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.
Action to Prevent Unnecessary Disruptions
Protocols of Discipline - Actions to Prevent Problems When They Arise
The purpose is to reinforce on task behaviour. Teacher gives no direct eye contact for off-task behaviour.
Use respectful language accompanied by a please and thank you. Keep directions simple.
Pick up on-task behaviour and acknowledge it
Question and feedback
Break into a disruptive cycle with a question. Start with what, not why.
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.
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.
Formal support from the Department of Education according to regulations.