all children. We begin the 1998-99 school year with an experiential base in Positive Discipline that will help us prepare children to be good citizens in their homes, school, and community.