Boyd’s choice of chapter subjects is in and of itself a revealing look into the most pressing aspects of schoolwide discipline.
Chapter 6 is all about passing periods.
Boyd again emphasizes the importance of not only having procedures but teaching procedures, and she names quite a few: how to put money in a lunch account, how to replace an id, how to see the nurse, etc., etc.
She relates a crucial aspect of managing passing periods: teachers are expected to be at their doors for every passing period, no matter what. This is a call back to two points from earlier in the book: the physical presence of a single administrator will never be enough to ensure productive behaviors, and many hands make light work.
Beyond that, Boyd maintains a three-step system for enforcing passing-period expectations:
- The first time a student behaves inappropriately during passing, they are given a warning
- The second time, the teacher writes a referral and the administrator calls the parent
- The third time, the student loses the right to pass in the hallway
Boyd doesn’t specify the threshold for a warning. How does the school track who’s been given a warning and who hasn’t? If I ask a student to walk instead of running, do I then write down the student’s name and submit it to a list of previously warned students? Under this system, are administrators calling parents for students who were warned not to run to class but did it again anyway? This seems like it would be quite a drain on administrator time and resources. But like Boyd’s other proposals, if you truly value orderly passing periods, I suppose it’s worth it.