ABSTRACT
Jackson is a general physical education (PE) teacher at Sojourner Truth Elementary School, located in a large urban public-school district. Prior to teaching at Sojourner Truth Elementary School, Jackson taught elementary PE classes at King Afrocentric Academy. While at the academy, Jackson appreciated the values of an Afrocentric educational system. He became accustomed to an environment where teachers had high expectations of students, parental support was evident, and teachers and parents worked together in concert to facilitate learning and to promote appropriate student behaviors. In contrast, Jackson’s first year at Sojourner Truth Elementary School has been a big adjustment for him because of a lack of parental support and disciplinary concerns linked to student misbehavior. Jackson decided to meet with Ms. Lewis, the school principal. Ms. Lewis suggested that Jackson should check into the Consistency Management and Cooperative Discipline Program. This program emphasizes self-discipline and espouses the themes of prevention, caring, cooperation, organization, and community to promote resilience with youths in inner-city schools. Each theme includes strategies and activities that allow students to feel valued. Jackson is optimistic about this program. In this case, strategies for decreasing or eliminating students’ misbehavior are presented.
