VISION
Our philosophy of discipline is based on the following principles:
- We know that all children want to learn and be successful.
- We prioritize the dignity and worth of each child.
- Mistakes are a natural and anticipated part of the learning process.
- We strive to create an environment free of judgment.
- Our job is to teach children to be members of a democratic community.
- We work to develop a sense of belonging in the classroom and school community.
- We strive to combine kindness and firmness in our work with children.
- Children’s behavior reflects their needs, and it’s our job to identify and meet those needs.
- Our job is to create an environment where the child feels safe and loved.
RULES
Take care of yourself.
Take care of each other.
Take care of our community.
TOOLS
We rely on these strategies to establish and maintain effective discipline:
- Cooperative control (giving children choices, leadership, responsibilities within the classroom at all ages)
- Affective communication (physical contact, positive words, bending down and talking one to one)
- Coaching children on ways to manage their feelings/emotions during difficult situations (e.g. suggesting deep breathing, positive time out).
- Recognizing teacher limits and seeking support when needed. Teachers support each other at all times in our work with children. We ask for help to avoid frustration or anger.
- Creative, dynamic lessons and activities. We create engaging curriculum that meets children where they are academically, physically, and emotionally.
- Classroom responsibilities for each child. We want children to feel like important contributors to the success of the class
- School assemblies and classroom meetings. These can be celebrations and/or problem-solving times.
- Early intervention: redirecting behaviors at very low levels, before they become exaggerated.
- Help and empower children to solve problems and look for mutually agreeable solutions (e.g. win-wins).
- Establish stable, predictable routines.
- Our language is consistent and positive, and our tone is neutral.
- When we discuss situations with kids, we are confident that there is a positive solution.
INTERVENTIONS
- We redirect and intervene as necessary at very low levels, in order to avoid more extreme behaviors.
- We establish dialogue with children, and sometimes families, generating solutions and agreements for success.
- Affective communication (physical contact, positive words, bending down and talking one to one)
- We offer children a “calm down time”, in order to allow children space to process and move beyond immediate issues.
- We look for natural and logical consequences that teach and redirect rather than punish.