Classroom Management and Discipline Advice and Resources

Classroom Management and Discipline Advice and Resources.

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Classroom Management and Discipline Do's and Dont's

By Edla Prevette
Copyright Kirk of Kildaire. Used here with permission. May be used for non-profit uses only. Originally posted by member Catherine from the Kirk of Kildaire.

Use Preventative Approaches

 Be informed and consider the temperament and development stages of children
 Provide consistency in routines and schedules
 Plan transition times (signals, games, songs)
 Give positive attention (greet children, compliment appropriate behavior)
 Modify environment (materials in baskets ready to set on the table, equipment arranged, puppets on the table)
 Offer choices (have other activities to choose from)
 Vary active and quiet time (journals are particularly helpful for closure and transition)
 Reduce boredom and use novelty (props, music treats)
 Use proximity control and surface management techniques (“the look”, touch, stand close, walk the room)
 Offer many visuals and auditory cues (directions, examples, goals, behavior covenant, memory verse)

Set Clear Expectations

 Set positive limits (avoid “Don’t...” instead try “I need you to....”)
 Develop a firm approach with voice, body language and words
 Phrase requests as statements not questions with yes/no answers (avoid adding “OK?”)
 Organize presentation and materials in a sequential manner
 Limit choices
 Have Behavior Covenant posted and refer to it regularly for positive/negative behaviors (“I like the way Suzie is respectful of the equipment”)

Increasing Desired Behavior

 Teach and model the desired behavior
 Redirect to an appropriate activity (have other activities available... books, crossword)
 Offer special time with an adult
 Have classroom jobs available
 Provide opportunities for children to share
 Talk with children about their interests

Extinguishing Negative Behaviors

 Use natural/logical consequences
 Use “cool down” instead of “time out” (positive focus... same result)
 Use signals as a concrete way to tell children of their misbehavior (stop sign, finger to lips, dimming lights, avoid Shhh Sh Shhs)
 Selectively use “stop the world” technique (rarely stop teaching)
 Use planned ignoring of selected behaviors
 Consistently follow through with what you say
 Use HUMOR!!!


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Last edited by Neil MacQueen
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