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Classroom Management and Discipline in the Preschool and Primary Grade Classroom

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Sarah Barber

on 1 May 2015

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Transcript of Classroom Management and Discipline in the Preschool and Primary Grade Classroom

Classroom Management and Discipline in the Preschool and Primary Grade Classroom
The Preschool Classroom
Empowered children and teachers who can respond to conflict in a safe manner allowing for learning to happen.

Safe environment where everyone in the school family feels respected, wanted, and welcomed.
Thank you!
Conscious Discipline® in the Preschool Classroom
Reframe your reactions! Give your students their words! Give them small choices!
No one can control your feelings, or make you feel a particular emotion (Bailey, 2000, p. 15).

When a conflict arises, resist telling a child how they made you or another child feel. Instead give the children the words to express their emotions or their hurt and help them to see the connections between their actions and the other child's hurt.

Starting the day the Brain Smart Way
First things first, you must have the right attitude as you walk into your classroom. Be positive, be intentional, be patient, and leave your anger at the door!
You can only change yourself!
As a teacher you need to recognize that you can't force or manipulate your students into changing, but you can change how you react to and deal with your students, modeling the behavior you expect from them (Bailey, 2000).

Conflict is an organic learning opportunity where you can teach your students how to handle their emotions and one another.

Remind yourself and your students that your job is to keep them safe. I like to tell children that their job is to help me.
Classroom Management and Discipline in the Preschool and Primary Grade Classroom
Northern Arizona University
ECI 696 Professional Problems of Teachers
Sarah L. Barber and Denise Perez.
The goal of every teacher is to create a space where children can learn to love learning through exploration of the classroom and materials in a safe and productive manner.
There's more than one way to climb the mountain!
This is attainable through effective classroom management and discipline techniques!

It is important to find the tools and techniques that work best for you, your students, and your environment.
Let's take a look at the Preschool Classroom!
Let's take a look at the Primary Grade Classroom!
Why use PBIS?
Provides schools and students with effective interventions.
Increases family and administrative support.
Allows teachers to spend more time teaching curriculum, rather than dealing with behavior issues.
Improves students' academic behavior.
Positive Behavior and Interventions and Supports
The main idea behind Positive Behavior Interventions and Support (PBIS), is to develop a school wide behavior expectation plan. Rather than explaining to students what not to do, the idea is to focus on the positive behaviors we want to see, school wide.
PBIS is comprised of three tiers. The primary tier is prevention, and where the majority of student behavior rests.
With a team of teachers and staff, positive outcomes and practices are created to help ensure that expectations are effective and achievable.
The Primary Grade Classroom
There are numerous elements that can contribute to a successful primary age classroom; however, one of the most crucial is classroom management and discipline.

In order for students to be engaged in developmentally appropriate learning, a teacher must have a solid and effective management and discipline plan in place. A unified school behavior plan allows for efficient and effective results.
Conscious Discipline® (Bailey, 2000) is a tool that helps teachers to focus on the social and emotional needs of their students that must be met in order for learning to happen.

Conscious Discipline® helps teachers and students to form close and positive relationships that form the 'School Family' using activities and dialogue to reinforce these loving relationships.
Implement an activity to
your school family, to
everyone's stress,
to one another, and to
yourselves to the day! (Bailey, 2000)
An important element of the preschool classroom is
. Students must learn how to keep their own body safe, and how to keep their peers' bodies safe while they are exploring the classroom and themselves. This is the goal of classroom management and effective discipline.
Empowering children through choices
Some children try to control their world by struggling against you and other children, for these children who fight your assertiveness, give them small choices that allow them to control part of their environment.

Split into pairs, one being the teacher and another being a child, who is refusing to clean up. At first handle this situation as you would normally. Repeat this activity and give the child choices for cleaning up.
"Jack, we do not hit our friends! Look how you made Jessie feel. What do you need to say to her? Jessie what do you need to say to Jack?"
A Happy and Safe Preschool Learning Environment
Look out for the teaching moments in your classroom.

Model the behavior you want your children to copy.

Be loving, and encourage kindness within your school family.
"Jack you wanted to play with the horse, and when Jessie said no you got mad and hit her. You may not hit. Hitting hurts. If someone does not want to share their toy you can wait until they are done, or find another toy."
What Steps Need to Be Taken?
First, identify the desired outcomes or goals.
Review data (referrals to office, suspensions).
Use data to create school wide, positive behavior requirements. "Be here, be safe, be respectful, etc.."
Utilize a school wide matrix of expectations that promotes positive behavior, and acknowledge that behavior with praise or any other incentive that is agreed upon, school wide.
*PBIS teachable moment activity*
PBIS Does Work!
Authors of "
School wide Positive Behavior Supports Primary Systems and Practices
", Negron, Simonsen and Sugai, write "when done consistently and accurately, school staff can experience improved disciplinary climate, more available instructional minutes, enhanced academic achievement and greater community involvement" (2008).
Bailey, B. (2000). Conscious Discipline. Oviendo, FL: Loving Guidance, Inc.
Calderella, P., Page, N., W., & Gunter, L. (2012). Early childhood educators’ perceptions of conscious discipline. Education, 132(3), 589-599.
Donovan, M., Galatowitsch, P., Hefferin, K., & Highland, S. (2013). How fern creek is beating goliath. Educational Leadership, 70(8), 66-70.
Hoffman, L., L., Hutchinson, C., J., Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. SRATE Journal, 14(1), 36-42.
Negron, M., Simonsen, B. & Sugai, G. (2008). Schoolwide positive behavior supports primary
systems and practices. Council for Exceptional Children. 40(6), 32-40.

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