Discipline Plans Guidelines

At no time is careful planning more important than at the beginning of the year when children are seeking their own place in the group, and when teachers are establishing their legitimate authority through the use of consistent planned strategies. These strategies identify actions to prevent unnecessary disruptions and actions to correct problems when they do arise.

Preventative Action

Action to Prevent Unnecessary Disruptions

  • In developing a Classroom Discipline Plan:
  • Work in consultation with your class.
  • Have an aesthetically pleasing room have appropriate materials have appropriate seating arrangements to plan interesting lessons.
  • State rules positively explain and discuss reasons for each rule acknowledge positive actions.

Corrective Action

Protocols of Discipline - Actions to Prevent Problems When They Arise

  • When carrying out corrective action the teacher should maintain eye contact, minimize embarrassment and hostility by using a respectful voice.
  • Watch proximity to the student – to maintain distance, avoid arguing and give clear choices to maximise the student's responsibility for behaviour.
  • Maintain a sense of humour, be consistent in the use of appropriate action, and follow through.
  • Utilise wide support (peers, administration and parents).


Tactical ignoring

The purpose is to reinforce on task behaviour. Teacher gives no direct eye contact for off-task behaviour.

Simple direction

Use respectful language accompanied by a please and thank you.  Keep directions simple.

Positive reinforcement

Pick up on-task behaviour and acknowledge it

Question and feedback

Break into a disruptive cycle with a question. Start with what, not why.

Rule reminders

Simply restate the rule. Don't get caught up in a discussion.


State a direction repetitively.

Isolation from peers

When a student continues to be disruptive, give a choice to work quietly or to move away from the group within the room.

Removal from class

When faced with aggressive, dangerous, tantrum or any behaviour that continues to disrupt learning within the group, the teacher may need to remove the student from the class.

Supportative Actions

Action to Support Procedures and Processes



A cooling off period in the class or withdrawal under the supervision of another teacher or administrative staff member.

Contracting / conferencing and administrative support

Involving senior administrative staff and/or parents leading to contracts about behaviour.

Ministry Support

Formal support from the Department of Education according to regulations.