NON-PUNITIVE DISCIPLINE

It's common for people to assume that using non-punitive discipline (classroom discipline that does not punish or admonish the student, but rather seeks to educate and teach in order to change unwanted behavior) makes me a lazy teacher. Or they think that I'm too soft or too permissive of bad behavior, but this couldn't be further from the truth. It is much easier to just blow up in rage when students fail to follow instructions or abide by school rules than it is to remain calm and collected and address the issue with a carefully thought out solution to the problem without resorting to any kind of shouting, belittling or condescending comments, or most importantly corporal punishment, which does little to  change the students' behavior but rather creates resentment for all those involved. My T.A. was skeptical of the effectiveness of such disciplinary techniques when the school year began, but I'm sure she is convinced now that this calm, fair and humane way of dealing with problems in the classroom effectively eradicates the behavioral problems while building students' abilities to resolve problems thus building self-esteem and self-confidence.

While I've always followed the basic concepts of non-punitive discipline, my techniques and perspective have changed a lot since reading, "Positive Discipline: The Classic Guide to Helping Children Develop Self-Discipline, Responsibility and Life Skills" by Jane Nelsen Ed. E. Here are some of the valuable tips and ideas this book has to offer. I highly recommend the book to any teachers hoping to improve their classroom management skills.

• Non-punitive discipline does not mean letting children "get away" with their behavior. Rather it is a means of helping children explore the consequences of their choices in a supportive and encouraging environment so that lasting growth and learning can take place. We learn more when we receive both kindness and firmness to learn from mistakes.

• A misbehaving child is a discouraged child. Behavior is based on what the child thinks is true, not on what is actually true. (Interpretation not reality)

• Admit that you can't make children do anything and ask for their help in finding a solution that works for both of you.

• Never do something that a child can do themselves - We do a great disservice to children when we pamper them, as they miss the opportunity to develop better life skills and attitudes.

• The feeling behind what you say or do is more important that what you say or do. Make sure the message of love and compassion gets through.

• Decide what you will do, Ex, "I will continue the lesson when everyone is ready," not what you will make the students do.

• Get children involved in creating routines and then let the routines be the boss.

• The child who needs the most love is often the child who acts the most unlovable.

• Don't make demands, offer choices instead.

• Let your students know in advance what you plan to do.

• We should teach and model communication and problem-solving skills. Class meetings give children and adults the opportunity to practice many communication and problem-solving skills together.

• Win students' cooperation by (1) expressing understanding for the student's feelings. (2) Showing empathy without condoning. (3) Sharing your real feelings. (4) Inviting the child to focus on a solution.

• Positive discipline takes repetition and patience and the ultimate goal is to instill self-control so that eventually children can set their own limits.

• Shen children consistently hear harsh, negative criticism directed at the they begin to believe and internalize it until it becomes a self-fulfilling prophecy. (Self-fulfilling negative labels)

• When a teacher uses corporal punishment, he or she is saying to the child, "I am bigger than you" and "I don't respect you."