Appendix I: “Transform Your School” (TYS) School-Wide Student Discipline, Motivation, Character Building and Peer Mediation Program
Transformative Management can leave the walls of the individual classroom and be used school-wide. This program is entitled “Transform Your School” or TYS. It is aligned with the ASSC school climate assessment and improvement framework and the SCAI and the principles from the book Transformative Classroom Management. The program provides a comprehensive program for behavioral improvement that includes discipline, motivation, character development, and peer mediation/conflict resolution. It is designed for schools at the K-8 level.
Features of the Program:
· Combines student behavior, character building and peer mediation/conflict resolution into one comprehensive school-wide program
· Promotes long-term motivational and behavioral improvement
· Promotes school pride, positive climate, and sense of school community
· Encourages whole-staff coherence and school-wide continuity of behavioral expectations
· Integrates expectations across the classroom, PE, special subjects, playground, lunchroom, and other school functions
· Builds students’ internal locus of control and “success psychology” contributes to students’ academic achievement and social growth
Contrast to other School-Wide Discipline Programs:
· No use of bribes and limited use of extrinsic rewards
· No use of public shame or comparison.
· Minimal cost to maintain
· Shifts focus from the negative to the positive
· Peer mediators are leaders rather than junior police
The key to the program is that it takes a positive approach at building a concrete, specific, and personal understanding of quality behavior. It features a few strategic behavioral themes. These themes can be modified to suit the needs of a particular school but typically include most of the following concepts:
Within the TYS program these themes are taught, modeled, assessed, and reinforced throughout the students’ experience across the school. Recommended applications of the themes include the following:
Classroom Level Features:
PE, Special Subjects and Out-of-Classroom Interactions:
Conflict Resolution/Peer Mediation:
Three levels of Program Application
The TYS Program is designed to meet the needs of schools at all levels of functioning:
Resources to support the TYS Program:
What Training is Needed to Implement the TYS Program?
Advanced Training in the Following:
ASSC also applies the School Climate Assessment Instrument (SCAI), a mechanism for a school-wide improvement rationale for the use of the “Transform Your School” (TYS) School-Wide Behavioral Improvement Program
The goal of the Transform Your School (TYS) Program is meaningful behavior change and sustainability. Can one really say a behavioral improvement system has been successful if it simply bribes and shames students into acting in a way that we want, in the short term? For a system to be truly effective it must work in the long term to change the behavioral culture at the school in and out of the classroom. An effective system must work to teach new skills and make high quality behavior more desirable and satisfying for students. Moreover, it must make teachers’ lives easier. The TYS program endeavors to do this.
To better make sense of the difference between the TYS system and others it is useful to examine it more closely in a few key areas: motivation, core concepts, changing undesirable behavior, and long term effects.
Motivation within the TYS Program
The goals of the TYS system are an increase in motivation to behave in positive healthy ways, with more motivation coming from intrinsic sources. The means for this is strategies to meet students’ basic needs and recognition for displaying high quality behavior. Each student has five basic needs (Appendix A): power, freedom, belonging/love, competence, and fun. The system promotes the satisfaction of these basic needs as well as the behaviors that will help students attain what it takes to meet them throughout their lives.
In contrast to other systems of behavior, the TYS system uses positive recognitions to support behavior change and growth rather than bribes for desirable behavior. While the TYS system uses cards to symbolically recognize high quality behavior, the use of the cards varies dramatically from other systems. In many behavioral systems students are given cards as extrinsic rewards to be later turned in for prizes relative to the number of cards obtained. The TYS system simply uses the recognition of the behavior as the reward. What is in it for the student? It depends on the way the school wants to manage this, but it includes the satisfaction of being recognized, the ability to tell parents and teachers of the recognition, and a concrete and material reminder of a behavior that was valuable in and of itself.
Appendix B contrasts the healthy use of extrinsic rewards to the less healthy form defined by bribes and tokens. The problem with the approach to motivation in other systems is that it is based on getting students excited about turning in their tokens for a prize, as a result, inevitably over time the prize becomes the purpose for the action. As time goes on the prizes lose their impact and the familiar conditioned behavioral patterns return. Now students are demanding more prizes because they have gotten addicted to extrinsic rewards for doing something healthy. In the students’ minds these systems built on bribes send the message: “You would only want to make a high quality effort, treat others well, or act responsibly because adults will give you something.” In stark contrast, TYS motivational philosophy changes behavior in a sustained way because it is driven by intrinsic sources -- it is meeting basic needs.
The Core Concepts of the TYS System
At the heart of the TYS system are core principles. These principles are agreed to by the faculty and staff and can range from five to twelve concepts. These core concepts typically include values such as effort, positive attitude, respect, responsibility, listening, and being prepared. Successful character-building efforts make these abstract concepts both concrete as well as personally meaningful. In the TYS system, the school’s core concepts are taught and reinforced across the various aspects of the students’ school day and even brought home. When these concepts are made concrete and meaningful students recognize that they are the pathway to a more satisfying experience at school. When they are recognized for demonstrating them, they learn that the school genuinely values them when they are doing their best and is not simply concerned about test scores and the students who misbehave.
Chapter 20 outlines these core concepts.
Creating Rubrics and Making the Core Concepts Clear
Dealing with Misbehavior
In the TYS
system, there is no use of public recognition for behavior that is unhealthy,
or undesirable. If a student’s behavior violates classroom, school, or
playground rules, the student deserves to be given a consequence. We recommend
the use of withdrawal of privileges or opportunities to participate as the
primary form of consequence in most cases. School beautification, helping the
teachers, doing tasks for the office, and other service related activities
should be left for students who have earned the right to contribute as a
We also encourage behavioral contracts and individualized support for students who are struggling to make healthy behavioral choices. Working with Challenging Students is outlined in Chapter 14.