By Thomas W. Phelan PhD, Sarah Jane Schonour MA

Providing recommendation for academics desirous to improve higher self-discipline within the lecture room, this consultant offers functional tools for casting off disruptive habit, encouraging effective paintings conduct, and speaking with mom and dad. transparent classes and simple language show find out how to degree self-discipline in a lecture room atmosphere, in addition to the way to deal with tricky events, akin to transition instances, assemblies, lunchtime, and box journeys. A separate bankruptcy for faculty directors explains find out how to aid lecture room lecturers in developing self-discipline and the way to judge these academics.

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Additional info for 1-2-3 Magic for Teachers: Effective Classroom Discipline Pre-K through Grade 8

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You’re a little aggravated and you’ve already given the necessary explanation. Should you repeat yourself? Try to elaborate on your answer? Ignore the child? Let’s play this situation out in three scenes. In Scene I, we’ll have starring for us a teacher who believes that kids are little adults. Words and reasons will work everything out and change the child’s behavior. We’ll see what happens with that approach. In Scene II, our teacher will be getting smarter. She will be starting to use the 1-2-3, but the child won’t be used to it yet.

Perhaps, as well, the youngsters think you are more helpless and less likely to count because you are involved in a separate conversation. What you do is count the children just as you would in any other situation. You may have to interrupt your conversation to count. That’s fine. Another tactic that can be effective is the use of a non-verbal cue. Simply hold up the required number of fingers for the count while continuing your conversation. Some teachers in this situation will count the whole class.

In addition, as you will see later, your overall feedback to your boys and girls should be much more positive than negative. And one count is one bit of negative feedback. Therefore, you will want to more than balance off your occasional counting with other activities or strategies, such as affection, fun, active listening and praise. 14. What if the kid causes a disturbance on the way to time out or during time out? Again borrowing from answers to previous questions, we can put together a three step process for dealing with these students.

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