The thrust of the structure comes from consistency, but the process is accented with paperwork for difficult cases. A student who does not succumb to routine discipline strategies will require a greater deal of formality to include individualized discussion and a special document.
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A document, called a Behavior Identification & Adjustment
sheet (Karadimos, 2003) can be helpful for instituting such a philosophy because it includes a number of elements key to long-term results. It includes sections such as: a student accepting that a problem exists, fleshing out the specific nature of the problem, a strategy for improvement, and an agreement between the student and the teacher.