About Our Classroom

Classroom Behavior Model

     1, 2, 3 Magic Behavior Management      

   We would like to take this opportunity to let you know about the behavior model that we are using in our classroom.  Dr. Thomas Phelan, a clinical psychologist, developed this program, called 1-2-3 Magic: Effective Discipline for Children 2-12.  It is a program that incorporates specific, gentle techniques to stop undesirable behaviors as well as to encourage positive behaviors. 

            Of course, the number one priority during the school day is learning.  We want your child and all of the students in the class to learn as much as possible this year.  We find that by having a behavior plan that is both warm and demanding, allows both our students and us to put the majority of our energy into learning and having fun in the classroom.

            Parents and teachers have used 1-2-3 Magic successfully since 1984.  This is an evidence-based program that is easy to use and that works very effectively. 

         There are 3 steps to 1-2-3 Magic:

             Step 1 involves managing undesirable behaviors by counting to 1, 2, or 3.  On the count of 3, the student must take five-minutes of think time or a natural consequence.  This simple technique is remarkably helpful, but only if the adult using it follows what are known as the No-Talking and No-Emotion rules.

             Step 2 involves encouraging good behavior. There are several simple methods for encouraging constructive actions in children, such as “across the room” praise  (Tom, nice job sharing!) and “next door” praise (Look how Mary is sitting so quietly.), other forms of positive reinforcement, charting and timers.        

              Step 3 involves using some valuable tools for maintaining healthy relationships with children, including active listening, shared fun, and class meetings.

Here’s how it works

1. If a child is not following one of the classroom or school rules, We look at the child and say “That’s a 1” The students know that a 1 is a reminder to “stop and think” about what they are doing. It is an opportunity to change their behavior independently.

If they indicate they are unsure of how or why they need to change their behavior they will be given a brief “matter of fact” explanation. For example: “Being silly is okay during recess and free play but not during... Now it's time to listen quietly.”

2. If the child continues to have undesirable behavior the teacher tells us “That’s a 2.” “Fix it”. 

“Fix it” is a term we use to help the students become more aware of what their bodies and mind is doing in the moment. We call this “Whole Body Listening.” When we’re Whole Body Listening our eyes are watching, ears are listening, mouth is quiet, hands and feet are still (to ourselves), and our brain is focused on what the teacher or person speaking is saying.

3. If the child continues to have undesirable behavior and doesn't “fix it” the teacher tells us “That’s a 3.”  

When the students’ gets to three a natural consequence is give or the student must take five-minutes of think time:  Such as moving to another spot so they can focus on their work instead of talking to a neighbor or cleaning the mess they made.

              We also use a second program called “Bucket Fillers 101,” based on the book “Have You Filled a Bucket Today?” by David Messing.  As the story tells you: everyone has an invisible bucket.  You’re happy when your bucket is full and sad or angry when it’s empty.  It’s your job to fill other peoples buckets by being nice and doing kind things, and when you fill other peoples buckets yours will get filled too. You don’t want to be a bucket dipper. That is someone who isn’t being nice or who doesn't follow the rules.  If someone is dipping into your bucket you should put a lid on it so they can’t empty it. Putting a lid on it means you walk away, find someone to help you, and try not to get too upset.

             All of these steps work together and contribute to a classroom climate where your child will feel welcomed and comfortable, and where he or she will work and learn productively.

At Home Reinforcement

It is important to reinforce your child’s good behavior and focus less on the negative behavior.  Having your child earning something through a reward system is great positive reinforcement and doesn’t have to cost anything. For example: playing the computer/video game/iPad etc., extra time outside, extra book before bed, staying up a little later, having a movie night at home, playing with a special toy, or going to the library.  It is great to talk to your child about rules and the appropriate way to behave in different situation, but remember they are only kindergarteners and they may not always be able to make a connection between words and actions, so a brief discussion is sufficient. With this age group it is important that consequences are immediate, waiting until later will not help change the behavior because the incident it long forgotten. That is why a reward system is a good way to reinforce your child’s behavior.  However, you do not want to make the reward unreachable so do not set the expectations to high. When the expectation become easy for your child, set them a little higher. Also, don’t expect it to work right away. Children some time like to challenge adults to see if they will give in. So don’t give in and don’t give up!