M4U5A1: Applying Classroom Rules and Procedures

Providing positive reinforcement to students who are following rules and procedures and providing appropriate responses to students who are not following rules and procedures in the early learning classrooms

Dealing with disruptive behavior in the classroom is one of the most difficult issues most early childhood educators face. The secret to warding off at least some behavior problems is establishing positive classroom procedures for daily tasks and activities. Students will appreciate consistency, and once they have internalized classroom procedures, the day will run much more smoothly. Creating rules also helps clarify behavior expectations. For children to know what behavior is expected, the guidelines must be stated as positive actions. Help children with wording that says what they are expected to do, not what they can’t do. The purpose of child guidance, or discipline, is not to control young children but to help them learn to be cooperative. The most effective techniques help children learn how to accept responsibility for their actions and empower them to exercise self-control.

Developmental Preschool Classroom Rules and Consequences

An example of how I would deal with a student requiring discipline:

When / if a student requires discipline, my colleagues and I will use the following procedure unless a student has a specific behavior plan. We want our students to be responsible, respectful and safe. 

·      First time – Teacher / I will talk to the student and give him or her a reminder / redirection

·   Second time - warning and verbal reminder (on the behavior chart, his / her stick moves to yellow on the stoplight)

·   Third time - Time out (thinking chair) and stick moves to red on stoplight. The student will sit away from the other children and parents are notified by a note or phone call

On the other hand, if a student chooses to follow instructions the first time, I will praise him / her by using the “Speaking in three-part messages” technique, which is an effective tool for keeping the teacher’s focus on the student’s behavior. This three-part, non-blaming statement helps a young student to hear which behaviors are not acceptable without damaging his / her social, emotional, or cognitive development.

For the above example, I will model clear, supportive communication to the student by saying, “Good listening, Roni. When I see you following instructions (identify acceptable behavior), it makes me feel happy (identify your feelings about the behavior) that I want to give you a sticker on your sticker chart” (identify what you want to do).


This positive reinforcement system encourages a student to repeat desired behavior and will tend to stimulate intrinsic motivation. When a student sees or hears a classmate being reinforced for a particular behavior, the attention given to the targeted behavior increases the odds that the disruptive student will be motivated to try the same behavior.

Example 2 deals with a student with aggressive behavior:

Aggressive behavior such as hitting, kicking, biting or throwing things at others will result in an automatic timeout.  If needed, the child will be removed from the classroom to calm down and his / her parents will be notified.

However, the “Speaking in three-part messages” technique can also be adapted here, to extinguish disruptive behavior:

“John, when I see you snatching the ball from Mary, I get so sad that I am going to keep you with me until I think you understand about being gentle and sharing with others”.

This technique also allows a student to think about their behavior and choices. Students need the opportunity to connect their behavior and its consequences. Using logical consequences allows students to learn from their experience. This will encourage self-direction and intrinsic motivation.


This flowchart illustrates my decision making process for both of the discussed examples.

References:

(Accessed on 04 May 2015)

http://www.scholastic.com/teachers/article/30-classroom-procedures-head-behavior-problems

http://www.childcarequarterly.com/pdf/spring09_selfcontrol.pdf