Classroom Discipline Plan
Mrs. Franklin’s Kindergarten Class
Classroom
Rules:
·
Be kind to others
·
Use a quiet voice while inside
·
Keep hands and feet to his/herself
·
Use walking feet while inside
Children are motivated to
make good choices through encouragement and praise techniques such as positive
comments, creative “cheers”, positive notes sent home, being a special helper,
and occasionally stickers or rewards.
We have five steps of consequences:
·
Warning
·
Thinking chair
·
Lose a privilege
·
Contact parents
·
Go to the office
Three strategies used in our classroom to encourage
children to make good choices about their behavior are:
One of the most
successful strategies with young children is to redirect them. Often, a child who is not paying attention,
not working productively, or having a problem sharing may be easily redirected
by the teacher. A gentle reminder such
as, “Blake, join us in line so we can all go outside together” may be
sufficient to get Blake to join the group.
Redirecting to another activity such as “Brooke, you can use the Magic
Slate while you’re waiting for a turn at the easel” may help her to learn to
manage the frustration of waiting.
Redirecting children is an effective technique that can
prevent minor episodes of inattention or inappropriate behavior from
escalating. It can also provide
modeling for children in problem solving.
Hopefully, after some examples and suggestions by the teacher, the child
will become more skilled at solving problems on her own.
Another positive behavior
management strategy is the use of logical consequences instead of
punishment. It is important for young
children to learn that they can control their own behavior by making good
choices. Teachers who use logical
consequences believe that this strategy keeps the focus on the desirable
behaviors that they want the children to demonstrate. Punishment, on the other hand, focuses on what “not” to do
without teaching how to correct the problem.
The first key to logical consequences is to match the
consequences to the behavior you are trying to correct. The second key is to administer the
consequence in the form of a choice.
For example, if Leslie is throwing blocks instead of building with them,
he is given the choice of building or going to another center. If he makes the positive choice and changes
his behavior to the desired one, the teacher should be sure to comment on the
good choice he has made. If, on the
other hand, he continues to use the blocks inappropriately, the teacher may
have to explain that his behavior shows that he has made the choice to leave
the block center for another area.
After a reasonable length of time, Leslie should be given another chance
to return to the block area to try again.
The amount of time would depend on how often the inappropriate behavior
has occurred.
Using logical
consequences by matching the consequences to the behavior and offering a choice
helps teach children that they can control their own behavior. This is critical to the long-term goal of
self-discipline.
Source: www.osr.state.ga.us/bestprac/class/cm-4.htm
When a problem between
children arises, the teacher uses the following steps:
·
Gather information
·
Restate the problem
·
Ask for possible solutions
·
Help the children decide on a solution
·
Give follow-up support