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
The Evaluation and Support Process
The children themselves often feel somehow indulged a bit by all of the professional attention and the growing support from their family and teachers. This is always (as far as I know) a very enjoyable process. Children also feel relieved to be understood and completely accepted and loved for who they truly are.
Central Montessori School on occasion may discontinue a contract, without process, because of dangerous and extremely disruptive behavioral issues.
Independence:
Adornment: These are personal items that can be lost, stolen, broken or become distractions.
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
The Evaluation and Support Process
- In the event that a child seems to require more support than Central staff can provide, the following process will begin:
- The teacher will verbally share his/her documentation of a child’s unsuccessful behaviors with his/her parents/guardians. One verbal objective will be set. The teacher will reassess the child’s progress after one week. If the child has not been able to meet the established objective, the second step will begin.
- The parent/guardian and staff confer to determine the most appropriate behavioral objectives and supports to be implemented during a one-week period.
- The parent/guardian and staff meet to determine the success of the objectives and supports at the end of the first one-week period.
- If the first two-week period has not produced effective support for a child struggling with behavioral issues, Central Montessori School will ask the parent/guardian to have his/her child evaluated by professional diagnosticians or therapists.
- Professional evaluations are completed and results are sent to the parents/guardians and the school.
- Parents/guardians and staff meet to discuss the assessments and determine if recommendations can be implemented by Central Montessori School and the parents/guardians. If the answer is:
- YES: The teacher and/or parents/guardians implement the recommendations and the teacher continues to document behaviors for a period of two weeks.
- NO: The parents/guardians are advised that Central Montessori School cannot provide the support their child needs.
- Parents/guardians and Central Montessori School staff will meet to review the two week period and assess the child’s progress. If the teacher provides no evidence of sustainable progress, Central Montessori School will work with the parents/guardians and the many resources in Richmond to find the very best recommendation for a child.
- It is very important for a parent/guardian to begin and complete this process within one month. Title I allows families in private schools to have full access to the public school’s many services and support.
The children themselves often feel somehow indulged a bit by all of the professional attention and the growing support from their family and teachers. This is always (as far as I know) a very enjoyable process. Children also feel relieved to be understood and completely accepted and loved for who they truly are.
Central Montessori School on occasion may discontinue a contract, without process, because of dangerous and extremely disruptive behavioral issues.
Independence:
- Independence cannot be achieved if a young child has to wait for a teacher to unbutton, unsnap, unzip, and unbuckle clothing, shoes or outerwear.
- Children should practice putting their clothes, shoes and outerwear on and taking them off before wearing them to school.
- If your child cannot independently manage his/her clothing easily and quickly, then the clothing should not be worn to school. This is of special importance for children who are in the process of mastering toileting skills.
- We highly recommend elastic waist bands for all children under the age of four.
- Please check your child’s bag each day for “dirty clothing” that should be replaced.
- Elastic waist bands are very helpful. Have your child practice putting clothing on and off.
- All clothing should be marked with your child’s name, and a seasonal set of extra clothing should be brought to school.
- Shoes: Shoes should be closed toe and low heeled for reasons of safety and agility. The design should be similar to those outlined for clothing.
- Children younger than six can wear Croc type shoes. Children over 6 should wear shoes that can be laced up. This provides them meaning opportunities to learn how to tie a knot or bow.
- During Physical Education activities like our Running in Circles (elementary and middle school), tennis lessons (upper el and middle school), soccer (primary and up) students should wear tennis shoes that will not fall off. During swimming lessons, students should wear water shoes or Croc type shoes.
Adornment: These are personal items that can be lost, stolen, broken or become distractions.
- Stickers, tattoos, head bands, barrettes, jewelry and other items can become distractions and cause for concern because of the potential for loss, theft or breakage.
- We ask that our students do not bring these items to school.
- If they do arrive at school and are distracting, teachers will collect them and keep them for the parents to pick up.
- Neutrally in design and color: Clothing should not have printed images that distract or negatively impact your child’s ability or their friends’ ability to concentrate.
- Images of action figures, cartoon characters, licensed characters, super heroes, TV personalities, camouflage, weapons or controversial language can distract students from their important work and can limit the child’s ability to use his/her imagination during social play.
- It can also introduce an exclusionary aspect to otherwise pro-social play.
- Neutrally colored: Coloring should be as gender-neutral as possible. Over-use of pink or camouflage patterns can introduce a polarizing or exclusionary aspect into otherwise pro-social behaviors.
- All clothing should be marked. A class of ten students may have as many as 40 different hats during any given week…very difficult for teachers to know which child belongs to which hat… Check lost and found for items if needed.
