Discipline Plans Guidelines

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.

Preventative Action

Action to Prevent Unnecessary Disruptions

In developing a Classroom Discipline Plan:
Work in consultation with your class.
Have an aesthetically pleasing room have appropriate materials have appropriate seating arrangements to plan interesting lessons.
State rules positively explain and discuss reasons for each rule acknowledge positive actions.

Corrective Action

Protocols of Discipline - Actions to Prevent Problems When They Arise

When carrying out corrective action the teacher should maintain eye contact, minimize embarrassment and hostility by using a respectful voice.
Watch proximity to the student – to maintain distance, avoid arguing and give clear choices to maximise the student's responsibility for behaviour.
Maintain a sense of humour, be consistent in the use of appropriate action, and follow through.
Utilise wide support (peers, administration and parents).

Tactical ignoring	The purpose is to reinforce on task behaviour. Teacher gives no direct eye contact for off-task behaviour.
Simple direction	Use respectful language accompanied by a please and thank you. Keep directions simple.
Positive reinforcement	Pick up on-task behaviour and acknowledge it
Question and feedback	Break into a disruptive cycle with a question. Start with what, not why.
Rule reminders	Simply restate the rule. Don't get caught up in a discussion.
Blocking	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.

Supportative Actions

Action to Support Procedures and Processes

Timeout	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.
Ministry Support	Formal support from the Department of Education according to regulations.