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Behavior Expectations
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Positive Discipline in the Classroom Positive Discipline in the Classroom is a program and set of beliefs designed to teach young people to become responsible, respectful and resourceful members of their communities. Based on the best selling Positive Discipline books by Dr. Jane Nelson, it teaches important social and life skills in a manner that is deeply respectful and encouraging for both children and adults. Positive Discipline is based on the understanding that discipline must be taught and that discipline teaches. Five Criteria for Effective Discipline... Effective Discipline... - Helps children feel a sense of connection (Belonging and Significance)
- Is mutually respectful and encouraging (Kind and firm at same time)
- Is effective long-term (considers what the child is thinking, feeling, learning, and deciding about himself and his world--and what to do in the future to survive or to thrive.)
- Teaches important social and life skills (respect, concern for otheres, problem solving, and cooperation as well as the skills to contribute to the home, school or larger community)
- Invites children to discover how capable they are (Encourages the constructive use of personal power and autonomy.)
The Positive Discipline Classroom Management models are aimed at developing mutually respectful relationships. The tools and concepts of Positive Discipline include: - Mutual respect. Adults model firmness by respecting themselves and the needs of the situation, and kindness by respecting the needs of the child.
- Identifying the belief behind the behavior. Effective discipline recognizes the reaosns kids do what they do and works to change those beliefs, rather than merely attemping to change behavior.
- Effective communication and problem solving skills.
- Discipline that teaches (and is neiether permissive nor punitive).
- Focusing on solutions instead of punishment.
- Encouragment (instead of praise). Encouragement notices effort and improvement not just success, and builds long-term self-esteem and empowerment!
Questions I ask my students when dealing with discipline disruptions: What happened? What were you trying to accomplish?
How are you feeling about what happened?
I’ll bet you learned a lot from this. How could you use what you learned in the future?
What ideas do you have to solve this problem?
This invites children to “explore” (think through) the consequences of their choices. When adults truly listen to their responses, children feel valued and respected. When they are given the opportunity to wonder about what they learned and how they can solve the problem, they are practicing thinking skills and problem-solving skills – which will help them feel very capable and is what self-esteem is all about.
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