THE DISCIPLINE ADVANTAGE
DETENTION
LEARNING PACKET SYSTEM
Version 2
Junior High and Middle School
Copyright © 1993 by The Advantage Press
Limited license to photocopy at purchasing site only
All other rights reserved
For information, address The Advantage Press
P. O. Box 3025, Lisle, Illinois 60532
TABLE OF CONTENTS
DETENTION LEARNING SYSTEM:
INSTRUCTIONS AND SUGGESTIONS
SPECIFIC LEARNING PACKETS
Detention Learning Packet #1:
BEING LATE TO SCHOOL
Student Response Packet # 1.1
Student Response Packet # 1.2
Detention Learning Packet #2:
BEING LATE TO CLASS
Student Response Packet # 2.1
Student Response Packet # 2.2
Detention Learning Packet #3:
CUTTING CLASS
Student Response Packet # 3.1
Student Response Packet # 3.2
Detention Learning Packet #4:
BEING UNPREPARED FOR CLASS
Student Response Packet # 4.1
Student Response Packet # 4.2
Detention Learning Packet #5:
DISTURBING CLASS
Student Response Packet # 5.1
Student Response Packet # 5.2
Detention Learning Packet #6:
BEING AWAY FROM YOUR ASSIGNED AREA
Student Response Packet # 6.1
Student Response Packet # 6.2
Detention Learning Packet #7:
CAFETERIA MISBEHAVIOR
Student Response Packet # 7.1
Student Response Packet # 7.2
Detention Learning Packet #8:
CUTTING DETENTION
Student Response Packet # 8.1
Student Response Packet # 8.2
Detention Learning Packet #9:
CHEWING GUM/EATING CANDY
Student Response Packet # 9.1
Student Response Packet # 9.2
GENERAL LEARNING PACKETS
Detention Learning Packet #10:
DISRESPECT FOR AUTHORITY
Student Response Packet # 10.1
Student Response Packet # 10.2
Detention Learning Packet #11:
PROBLEMS WITH RELATIONSHIPS
Student Response Packet # 11.1
Student Response Packet # 11.2
Detention Learning Packet #12:
INAPPROPRIATE RESPONSES
Student Response Packet # 12.1
Student Response Packet # 12.2
Detention Learning Packet #13:
LACK OF SELF-DISCIPLINE
Student Response Packet # 13.1
Student Response Packet # 13.2
Detention Learning Packet #14:
LACK OF RESPECT FOR OTHERS
Student Response Packet # 14.1
Student Response Packet # 14.2
Detention Learning Packet #15:
GOOD AND BAD HABITS
Student Response Packet # 15.1
Student Response Packet # 15.2
DETENTION LEARNING PACKET SYSTEM
JUNIOR HIGH AND MIDDLE SCHOOL
Version "B"
For the Low Level Reader
INSTRUCTIONS AND SUGGESTIONS
These Detention Learning Packets are designed to provide constructive, positive
learning experiences for students who have violated a school standard for behavior,
and are serving a detention as punishment. The Learning Packets are divided into
nine Specific packets and six General packets.
The Specific packets are directed towards particular forms of inappropriate
behavior, such as being late to school, late to class, chewing gum in class, etc. The
General packets are designed for general behavioral problems, such as not being
able to get along with others, being disrespectful of authority, lack of self-
discipline, etc.
These Learning Packets can serve three purposes:
• They can prompt students to set goals that help them improve their
behavior.
• They can be used to give misbehaving students a better understanding
of why they misbehave.
• They can be used as the penalty for students with repeated
misbehavior.
Each Learning Packet consists of the following:
• Text, which identifies the type of misbehavior, tells why such actions
are wrong, outlines the causes and implications of such behavior, and
makes suggestions for improvement.
• Three illustrative stories in which misbehavior is described.
• Two Response Forms (one for the first offense and one for the
second), which require students to answer questions relevant to the
Packet text and to their particular behavioral problems. These forms
are filled out by the students.
In each instance, the objective of the packet is to make a difference in how the
student behaves in the future. We have stressed the themes of respecting the rights
and feelings of others, discovering the causes of misbehavior, and developing goals
to improve behavior.
Central to any student's growth is the understanding that he or she is part of a
learning community that includes the other students, teachers, the principal, and
school staff and administration. Respecting the rights and property of those other
persons is key to living harmoniously in that community.
While the ostensible purpose of these lessons is to serve as a consequence or
punishment for the student, we have de-emphasized the punitive aspect of the
packets and lessons. Instead, we have stressed the positive learning experience that
can come from understanding and reflecting on one's behavior.
By emphasizing the feelings and rights of others, we try to lead students to a more
empathetic and social understanding of the effects of their behavior and the fact
that this behavior impacts on the whole school community. By emphasizing the
discovery of the causes of behavioral problem we try to lead students to better
understand their own motivations.
Finally, we stress setting individual goals for improvement. All of the materials in
these Packets are developed with the following step-by-step agenda for
improvement in mind:
1. Identifying inappropriate or destructive behavior
2. Identifying ethical issues
3. Identifying underlying causes of such behavior
4. Setting goals
INSTRUCTIONS FOR USING THE PACKETS
1. Remember to make extra copies of your Detention Learning Packets. Do not
allow students to write on the master copies. Save them for making
additional copies.
2. Each time a student is sent to detention for disciplinary reasons, select one of
the packets for him or her to read. Also give him/her one of the
corresponding response forms.
3. Note that the Detention Learning Packets have two response forms to handle
"repeat offenders." These students will have to re-read the improvement
packet text materials, but will receive a different response form the second
time.
4. Because the completed response packets may provide insight into how
students see themselves, the response sheets might be made available to
teachers, counselors, and others who work with the student. Before this is
done, we suggest that you let the student know that you may be sharing this
material with others.
5. A copy of the response form might also be given to the student's referring
teacher the next day. Student responses could also prove helpful for the
school's Pupil Personnel Team in its work with particular students. The
student's parents can also be asked to read the completed response form.
6. Keep a folder for each student who is sent to detention and file all completed
response forms.
7. We suggest that an administrator, counselor, teacher or detention room
supervisor review with the student his or her answers to the questions. This
should be done as soon as possible after the student hands in his or her
completed response form. This will help to reinforce an understanding of
what needs to be done so the problematic behavior does not occur again.
