RESPONSIVE DISCIPLINE AT SCHOOL

Teacher Language

• Reinforcing Language - behavior specific praise to help children see the positive impact of their behavior

  • Nonverbal signals (smile, thumbs up, head nod)

  • Concrete and specific

  • Direct and observable

• Examples of Reinforcing language

  • “You worked hard to finish that!”

  • “You were so kind to each other during the game.”

  • “I notice that your materials are all put away.”

  • “You’re ready to go and right on time!”

• Reminding language – gestures/prompts to children to remind themselves when they are beginning to get off track

  • Nonverbal signals (a look, hand signal, head shake, etc.)

  • Few words

  • Removal of distracting items

  • Works best when the expected behavior has been taught and practiced

• Examples of Reminding language

  • “Show me what you do to treat others with respect.”

  • “What’s your job as a respectful member of the audience? What does that look like?”

  • “Show me how you will use your markers to do work.”

  • “Show me you’re ready to enter the hallway.”

• Redirecting Language – Clear, non-negotiable directions to be used when a child or group is clearly off track and needs to be stopped and pointed in the direction.

  • As few words as possible

  • Matter of fact tone, rather than sarcastic, angry or judgmental

  • Neutral body language, facial expressions and gestures

• Examples of redirecting language

• “Daphne, markers are for drawing and writing on paper.”

• “Mary, I see you are having trouble focusing on your work. Come sit over here.”

• “Max, freeze! That looks dangerous. Show me a safer way.”

• “The bell has rung. Eyes on me.”

• “Our expectations for the supply area are that material will be put away neatly. Please do that now.”

• Verbal and Visual Cues

  • Picture Schedule

  • Picture representation of our school expectations and/or routines

  • Sign language

After a reminder or redirection, adults positively reinforce and coach to ensure that the student adjusts his/her behavior.

Teacher Designated Cool Down Spots/ Activities

• “Calm Down”/ “Peace”/ “Re- Focus/ “Know and Manage” Corner

  • Relaxing/ regulation space

  • Give students choice between take a break and regulation corner

  • Provide teaching around how to use space/ activities/ tools

Family Communication

We communicate with families in numerous ways, and for many reasons. Consistent communication between school and home is an essential component of effective classroom management. Supportive, positive, and respectful communication between staff and families can have a significant impact on outcomes in the classroom. Repeated, chronic, or egregious behaviors should always be communicated to families in a timely manner. Concerns about a student should always be communicated verbally, either in person or on the phone. If you do need to communicate a concern and have not already established a supportive and positive relationship with the family, be mindful to share what the student is doing well to ensure the relationship remains positive and supportive. Here are some best practices to keep in mind when communicating with families:

• Focus on your shared goals for the student and remain positive

• Communicate egregious incidents within 24 hours

• Communicate repeated or chronic behaviors within 48 hours

• Remember that family members are a resource and can often give insight

• If you do need to communicate concerns regularly, ensure you are also communicating progress and positive outcomes

Logical Consequences

Logical consequences set limits. They focus on the behavior rather than the student’s character. Logical consequences are used as a form of redirection. The consequence must be relevant and respectful to help the student learn for the future. It must also be realistic for the child to do and the adult to follow through on. It is done in a manner that is not punitive or angry, but firmly and matter of fact.

• Reparation: Children take responsibility for ‘fixing’, as best they can, any problem/mess they have created.

  • Go back and walk in the hall appropriately

  • Make up missed work time during the student’s free time (ASMU, Choice time, working lunch)

  • Repair or replace damaged items, like taping back together another student’s work that was torn, spending free time performing a chore for an adult

  • An apology of action; doing an action as an amends beyond “I’m sorry”

• Loss of Privilege: Immediate or short term for careless or unsafe behaviors, the adult takes away a related privilege

  • Work alone instead of with a friend/move to a different space in the classroom

  • Use crayons instead of markers that are misused

  • Lose recess or the use of a particular piece of equipment

  • Need an adult escort when walking in the hall, no traveling alone

  • Disruptive in lunch, eat alone

• Take-a-break: (a brief break from participation) Take a break is used for small things to catch behaviors (calling out, work avoidance, minor behaviors) before the situation deteriorates. It is not a negotiation. The student’s job is to regroup and regain self-control to return and follow the rules.

  • Parent contact is not necessary

  • May be used multiple times

Teacher Managed Out of Class Supports

There are many ways schools support children when they leave a classroom to regain self-control. Here are a few examples.

• Buddy Teacher: Directing a student to the Buddy Teacher Room helps students regain self-control and shows all students that a student’s misbehavior will not disrupt the learning of others. Students are escorted/supervised in moving to and returning from the Buddy Teacher classroom, having shown that their ability to follow rules at that moment is in question.

• Student refuses to Take-a-break

• Student continues to disrupt while in Take-a-break

• Student is disrupting immediately after Take-a-break

• Student regains self control more quickly when away from classmates

Return and Repair after Buddy Teacher

• Teacher welcomes student back (nonverbal welcome, clarify directions if needed)

• Later, a Social Conference may be planned and is strongly encouraged after repeated use (students may need help to determine and practice a replacement behavior)

• Private Take-a-break: Student identifies a comfortable place to regain self-control, out of view of classmates or other distractions

• Walkabout: This strategy is helpful when a bit of physical activity and distance from the classroom is just what a student needs to resettle, this could occur with or without an adult

  • water fountain

  • walk around the school

  • bring a note to the office

  • shoot baskets with an adult

  • supervised polar bear run

• Designated Cool-down Spot: A predetermined space set aside for students who need a cool down space outside of their own classrooms. A staff member (i.e. special educator, school counselor, planning room staff, etc.) is available to help students calm down and provide an escort back to the classroom if needed

Restorative Practices

Restorative Practices also include repair after harm has been done to a relationship or community.

Here are some links to support teachers and school personnel this work:

6 steps to a restorative conversation VIDEO

Restorative conversations to repair relationships

Turnaround for Children: Restorative Conversations

"How to have a restorative conversation" ARTICLE AND VIDEO