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Discipline

In order to manage our classroom, prevent accidents, and maximize the preschool experience, some classroom rules and a consistent system of discipline are necessary.

I strive to involve the children whenever possible in formulating the rules, so that they understand that the rules are in place for their safety, and that there are reasons for having rules, that it is not just an arbitrary thing adults in their lives have set up.

In the early weeks of school, and throughout the year, we repeatedly talk about appropriate ways to interact with our school friends, and ways to deal with problems that come up. I encourage them to use words to tell others how they are feeling, rather than becoming angry and striking out. Other options are to move away to another area or activity, or to ask the teacher for help. I try to be a resource to assist them in finding fair ways to deal with conflicts, rather than just deciding and solving it on my own. My main goal is to give them tools to begin to resolve conflict and to understand the consequences which result from their good, or not so good, behavior.

Of course, even after our rules are explained and understood, there will be times when a child may get in a hurry or just forget, and a reminder is usually enough to get everyone back on track. Usually, it is a matter of learning that there may be a different set of expectations at home than at school, when a group is involved; for example, many of the children have not had to think about waiting for a turn to wash their hands or whether it is safe to run indoors.

If there is a problem, I usually speak with the child, and remind him or her of the reason why we have to follow the rules, and that is usually all that is necessary. If the behavior continues, however, I tell the child that s/he will need to be away from the group for a few minutes. Using "time out" has been effective in demonstrating to everyone that there are consequences to what we do, and is probably equally effective, (in encouraging positive behavior) with the children who are not having time out!

In addition to being physically separate from the group, the child is unable to participate in what is happening, and this is usually very effective. After a few minutes of time out, I again talk with the child about what specifically caused him or her to need to be separated from the rest of the class, so that it is handled with kindness, rather than anger. It also allows the child to still feel good about being at school, without undue embarrassment with his or her classmates, and it is rarely necessary to use time out more than once or twice. Most of the children never even need a second reminder.