Reflection
Comparing the two flow chart was pretty interesting. It seems like they both show how I deal with the students. When I deal with students about their misbehavior, I acknowledge the fact that they are still teenagers. Quite lots of high school students are still not very clear about how they should behave and having a hard time with various issues such as identity, relationships, and academic achievements. When I talk to the students who cause the troubles, most times I do understand them personally how and why they have behaved like such.
However, it is our responsibility to guide more than hundreds of students to process their teenage in constructive ways, and there should be a clear guideline to those students who showed behavioral problems. It is not that I personally believe that they are bad students, but some of their behaviors are obviously not fit to the standards of the community that we are trying to build here. When I talk to the students, I always clarify this points, and how I will handle the problem. Sometimes I had to make a decision to expel students as a head of the disciplinary committee, and it bothers me sometime. I am a pretty humanistic person and telling the students that they cannot stay in this school anymore is not an easy job for me.
I belive it may be an opportunity to the students to learn that there's a consequence to what they do and each one of them is the one who needs to be responsible for that. Also, it may be a chance for them to be shocked and change their behavior.
This is why my strategies for both flows might seem little bit strict and cold. When I personally talk to a student and have a time for counselling, I do use positive reinforcement a lot. However, it seems that when I work as a part of the Disciplinary Committee, my point concentrates more on punishment rather than reinforcement.