Positive Discipline & Class Meetings
At Rose Union, our philosophy of positive discipline is to help children work with each other in a more civil and respectful manner by learning and recognizing that they have choices in behavior and when solving problems. Children are given the opportunity to work through problems with the support and guidance of their teachers. We work with children in owning their problem and guide them through a variety of appropriate solutions. This fosters responsibility and caring as we work with one another throughout the school year. It also helps young people develop positive social behaviors, such as self-discipline, responsibility, good judgment, and the ability to get along with others.
With consistent "class meetings", children are more willing to discuss, listen to and help one another in the classroom, playground and other areas within the school environment. This promotes a positive classroom climate, therefore resulting in increased time for learning!
WHAT DO CLASS MEETINGS LOOK LIKE?
Children and teachers sitting in a circle
Class members listening to each other as they share ideas
Respectful and relevant solutions given to help peers solve problems or conflicts
Children and teachers giving one another compliments
Individuals working together to create a peaceable environment
HOW DO YOU WORK WITH STUDENTS WHO CHOOSE TO
DISRUPT LEARNING?
To maintain a positive and safe classroom, the following procedure will be used:
Step 1: The student will be given a subtle non-verbal gesture to make him/her aware that he/she is making a poor choice. I will redirect the child to help him become aware of the choices available.
Step 2: If the behavior continues, I will have a brief, private conversation with the student concerning the choices he/she is making. It is my goal to reach a quick solution, with the child taking responsibility for his actions.
Step 3: A student who chooses to continue the behavior will be moved to another area in the room, or to a quiet work space in the office so that learning is not disrupted.
Step 4: A student may rejoin classroom activities when student and teacher feel he can make better choices and not disrupt the learning of others.
Step 5: If a student continues to make poor choices, a conference will be scheduled with parents to develop a specific plan of action to help the student make better choices.