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.