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Our Class Rules
Our Class Rules
1. Listen when others are talking.
1. Listen when others are talking.
2. Follow directions quickly.
2. Follow directions quickly.
3. Raise your hand to talk.
3. Raise your hand to talk.
4. Respect yourself. Respect others. Respect your school.
4. Respect yourself. Respect others. Respect your school.
5. Be safe. Be honest.
5. Be safe. Be honest.
Our Class Management System
Our Class Management System
The TSC is in the process of shifting from traditional behavior management systems (color charts, Dojo points, etc.) to the Conscious Discipline Model. Check out the chart below to see the difference!
The TSC is in the process of shifting from traditional behavior management systems (color charts, Dojo points, etc.) to the Conscious Discipline Model. Check out the chart below to see the difference!
Traditional Discipline vs Conscious Discipline Poster.pdfFirst, this system is built entirely upon the idea of School Family (ie: Classroom Community). With the basis of a tight-knit School Family, the Conscious Discipline method teaches empathy, composure, connection, and problem solving. I will intentionally begin building our School Family Day 1 and continuing to strengthen each day by helping students fluctuate between the tiers as needed. We will utilize each moment we can to learn from and care for each other as a group.
First, this system is built entirely upon the idea of School Family (ie: Classroom Community). With the basis of a tight-knit School Family, the Conscious Discipline method teaches empathy, composure, connection, and problem solving. I will intentionally begin building our School Family Day 1 and continuing to strengthen each day by helping students fluctuate between the tiers as needed. We will utilize each moment we can to learn from and care for each other as a group.
Choice to Be Helpful
Choice to Be Helpful
The child is shown/told 2 positive choices that can help them achieve the objective.
Choice of Safe Place
Choice of Safe Place
The Safe Place is where the child can choose to go when they are having a big feeling (mad, sad, anxious, etc.) to help them relax and reset. This is never a punishment, just a suggestion from the adult in charge if they notice the child is having a hard time completing the objective, even after being given two positive choices. Children can come and go out of this area as needed on an independent basis as well.
Behavior Plan
Behavior Plan
If the child is consistently having a hard time in a specific area (recess, transitions, specials, etc.), the school adults and the adult(s) at home have a conversation about how to help the child be successful in that area of difficulty. We will come up with a plan that best suits the child and follow up to talk about successes or possible changes that need to be made.
Logical Consequences
Logical Consequences
These types of "consequences" will be built around the idea of children reflecting on their actions as well as the actions of others and whether they were affected in a helpful or hurtful way.
Example 1: Turning in incomplete work--The child has a choice to receive a low grade or they give up their extra recess time to finish their work. Their logical consequence and self-reflection will guide them in the direction of turning in complete work in the future.
Example 2: Asking "May I have a turn?"--The child is verbally acknowledged by the teacher for being helpful/thoughtful to the feelings of the student with the item they want. Their logical consequence and self-reflection reinforces the idea that they made a positive choice, and they are more likely to continue the behavior in the future.
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