Discipline In Our Classroom
Discipline is not the same as punishment. Discipline is the act of teaching the child so the child can learn appropriate behaviors and develop a good moral character.
Discipline in our classroom can be described in the following ways:
1. We set clear expectations.
2. We set limits with love.
3. We are respectful.
4. We keep ability and age in mind.
5. We work together.
Discipline is not the same as punishment. Discipline is the act of teaching the child so the child can learn appropriate behaviors and develop a good moral character.
Discipline in our classroom can be described in the following ways:
1. We set clear expectations.
- In our classroom we are clear and consistent with expectations. And the teachers and adults in our room follow them too!
- Every time we say a phrase like, "In our classroom, we are kind to each other," it helps the child learn classroom expectations.
2. We set limits with love.
- Teachers will get down to the child's height when setting a limit.
- Teachers use a voice that is firm but loving when setting a limit.
- Teachers will approach the child instead of shouting from where we are (unless there is a safety emergency) when setting a limit.
- We communicate limits with respect and reason. For example, "I can't let you hit me. My safety is important to me. But you can hit this pillow instead."
3. We are respectful.
- We respect our students as individual people and expect that they respect the adults in the classroom.
- Teachers manage their own anger.
- Teachers give respect and empathy when the child is sad/angry/frustrated etc.
- Example: It is time to wrap up play time and a child gets upset. The teacher might say, "You really wish you could keep playing. You were having so much fun!"
- Teachers are around to keep a child safe if they lose control.
4. We keep ability and age in mind.
- The amount of freedom and limits depends on the child's age and ability. The freedom and limits set may be modified as children grow and show increasing responsibility.
- We allow choice within the child's ability. For example, the child needs to come to circle time but they are allowed to choose their spot if they can be respectful. Another example might be, a child needs to write their name but they may choose to write their name on green or purple paper.
- We allow processing time. If we ask a child to go put their shoes on, we allow time for them to process that request. Many times it will just take a moment for the child to process and comply and we will not have to repeat our request.
5. We work together.
- People like to feel like they have autonomy and aren’t being controlled, children included. So when we nag and try to control things too much, we have a child that wants to rebel or who submits.
- We use the word "no", "stop", and "don't" sparingly. We save the word "no" for emergencies so the child really listens. If we want the child to stop waving his arms, instead of saying, "Stop swinging your arms," we will say, "Keep your arms by your side." This helps a child hear what we want them to do instead right away and encourages cooperation from the child.