Make Your Day Management Program

Make Your Day Rationale: You have a student that consistently does not finish classroom work, even though she is capable. You have tried encouraging her, giving her extra rewards for work completed, and contacting her parents. When the student is confronted about unfinished work, she reacts in a hostile way. This may include everything from arguing with you, to breaking the pencil lead on her pencil while you watch. How might the Make Your Day program assist you in getting this student back on track? Write an explanation of how you would approach this situation. Specifically explain how you would use both steps and points in this situation.

As I understand the Make Your Day Management Program, this student is clearly choosing Step 4, which includes extreme disrespect to those in authority. When confronted about her unfinished work, she reacts in a hostile way with everything from arguing to breaking the pencil lead on her pencil while the teacher watches. According to the MYD Management Program, this means the student is automatically moved to Step 4, and jumps over sequential Steps 1, 2, and 3.

Step 4 includes notifying the student’s parents. I would hold a teacher/parent/student conference. Prior to the meeting, I would create a conference agenda* and have it ready for distribution. I would begin the conference respectfully and positively, welcoming all parties, and expressing appreciation for their time and attendance. I would prepare to listen carefully, take notes, and encourage discussion so that the meeting would be a joint effort.

The first item on the conference agenda would be the distribution of my Make Your Day Management Program Brochure. The brochure would cover the entire program including the purpose, rules, steps and points. I would begin the conference with this brochure to help the student and her parents understand the program, as well as be willing to comply.

I would explain the purpose, value and goal of the program, which is to teach students to take responsibility for their behavior, positive or negative. When an infraction occurs, students are choosing their consequences. Similarly, when a student is responsible, the reward is intrinsic, namely, inner pride and satisfaction. The student will never be made to feel dumb or bad, rather, it is an opportunity for the student to learn from her mistakes.

I would explain that the program has 5 steps, ascending in order of severity. To rejoin the class, a student would have to work the steps sequentially down as required by the program. For brevity’s sake, I would begin my explanation from Step 3 and work down.

Step 3 requires the student to silently stand, in a particular location, facing away from group work, and read the MYD rule cards she has broken. In her case, I would have her read both cards because it applies to this situation. Those rules are, "No one has the right to interfere with the learning or safety of others,” and ”Do what is expected and do it the best that you can." Step 2 requires the student to silently stand in the same position and location. Step 1 requires the student to sit quietly at the same location, until the teacher returns. At this point, the student will correctly clarify why she has chosen Step 1. The student needs to take responsibility for her behavior and the rules she has broken.

The teacher/parent /student meeting would also include an explanation of how the daily point system works. Students earn points in a preset amount for each working period, beginning with zero. At the conclusion of the work period, students evaluate their choices and behavior by self assigning points. Students can’t lose points, but there are exceptions to misaligned points, such as legitimate concerns from peers, repeat infractions, and poor self evaluation. The appropriate points are charted and kept in a cumulative list of days. The teacher has the final say in the point system. 

The final portion of the conference would require complete student engagement and compliance. I would expect the student to state her infraction completely and correctly. I would expect her to take responsibility for her behavior. I would ask her to problem solve different ways of how she can handle her inappropriate behavior. I would expect her to show a positive attitude and a desire to return to class. If all parties determine that the conference was successful, the student may return to class.

The final step would be to implement a behavioral assessment tool. I would have all parties commit to focusing on the next week of class. I would either be sending home a “Make Your Day” slip or a “Did NOT Make Your Day” slip based on the choices the student makes. I would intentionally invite and encourage my student to commit to earning a MYD slip every day for the next week. Parents would agree to look for and sign those slips, and the student would agree to show me the signed slips the next school day. If the student chooses to earn three weeks of Make Your Day slips, I would present a Make Your Day Certificate to the student in front of the entire class, with parents and administration invited. If the student chooses to continue to NOT Make Your Day, I would immediately require another conference with all parties, but this time I would include administration.

I would end the conference, as I began, respectfully and positively, expressing my hope for successful improvement in behavior and attitude.

*Teacher/Parent/Student Conference Agenda

1. Review Make Your Day Management Program Brochure

• Purpose
• Rules
• Steps
• Points

2. Student Engagement & Compliance

• State infraction completely and correctly
• Take responsibility for behavior
• Problem solve
• Positive attitude and desire to return to class

3. Behavioral Assessment Tool

• Make Your Day slip
• Did NOT Make Your Day slip
• Make Your Day Certificate