Classroom Control

If the students become too loud or rowdy, blink the lights in the room to draw their attention back to the task at hand. You may also utilize counting down from 5 to redirect the class collectively. Raising our voices should be used as a last resort when there are safety concerns only. Transitions such as clean up can be signaled via a bell.

When managing a challenging behavior with one or more child, the step of the decision ladder should be followed. It can be adapted for the whole class.

Step1: Give clear, specific instructions to the child who is not cooperating (e.g.,” Johnny, please put this truck on the shelf right now.”)

Step 2: Pay attention to another child who is minding(e.g.,” Thank you for picking up the toys Maria.”) Remember to thank Johnny if he starts to clean up too!

Step 3: Give a choice (e.g.,” You can pick up the toys now, or you can wait and not get to be line leader.”) Make sure both choices are acceptable! Focus on consequences, not punishment.

Step 4: Follow through with consequences (e.g., Let other children line up and he will have to be at the end.) When he does, say,“I’m glad you cleaned up. I’ll bet you’ll do even faster tomorrow.”

Step 5: The top of the ladder is for bigger consequences, like sitting in the thinking chair. If you take it step by step, using lots of positive attention, clear instructions, and mild consequences, you should seldom have to go all the way to the top of the ladder.

Also, see the other Student Behavior Policies for more detailed guidance on challenging behaviors with individual students. Staff can ask the children to have “bubbles” if they need to be silent (holding a bubble in their mouths), and to have “shark fins” (hands above their head together in a point) to keep their hands to themselves. This is especially during transitions and lining up.