Respect breeds respect and creates an atmosphere within which learning is tremendously facilitated. "Respect" is not a code word for hierarchy, in the sense of "students must respect the teacher." Certainly students must respect the teacher. And the teacher must respect the students. And the students must respect each other. Respect does not mean that everybody is supposed to pretend to like everybody else all the time. Respect does mean that conflicts are to be resolved with consideration for the dignity of everyone involved.
The basis of discipline is respect -- respect for oneself, for others and for the environment. The teachers and students set limits for behavior based on the groups’ need for a safe and mutually respectful community. Positive guidance techniques facilitate the development of interpersonal skills, respect for oneself and others.
Positive Guidance Techniques are presented to the student by:
· Modeling
Model the exact behavior, attitude or activity you want students to do.
· Encouraging expected behavior
Focuses on internal appraisal, and the contributions children make.
· Redirecting
Redirection is usually used, like giving directions, when the adult does not have time to sit down with the child and use a lengthier technique. It is a very important tool, however, because it focuses on behavior in a positive way without dwelling on the negative aspects of misbehavior.
· Setting clear limits and offering alternatives
Children who can make choices appropriately should be offered the opportunity to do so, and a choice is only offered to a student when you really intend to leave the choice up to him/her.
· Logical and Natural consequences
· Power of Words, Use: I message:
“I feel...(state feeling) ~
when you…(describe behavior) ~
because…(effect) ~
I want…(describe desired behavior).”
Example: “I feel angry when you cut in line because I was next. I want you to go to the end of the line.”
Rules established:
· Are for everyone to follow including teachers, parents and visitors.
· Are reinforced at all times.
· Encourage respect and thoughtfulness of others.
· Assists the child to develop the sense of responsibility.
· Encourages him/her to accept the consequences of his/her actions or behavior.
General Principles of Discipline
Discipline: practice or methods of teaching and enforcing acceptable patterns of behavior
Authoritative: convincing, reliable, backed by evidence, and showing deep knowledge
Collaborative: to work with another person or group in order to achieve something
General Principals:
- Developmentally appropriate practice: Experiences are suited to the student's learning and development, and challenging enough to promote and support their interest and progress.
- Respect: Consideration and thoughtfulness of another person - adult or child.
- Golden Rule: Do unto others as you would have them do unto you. Treat and speak to students and adults the same way you like to be treated and spoken to by others. Body language and tonality are included in this.
- Freedom within limits: Clear rules that tell what is allowed. Clear consequences that are developmentally and age appropriate.
- Peace: Solution based communication.
- Intervention: Entering into a situation or dispute, when necessary, in order to stabilize and direct towards an agreeable solution.
- Rights and responsibility: The understanding of what is expected of an individual to ensure working together in harmony.
- Domino Effect: The consequences that mount up and pile one upon another, when positive discipline is not in use on a regular basis. The result is the exact opposite of discipline - it becomes chaos!
- Communication: The vital too that creates the exchange of information and achievement of mutual understanding.
- Encouragement: Phrase directives positively.
- Natural and Logical Consequences: Important results of behavioral choices. Natural consequences have natural results (no eating = hunger). Logical consequences have pre-designed rules (running in the classroom = going back and walking).
