What is discipline?1
Discipline is how children learn right from wrong, acceptable from unacceptable. Adult discipline of children should be designed to help children engage better with other s and to modify or control their behavior. Providing consistent and positive discipline helps children grow into responsible adults. The purpose of discipline is to encourage moral, physical and intellectual development and a sense of responsibility in children.
How can you discipline positively in the classroom?1
**Listen and communicate.
**Focus on the behavior, not the child.
**Set boundaries.
**Make it a learning opportunity.
**Be consistent, fair and creative.
**Reward or praise desirable behaviors.
**Develop rules and expectations in advance.
**Model desired behavior.
**Encourage the child's cooperation and understanding.
**Develop behavioral contracts and incentive charts.
**Focus on the behavior, not the child.
**Set boundaries.
**Make it a learning opportunity.
**Be consistent, fair and creative.
**Reward or praise desirable behaviors.
**Develop rules and expectations in advance.
**Model desired behavior.
**Encourage the child's cooperation and understanding.
**Develop behavioral contracts and incentive charts.
What can you do when it feels that you need to regain control?1
**Discipline effectively and understand that kids will be kids.
**Count to ten and take deep breaths.
**Take a break to read or write down your thoughts.
**Listen to soothing music.
**Take a walk.
**Sit down and relax.
**Count to ten and take deep breaths.
**Take a break to read or write down your thoughts.
**Listen to soothing music.
**Take a walk.
**Sit down and relax.
Age Appropriate Guidelines:1
Birth to 2
~Eliminate temptations and no-nos such as cell phones, laptops, jewelry, and especially cleaning supplies and medications.
~When a crawling baby or roving toddler moves toward an unacceptable object, calmly say a key word such as “off limits” or “wrong choice” (try to avoid no) and either remove the child from the area or distract them with an appropriate activity.
~A child who has been hitting, biting, or throwing food should be told why the behavior is unacceptable and either redirected to another activity or moved to a different area.
~Model appropriate behavior especially at this age. Despite their youth, babies and toddlers are very impressionable.
~When a crawling baby or roving toddler moves toward an unacceptable object, calmly say a key word such as “off limits” or “wrong choice” (try to avoid no) and either remove the child from the area or distract them with an appropriate activity.
~A child who has been hitting, biting, or throwing food should be told why the behavior is unacceptable and either redirected to another activity or moved to a different area.
~Model appropriate behavior especially at this age. Despite their youth, babies and toddlers are very impressionable.
Ages 3 to 5
~Begin to communicate the rules of the classroom and the actions and consequences of certain behaviors.
~Explain to students what you expect of them before they are reprimanded for undesirable behavior.
~Consistency is the key to effective discipline at this age. Establish what the rules are then stick to them.
~Recognize good behavior by rewarding students with desirable actions.
~Make a behavior charts with clearly established rewards and consequences for behavior.
~Explain to students what you expect of them before they are reprimanded for undesirable behavior.
~Consistency is the key to effective discipline at this age. Establish what the rules are then stick to them.
~Recognize good behavior by rewarding students with desirable actions.
~Make a behavior charts with clearly established rewards and consequences for behavior.
Don't perform emotional abuse in the classroom1
When using firm language and tone to discipline students in the classroom, it is important to be selective of your words and maintain an appropriate level of communication with your students:
1. Never be afraid to apologize to your students. Children need to know that adults can admit when they’re wrong.
2. Don’t call children names or attach labels to the students. A child deserves respect.
3. Address the behavior that needs correcting as soon as it occurs. Use appropriate discipline techniques such as redirecting or
a behavior chart.
4. Compliment children when they accomplish tasks no matter how small or when good behavior is exhibited.
5. Walk away from a situation when you feel that you are losing control.
1. Never be afraid to apologize to your students. Children need to know that adults can admit when they’re wrong.
2. Don’t call children names or attach labels to the students. A child deserves respect.
3. Address the behavior that needs correcting as soon as it occurs. Use appropriate discipline techniques such as redirecting or
a behavior chart.
4. Compliment children when they accomplish tasks no matter how small or when good behavior is exhibited.
5. Walk away from a situation when you feel that you are losing control.
Spankings2
While spanking is acceptable behind closed doors, the appropriate age to spank a child and behavior that requires spanking remains controversial. According to Jordan Riak’s Plain talk about spanking (2011), “Current research in the fields of mental health and child development supports the theory that acts of violence against a child, no matter how brief or how mild, are like exposing the child to a toxin. Repeated exposure has a cumulative and enduring effect”. So the question remains whether or not spanking is appropriate on any age or
level of development. The following list demonstrates some of the long term effects of spanking according to Riak’s article and study of the act:
~Brain function and development is delayed because of the negativity and fear of pain associated with a spanking
~Young children experience a loss of trust of parents early on and are unable to form trusting relationships later in life
~Children may grow to perform spousal battery or spanking of their own children
~Spanking the buttocks can be harmful to children’s sexual development
~A short term effect can also be poor performance at school
~Children are more likely to be inclined to criminal behavior including the use of drugs and alcohol or becoming gang members
level of development. The following list demonstrates some of the long term effects of spanking according to Riak’s article and study of the act:
~Brain function and development is delayed because of the negativity and fear of pain associated with a spanking
~Young children experience a loss of trust of parents early on and are unable to form trusting relationships later in life
~Children may grow to perform spousal battery or spanking of their own children
~Spanking the buttocks can be harmful to children’s sexual development
~A short term effect can also be poor performance at school
~Children are more likely to be inclined to criminal behavior including the use of drugs and alcohol or becoming gang members
Corporal Punishment1
Corporal punishment is a term that has specifically become associated with the use of physical punishment as a form of discipline in the schools but it applies to the infliction of pain on children to control their behavior in any environment. While it was more common in the past, today the practice of corporal punishment in schools is only legal in 21 states. The most common forms before the 20th century were flogging and caning but today examples that still occur include:
1. Paddling (the most common form)
2. Forced exercise
3. Denial of use of bathroom
4. Pinching
5. Smacking hands
While corporal punishment is legal in Georgia, abuse is not. Unpermitted physical punishment of a child in the classroom will qualify as abuse when discovered. Specific counties, private organizations, schools, and companies may have certain laws that deny teachers the right to use physical punishment as a method of controlling children’s behavior in the classroom. When in doubt, check with your center director or local department of early care and learning for more information.
1. Paddling (the most common form)
2. Forced exercise
3. Denial of use of bathroom
4. Pinching
5. Smacking hands
While corporal punishment is legal in Georgia, abuse is not. Unpermitted physical punishment of a child in the classroom will qualify as abuse when discovered. Specific counties, private organizations, schools, and companies may have certain laws that deny teachers the right to use physical punishment as a method of controlling children’s behavior in the classroom. When in doubt, check with your center director or local department of early care and learning for more information.
References:
1 Brennfleck- Shannon, J. (2009). Child abuse sourcebook. Detroit, MI: Omnigraphics.
2 Riak, J. (2011). Plain talk about spanking. Parents and teachers against violence in education (PTAVE). 1-9. Retrieved from www.nospank.net/pt2011.htm
1 Brennfleck- Shannon, J. (2009). Child abuse sourcebook. Detroit, MI: Omnigraphics.
2 Riak, J. (2011). Plain talk about spanking. Parents and teachers against violence in education (PTAVE). 1-9. Retrieved from www.nospank.net/pt2011.htm