Rowdy or Restrictive?

One of the hardest things to get a handle on in a school library is student behavior.  We want to create a welcoming atmosphere, and yet we need the activities (and noise level) to be purposeful.  So – how do we deal with disruptive students, while avoiding the dreaded stereotype of the shhhhhshing librarian?

Basically – we need to define and model the behavior we want, be consistent, and apply humor liberally.

Keep the rules simple.

Work or read most of the time

Respect the right of others to work without disruptions.

Follow safety rules

You will have students whose only purpose is to create a circus atmosphere wherever they go.  They want to call attention to themselves by distracting others from their work.

Do NOT agonize over ending their dominance over every other student need.  Give them the opportunity to come over to the light side – but if they persist despite warnings  – end their “reign of terror”. Make no mistake.  These incorrigibles are not simply “high spirited”.  They are disrespectful to you – but mostly they are disrespectful to their peers.  Once they decide your library is really no fun – they will go away.  At first you will worry that perhaps you should not be so “hard-nosed”.   But gradually, once they “go away” * , the students who avoided them at all costs will find that it is now “safe” again to come to the library.  Once you have a regular group of well-behaved students, then you will have the atmosphere of relaxed, but purposeful activity that you envisioned.  Gradually, library attendance should increase.

I have devised a system that works for us.  It is explained in full in the following letter that we send to the parents.  Of course we share the system with the students during orientation – and we send them onto their library “hiatus” with a note that explains the system, the reason they have been given a “time-out” and a review of  possible future consequences.

* “Go away” – by “go away”,  I do not mean that  I don’t welcome students who want to try again – or that once out, they can never come to the library.  We are open to ALL students when they come with a class for research (even when they are on “vacation” from the library).   What I am addressing here is discretionary use of the library during study halls, advisement periods, after school time….

Here is the letter to parent/guardian:

Dear Parents/Guardians of ______________

We are trying to establish an attitude of quiet study and reading in the media center. Students are expected to enter the library quietly, and to spend their time working or reading. We do not expect complete silence as in the “olden days”, but we do expect that students will speak quietly & not disturb others.

Your son/daughter seems to be having difficulty with these behavior expectations. We find that by taking a few simple discipline steps with students, the problem can be resolved. Our procedures are as follows:

1.  If poor behavior results in a student having to be sent back to class or moved to another table, or warned more than once during a library visit, a check mark is issued, and library privileges are lost for 10 school days.

2. If poor behavior continues, a copy of this letter is sent home and library privileges are lost for another 10 days.

3. If poor behavior results in a 3rd check mark, the student will lose library privileges for 20 school days. Another copy of this letter is sent home.

4. A fourth check mark will result in an office referral, and a suspension of library privileges, pending office disciplinary action.

Note: During times when a student has lost regular library privileges, and needs library materials for a school assignment, the student may come to the library to pick up needed materials after homeroom and they can then compete their assignment in advisement. The library will also be available for use from 2:07 through 2:46 each afternoon.

At this time, steps ___________ have been followed. The behaviors we have observed are:

Please see reverse side of this sheet.

We have spoken to your child many times about his/her behavior. You can help by asking your child about what has happened and reminding him/her that there are certain rules of quiet courtesy that apply to libraries everywhere. Please also make sure that your child understands that the next step is either a loss of library privileges for a number of days, or a referral to the principal.

If you have any questions or concerns, please feel free to contact me at 986-3521, ext. 121. I feel confident that if we work together, your child will be able to improve, and will be able to use library visits to increase his/her success as a student.

Sincerely,

Jacquie Henry, Librarian

Dear Parents/Guardians of ________________________________

We need to ask your help. We are trying to establish an attitude of quiet study and reading in the media center. Students are expected to enter the library quietly, and to spend their time working or reading. We do not expect complete silence as in the “olden days”, but we do expect that students will speak in whispers & not disturb others.

Your son/daughter seems to be having difficulty with these behavior expectations. We find that by taking a few simple discipline steps with students, the problem can be resolved. Our procedures are as follows:

1. A check mark is given if poor behavior results in a student having to be sent back to class or moved to another table,
or warned more than once during a library visit, a check mark is issued, and library privileges are lost for 10 school
days.

2. If poor behavior continues, a copy of this letter is sent home and library privileges are lost for another 10 days.

3. If poor behavior results in a 3rd check mark, the student will lose library privileges for 20 school days. Another copy

of this letter is sent home.

4. A fourth check mark will result in an office referral, and a suspension of library privileges, pending office

disciplinary action.

Note: During times when a student has lost regular library privileges, and needs library materials for a school assignment, the student may come to the library to pick up needed materials after homeroom and they can then compete their assignment in advisement. The library will also be available for use from 2:07 through 2:46 each afternoon.

At this time, steps ___________ have been followed. The behaviors we have observed are:

Please see reverse side of this sheet.

We have spoken to your child many times about his/her behavior. You can help by asking your child about what has happened and reminding him/her that there are certain rules of quiet courtesy that apply to libraries everywhere. Please also make sure that your child understands that the next step is either a loss of library privileges for a number of days, or a referral to the principal.

If you have any questions or concerns, please feel free to contact me at 986-3521, ext. 121. I feel confident that if we work together, your child will be able to improve, and will be able to use library visits to increase his/her success as a student.

Sincerely,

Jacquie Henry, Librarian

6 thoughts on “Rowdy or Restrictive?

  1. Jackie — How often do you have to use this letter? Have you detected any trend in student behavior during the last several years?

  2. I had to send out the letter frequently during the first year (about 10 years ago). I probably had 2 to 6 students have a “vacation” from the library every month. Most of those came back and earned a second “vacation”. That’s when the letter goes home. That would USUALLY take care of it. I probably had about 5 or 6 a year who reached step 3 (20 days out). And perhaps 2 or 3 who reached step 4 – the office referral (along with another letter home and another 20 days). That number soon dropped. People realized that I meant business, and that I would be consistent in application. I have had only 1 person so far this year who has received “vacation time”. Honestly – the whole system has been wonderfully effective. The read incorrigibles are virtually gone. Some of the kids that caused commotions in the past are back with me again – but they know where the line is and they no longer feel compelled to be clowns. I truly do not see a down side.

    Don’t worry about the spelling. I am just happy to get comments!!

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