Discipline Policy

1. Discipline shall be handled in a positive and constructive manner.

2. Discipline shall be appropriate for the age level and individual development needs or group composition needs.

3. Each teacher and class shall establish their basic classroom rules immediately and follow them calmly, firmly, and consistently. The following are examples of basic rules: hurting other people is not allowed; damaging other people’s possessions is not allowed; anything that might hurt you is not allowed; respect for others. Any other rules should apply to specific circumstances. Our goal is to keep rules to a minimum.

4. Discipline and control are aided by telling the children ahead of time what to do next and what is expected of them. During transition time boundaries are vague and children become over stimulated or immature behavior surfaces. This is the time when teacher’s skills and techniques are needed most to transform potential group deterioration into visible steps in social learning. There are many good techniques that appeal to children, which can be used to aid transition from one activity to another. Also some children need a few minutes to adjust to the idea of stopping one activity and starting another. “In a few minutes, it will be clean up time.”

5. Treating over stimulation or immature behavior during transitional periods punitively is unproductive. Positive alternatives must be used.

6. Guide the children in using socially acceptable forms of expressing anger or frustration. Help them to verbalize their feelings by putting an arm around each of them when they become involved in a conflict. Acknowledge their angry feelings but give them acceptable objects to hit or punch, etc.

7. A teacher should not deliberately use guilt or sympathy as a means of discipline or control. Children are egocentric, and the younger the children, the less they are willing to share, to take turns, or to understand how someone feels when he is hurt. Prevention is more important the punishment.

8. Sometimes four-year-olds will have to have the reins pulled up short and sharp. A teacher may show anger or annoyance, if necessary, and role model the verbal handling of her feelings. Academic learning is more concrete and usually is an easier task. If the child is ready, he will learn without much help from the teacher. Social-emotional development is more complicated and abstract. The teacher’s most mature skills and knowledge will be needed.