Classroom Discipline and Management Philosophy

The goal in our classroom is to teach self-discipline, responsibility, cooperation, and

problem-solving skills. Common causes of misbehavior include an attempt to meet

unmet needs (belonging, significance, fun); a lack of needed skills (social and academic);

inappropriate expectations; lack of structure; and a lack of sense of relevance. We will be

focusing on non-punitive solutions to problems based on kindness, firmness, dignity and

respect. True discipline comes from an internal locus of control (self-discipline), not an

external locus of control (punishments and rewards inflicted by someone else). Some of

the strategies used in our classroom will be proactive and some will be reactive. Many

proactive strategies will be in place so that the use of reactive strategies is limited. These

strategies include, but are not limited to:

. Classroom Organization- Typically a Proactive Strategy although can be

reevaluated as a Reactive Strategy- Classroom is thoughtfully designed to

welcome all children, value everyone’s ideas and work, support active and

engaged learning, support diverse developmental levels and learning styles,

fosters independence, responsibility and cooperation, cultivates the care of

materials and equipment, and gives students some choices in the learning process

. Reinforcing teacher language- Proactive Strategy- Based on the idea of noticing

what students are doing that we want them to keep doing; Names concrete or

specific behaviors; Reflects important goals and values

. Reminding teacher language- Proactive and/or Reactive Strategy- Reflects clearly

established expectations; May be a question or a statement; Is brief and direct; is

used when both the teacher and th...

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... be

sent to a “buddy room” to allow them a new

environment to regain composure within)

. Referral to Director, Assistant Director, or School Counselor- Reactive Strategy-

Referrals to individuals outside of our classroom occur occasionally when

o A Student’s behavior prohibits the class from

moving forward in a productive way

o If something occurs that the teacher believes needs

immediate attention that cannot be given by the

teacher at that moment

o Others are perceived to be in danger

References

Nelsen, Jane. Positive Discipline. New York: Ballantine Books, 2006.

Nelsen, Jane, Lynn Lott, and H. Stephen Glenn. Positive Discipline in the Classroom, 3rd ed. New York: Three Rivers Press, 2000.

Responsive Classroom, Level II Resource Book. Turner Falls, M.A.: Northeast Foundation For Children, Inc., 2008.