Classroom Behavioral Guidelines
At first it may seem that there are too many rules, but for many children, these rules are completely intuitive or they are similar to the rules established in their own homes. It usually takes children no longer than about six weeks to become familiar and comfortable with the items listed below.
Stages of Self-Discipline
Self-Discipline
Parents and teachers alike know that a child watches everything in order to learn. When a child is in class, (s)he will watch others very carefully to learn the behavioral expectations, the rules and exceptions of any environment. Every adult at Central Montessori School strives to model the same behaviors we ask of the children.
Behavioral management is used when a child needs external discipline and has not yet developed self-control, self-esteem, or respect for others (self-discipline). Central Montessori School provides positive guidance, verbal redirection, clear limits and high but appropriate expectations for behaviors. A child may be asked to take a time out (for no longer than their age- 3 years old, 3 minutes) and to sit in a chair within the classroom, or to stay very close to the teacher while (s)he gives lessons or moves about the classroom. On occasion a child may be asked to wait in the office until (s)he is ready to rejoin the classroom. The child shall decide when they are ready to rejoin the group. Teachers are trained to redirect children and to show kindness, calmness and respect, even when a child makes a mistake.
Child Who Struggles
At first it may seem that there are too many rules, but for many children, these rules are completely intuitive or they are similar to the rules established in their own homes. It usually takes children no longer than about six weeks to become familiar and comfortable with the items listed below.
- General Guidelines
- Please take care of yourself. Teachers will take care of others.
- Respect and care for your belongings.
- Do not bring personal items to school.
- Do not wear items that distract you or your friends to school.
- Respect and care for the belongings of others.
- Handle only your belongings and materials.
- Remember that materials are available only when they are on the shelves.
- Return your work to the shelf before taking a new work off the shelf.
- Respect and care for your environment.
- Move purposefully.
- Observe quietly, not touching work and not leaning on tables or across mats.
- Walk only.
- Walk around work spaces.
- Walk quietly and carefully.
- Knock on closed doors before entering. Only teachers may open a door between rooms.
- Tell a teacher when you go to the bathroom, library, playground, or home.
- Ask a teacher before removing materials from the shelf for the first time.
- Use only one work space at a time.
- Ask a teacher to check your work before you put it away.
- Restore the materials you use to their correct place.
- Please stay with your work when someone comes to the door or comes into the room to visit. They have come here to watch the work everyone is doing.
- Do not interrupt others when they have work to do.
- How we communicate with others
- Always look and speak to someone who is speaking to you.
- Speak respectfully to others.
- Do not interrupt others if they are speaking to someone.
- Come very close to people before talking to them.
- Patiently wait for your turn to speak to someone or to use a material.
- Use a calm and kind voice, even if someone makes a mistake.
- Call children by their given names only.
- Tell a teacher if you are angry or upset. Teachers are here to help you take care of any problem you may have.
- Do not talk about someone who is not present.
Stages of Self-Discipline
- Children move through three stages before achieving true self-discipline.
- Children are reliant on external control (from adults).
- Children still need some external control (simple body language from an adult) but are actively developing self-discipline.
- Children are no longer dependent on external controls
Self-Discipline
Parents and teachers alike know that a child watches everything in order to learn. When a child is in class, (s)he will watch others very carefully to learn the behavioral expectations, the rules and exceptions of any environment. Every adult at Central Montessori School strives to model the same behaviors we ask of the children.
Behavioral management is used when a child needs external discipline and has not yet developed self-control, self-esteem, or respect for others (self-discipline). Central Montessori School provides positive guidance, verbal redirection, clear limits and high but appropriate expectations for behaviors. A child may be asked to take a time out (for no longer than their age- 3 years old, 3 minutes) and to sit in a chair within the classroom, or to stay very close to the teacher while (s)he gives lessons or moves about the classroom. On occasion a child may be asked to wait in the office until (s)he is ready to rejoin the classroom. The child shall decide when they are ready to rejoin the group. Teachers are trained to redirect children and to show kindness, calmness and respect, even when a child makes a mistake.
Child Who Struggles
- Children in Montessori programs are usually calmer and more peaceful than many programs but occasionally, there may be a child who struggles with these behaviors.
- If for any reason, the external discipline Central Montessori School offers is not beneficial or meaningful for a child, Central Montessori School will begin to identify and document the behavioral concerns listed below.
- If a child becomes verbally or physically aggressive, the parents/guardians will be asked to take their child home for the rest of the day.
- In very rare occasions, the parents/guardians and school may determine that Central Montessori School is not the best match for a child.
- If a child’s teacher observes the following behavioral patterns past the six week normalization period, (s)he will contact parents in order to begin a meaningful conversation on how best to support the child.
- Behaviors that cause a child to fail in areas that (s)he wants to succeed in
- Behaviors that frustrate a child’s ability to progress through the intellectual, social, and academic curricula
- Repeated physical aggression or verbal aggression towards others or self
- Repeated disruption of school activities
- A pattern of noncompliance with reasonable and beneficial direction/instruction from teachers
- Behaviors that prevent the staff's ability to care for the safety and well-being of the child or other children in the group
