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[0:00:00] Respondent: I think you should have to handle your own problems unless it's fighting. If it's something really bad then you send them to the office but we are on a policy where we are all on the same system. If they get a behavior warning in Art then they write it down and then I know it. We follow through with that. All this kids that were here today were here because they either didn't have their homework or they got two warnings yesterday for behavior. So I don't know what they did when I wasn't in here so I don't know. Interviewer: Right. Respondent: And no they don't like to be in here but that's their fault because they didn't follow through with what they needed to do. Interviewer: !ow do you fi" that# $bviously it comes from somewhere. Respondent: What# %ot following through# Interviewer: &ollowing through following e"pectations following directions. I mean I guess how do you as a teacher see '' where's the starting point of that# Respondent: (o me the starting point starts in kindergarten because if the teachers before me )ust like with academics if all these kids get to me and *+, are efficient in writing it didn't start with me it started way back here. So you have to look at the whole school and what's happening as the kids are coming through. Are the teachers effective# If the teacher's not effective the kids are going to fall backwards. And so we have a -.A/ .valuation System that's new. All teachers are evaluated on this -.A/ System. So then if you get three '' I think it's three years of non'effective then you can be non'renewed. So it's not like tenure anymore. Really you have to be effective now really to keep your )ob which you should be because a lot of kids are depending on you. 0ut the discipline all starts with each teacher. .ach teacher even though you have a different discipline system kids learn behavior from who they're around. If they don't have any discipline at home and we notice that on 1ondays. Are you here on 1onday# 1onday is our worst day because they're home on the weekend. (hey have a lot of freedom. (hen 1ondays is our like 2let's get back in shape 2 and then the rest of the week sort of flows but a lot of these kids they stay up late and watch. I have a kid who said he stayed up till +:33 o'clock the other morning playing video 4

games and then he comes to school. $r they don't have any discipline at home or they have older brothers and they )ust '' I had a kid last year who was in trouble a lot at home because he had three rowdy brothers and he was always getting into trouble. I )ust really have to make him learn to behave and he did. !e really did good. (he year before he had been in the office +3 times. I didn't send him once last year. 5ou have to work with different kids and every kid is different. Some kids are more receptive to your methods and some aren't. 0ut I think it )ust all starts in kindergarten and every teacher here has a discipline system. 0ut 1ondays are the worst. We talked about that. 6idn't we 1iss [0:03:49]# S4: What#

Respondent: About 1ondays being our hardest day because it takes a whole day to get them back into the routine. and then it's better during the week. 0ut 1ondays are worst day and I'm dreading ne"t week because we're off four days the kids are so then when we all come back on Wednesday so Wednesday will be our worst day. 0ut for the most part they're pretty well' behaved. (hey're not physical or anything like that. Sometimes they don't want to do what they want to do but that's pretty much kids. If they were all perfect I guess it would be a perfect world but anyway for the most part they're pretty well'behaved. Interviewer: $ne last 7uestion and I'll leave you alone. (he one other thing I was noticing is the kids do a lot of independent work. 8ould you )ust talk about that like reasons for it is it working stuff like that# Respondent: When did we do 1onday when you were in here# Interviewer: I guess what I'm referring to in here specifically is there are e"amples on the board of this and then the kids [0:05:00] End of Audio