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Behavior Management & Discipline Procedures

Behavior Management
When a child is disruptive all children suffer. Therefore, we must handle disruptions and behavioral problems promptly, consistently and graciously.

It is important to remember that problems are often opportunities for you to build and encourage as a positive role model. Behavior management benefits the entire class. The administration of proper discipline makes all children feel safe and secure while giving the disruptive child an opportunity to learn and grow. Guidelines and examples for correcting children are listed below.

1. Know What to Expect in the Classroom
The expectations must first be clear in our minds.

For example:

2. Clearly Communicate Your Expectations
Limits should be stated positively. For example:

"Walk in the building" vs. "No running in the building."

"The toys in this room are to be shared" vs. "Don't fight over toys."

"Use your markers on the paper" vs. "Don't write on the table."

Children often are more likely to obey the limits when positively rather than negatively stated. Children also will be more likely to follow the rules when they are given simple reasons for them. For example, "We walk in the classroom so we don't hurt ourselves or others." The children will understand that we have limits and rules to keep them safe. However, it is not necessary to explain a rule each time it is repeated.

3. Relationships Are the Context
Children will respect you and respond to your leadership when they sense you care about them. If you have a problem with a particular child, talk with the other teachers on your team. Pray for that child and that you will accept each child where she/he is. When children know you care and respect them, they are often more responsive to correction.

Learn with the children rather than remaining uninvolved or separate from them. Explore and investigate with them and use statements such as "I wonder...? Let's find out together!" Make non-directive comments about observations during activities: "The blocks fell down. The ball bounced high. The nail sticks to the magnet."

It is important to model good communication and social skills for the children to observe while you are interacting with them (i.e., sharing materials, taking turns in conversation, listening attentively, asking questions of the children who are sharing their ideas and showing excitement and curiosity.) Children learn more than we think by observing their teachers' actions.

4. Encouragement
It is important that you notice positive as well as negative behavior. Comments such as, "Kevin, that was a helpful thing you did for Mark," or "Steve, I appreciate your listening while others are talking or sharing ideas in small group," reinforce positive behavior. Actively try to catch a child doing something good and give him/her recognition. This will encourage that child as well as reinforce good behavior.

5. Correct and Discipline in Private
When a child displays inappropriate behavior, take action immediately to help restore order in the group. Talk individually with the child to find out what happened. Ask open-ended questions, such as "Tell me what happened," "Do you know why Johnny is crying?" or " How do you feel when someone does that to you?" Explain that it is important for each child to follow the rules.

Remember to respect the dignity of the child. Rather than attack a child's character, state the expected behavior. For example, if Johnny is constantly interrupting other children when they are talking stop him by saying "Johnny, wait until Fred is done." If there is an ongoing pattern, address it privately with the child.

Discipline Procedures for Two-Year-Olds
Because consistency in discipline is important, the coordinators and weekly caregivers are responsible for and should take the lead in classroom discipline. It is important to be immediate and consistent.

When unacceptable behavior occurs, tell the child that the behavior is unacceptable and redirect the child to acceptable behavior. Explain to the child that he/she can choose to change the behavior or to have a time-out. After two warnings, a time-out is the result of the child's choice to continue the unacceptable behavior.

The time-out procedure is as follows (children new to the classroom will need special instruction regarding this procedure):

• A time-out chair should be set up in the same location each week. Remove child from the group situation and have him sit in the time-out chair.
• Explain why he has been removed from the group.
• Stay close by the child in the time-out and wait for approximately one minute per year of age.
• At the end of the time-out ask the child to explain why he was given a time-out. It is important for the child to verbalize his wrong behavior. He should know exactly why he had a time-out.
• Explain why it is wrong for him to do what he was doing.
• Express confidence in his ability to make a good decision next time.
• Have the child make restitution if another person was involved, i.e., acknowledge the sin to the other—"I know I hurt you."
• The teacher should give reassurance of acceptance of the child and allow him to return to the group.
• If the child refuses to cooperate with the time-out procedure or you continue to have problems ask your CT Director for assistance.

Begin the year with well-defined rules and consistent enforcement. Remember to choose your battles and know your own weaknesses. Allow as much freedom within reason by restricting commands and requests to only those which are necessary. Remember to direct children in a positive manner, e.g., the chairs are made for sitting, keep your feet on the floor, use your indoor voice, etc.

Give the child the benefit of the doubt. The behavior may stem from immaturity as opposed to outright defiance. Positive guidance and discipline usually works better than punishment. However, any behavior inflicting physical harm must be dealt with quickly and decisively regardless of the motive.

If a child is bitten, call the parent of the victim so the child can be comforted. Inform the parent of the "biter" when the child is picked up. The purpose of informing a parent is that we believe parents want to know when their child inflicts injury on another, not to embarrass or condemn the child. If a child bites a second time, he/she will be removed from the classroom for one week. When the child returns a parent must accompany the child in the nursery for the next two times to monitor behavior.

Discipline Procedures for Ages Three - Fifth Grade

In cases where the teacher has tried to verbally correct a child aged three and up and the child continues to disobey, the following time-out procedure may be used:

• Remove child from the group situation and place in a chair facing the wall away from the activities occurring in the room.
• Explain why he has been removed from the group.
• Leave child in the time-out for approximately one minute per year of age.
• At the end of the time-out ask the child to verbalize why he was given a time-out. It is important for the child to verbalize what the wrong behavior was. He should know exactly why he had a time-out.
• Explain to the child (ages 3—5) why the behavior was wrong. (Ages 6—10 should explain why it’s wrong.)
• Express confidence in the child's ability to make a good decision next time.
• Have the child make restitution if another person was involved.
• The teacher should give reassurance of acceptance of the child

If the child refuses to cooperate with the time-out procedure or you continue to have problems, ask your CT Director for assistance.

Behaviors disruptive to classes and requiring immediate disciplinary attention by the teacher include:

• Fighting
• Disrespect, (i.e., talking back, refusal to listen and follow directions, defiance)
• Destruction of property
• Continued disruptive behavior, yelling, talking out of turn, etc.
• Leaving classroom without permission