Classroom Management
Plan
Senior Kindergarten
Philosophy
Although at individual levels of awareness, the Kindergarten student is
in the process of learning to recognize the needs and rights of others and adjust
his/her actions to appropriate social standards. Behaviours are often more a
result of not yet knowing an appropriate alternative rather than choosing to
be "bad" or break a rule. Teaching and modelling of good manners,
safe and considerate behaviour, and respect for self and others will promote
this. Routines such as walking in a line, taking turns, one person speaking
at a time, etc. also help. Class discussions and role-play will be used to help
children explore and determine appropriate ways to respond in social situations
and to solve problems. Meetings between students, mediated by the teacher at
first, will be held to encourage students to take ownership for and suggest
solutions when problems or disagreements arise. Reminders, warnings, and "redoing"
a specific behaviour (i.e.; walk instead of run, change tone or level of voice,
using words instead of actions, etc.) will be given to help children develop
new patterns of behaviour.
We are happy to belong to a violence
and bully-free school. Behaviours, both indoors and outside at recess, need
to comply to rules that make this a safe and welcoming place for all students.
Our "hands-off" and "kindness" rules must therefore apply
to all. Suggesting alternative games and providing equipment for productive
activity helps to guide children into healthy, vigorous play that is safe and
fun.
While some children respond immediately
and cooperatively to rules and need few reminders, others need a firmer and
more personal sense of where guidelines exist. For these children, natural consequences
are in order (i.e.; knock down a building - help rebuild it; not tidying-up
- can't return to centre that day; butting in line - go to end and take turn;
etc.). Learning that their choice brings a consistent, but unwanted response
helps children to make better choices. Sometimes providing choices and stating
consequences for each is effective. Providing children with "Hobson's choice"
gives them a sense of control while most often ensuring the desired outcome.
Children who, after reminders, warnings,
and natural consequences, have not shown a change toward more appropriate behaviour
will experience time-outs. If a child's behaviour has caused hurt or injury
to another, a time-out will be an immediate consequence. Time-out will usually
be of a five to ten minute duration and will be referred to as a "thinking
time". Time-outs will be followed by a one-on-one discussion with the teacher
to ensure thinking/learning has taken place. The discussion will be three-part:
1) What did you do that was wrong? The first step is to have the child take
ownership of his/her behaviour; 2) Why is this behaviour not allowed? This helps
the child see the reason behind the rule; 3) What will you do next time? This
helps to reinforce appropriate behaviour and better decision making in the future.
This consequence will focus on the "bad" behaviour, not on the child.
Some children will need reassurance after a time-out that the teacher still
"likes" them and has faith that they can and will make better choices
in the future.
If the above guidance, coaching, natural consequences and time-outs seem not to be effective, the teacher will contact the parents to communicate the student's difficulty. Often the parent is aware of a consequences that work best with their child and can reinforce school behaviour records at home through rewards and/or consequences. In cases of consistent inappropriate or unsafe behaviour, the office will also be notified. The principal may choose to meet with the parent and teacher as well.