Classroom Management
I teach Kindergarten children to live for, and handle, today… their Kindergarten
experience. If they can learn to handle problems now, it will continue into cognitive
growth and learning skills. If a child doesn’t develop fully as a child, he or she will not
develop fully as an adult. Our philosophy is one that encourages the needs of the whole
child. We are concerned about providing experiences to help children develop in all
areas:
1. Intellectual
2. Physical
3. Emotional
4. Social
Here are my classroom rules as posted in my room:
1. Never hurt anyone on the inside or outside.
2. Be kind and respectful to others.
3. Raise your hand, use inside voices, and walking feet.
4. Keep hands and feet to yourself.
5. Share and take turns and try to solve your own problems.
6. Treat others just as you would like to be treated.
I use many things to reward good behavior so that all my time is not spent on
inappropriate behavior.
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Continued parental support is a must in any classroom management so this year I
am including the school family. The School family builds connection between
families and schools, teacher and teacher, teachers and students, and students and
students to ensure the optimal development of all. These connections provide the
three essential ingredients for school success.
A willingness to learn: Without willingness, each interaction becomes a power
struggle instead of a learning opportunity. The School Family brings all children,
especially the most difficult, to a place of willingness through a sense of
belonging.
Impulse control: Connection with others is the construct that literally wires the
brain for impulse control. Disconnected children are disruptive. External
reward/punishment systems cannot improve a child’s ability to self-regulate
because they are not designed to teach new skills. The School family uses
connection to internally encourage impulse control and teaches self-regulation
skills in context.
Attention: Our attentional system is sensitive to stress and becomes engaged with
positive emotions. The School Family reduces stress while creating an
atmosphere of caring, encouragement and meaningful contributions. These
components are essential for children to develop and apply sustained attention.
The School Family is created through routines and structures.
I believe in positive discipline, redirection, and time-out. I teach and model
appropriate behavior by practice, practice, practice. I let the children know what I like
about them, such as, “I like the way ______ lined up so quietly or “I like the way _____
remembered to raise her hand.” I praise and reward appropriate behavior immediately
and I always try to emphasize the positive.
I reinforce the appropriate behavior and make the atmosphere in my classroom a
positive one. I stress the use of gift words such as “please”, “thank you”, “excuse me”,
and “I’m sorry”. I, myself, use gift words. I believe kindness and thoughtfulness are
contagious. I must first set the example.
I try to be proactive not reactive. The first month will set the tone for the rest of
the year. As exhausting as it may seem, if you spend the first month modeling and
practicing appropriate classroom behaviors, it will pay off. I make the class rules clear
and simple, and the consequences for misbehavior are clear, logical, and consistent.
We start each day with a saying. I ask, “Who’s terrific” and the children respond,
“We are”, and then I ask, “And what else are we” they say, “Magnificent!” I show them
our visual cards – magnificent manners, stop sign, time-out, or a phone. Everyone starts
the day with magnificent manners. We end the day with our “terrific” and “magnificent”
saying.
I first discipline a child by redirecting his/her behavior and activity, rather than
punishing them. I give choices, when appropriate, and communicate non-verbally, as
well (facial expressions, actions, tone of voice, hugs, etc.). Secondly, I use time-out. If
this becomes repetitious, I keep an anecdotal record of significant and specific facts to be
used at parent conferences. After having a parent conference I may suggest placing a
child on a behavior chart, where they are responsible for their actions on a daily basis.
The parents are responsible for a reward or punishment at the end of each week. I may
also include the principal or counselor if behavior does not improve.
I am consistent in my expectations and demands of children. I establish routines
in the classroom so they will know what to expect and can handle themselves in these
situations. Discipline is necessary, but patience and love will accomplish more than
anger.