Behavior Management

Behavior Management is different in every classroom. I have tried, and used many plans over my teaching career. My core beliefs are simple;

• Classroom Management- A short-term control-based solution that often relies on punishments and rewards in lieu of teaching an alternate behavior.
• Community Building: The thoughtful, long-term teaching, modeling, and habit building of prosocial, positive behaviors (listening, resolving conflict with other points of view) and productive habits of mind (flexibility, resilience, empathy).

The bottom line for my classroom is to "make space" for solving problems.  In my room we will make a "Circle, circle, Round and Fat!" as often as we need to to make space for peers to share, express ideas, and feelings. We start the year with circles after every movement; whole group, recess, lunch, specials, last recess. It seems like a lot of gatherings, but I am modeling some very important "pre-problem solving " behaviors kids need to utilize all those programs teachers teach;

• Still body
• Eye contact
• Listen to others words
• Non-verbal signals (thumbs up, sideways, down)
• Raise your hand
• Everyone gets a turn
• Use positive language
• Reflect on the positive experience
• Circle back to the class or school expectation

When you filter programs down to their purpose, you notice they don't manage, or change children, children manage, or change themselves. Teachers are facilitators for teaching the tools they will need. With time, repeated practice, and support, all first graders can be successful.

Ridgeview School Rules:

1. Be Safe
2. Be Respectful
3. Be Responsible


Programs we incorporate to provide language and role play opportunities:1. K-1 teachers start the year with the Kelso Choice Conflict Management Wheel. We use these strategies to support peer-to-peer conflict resolution, "Which Kelso Choice did you try?" "Is it a BIG problem, or a little problem?"

2. Mrs. Reiersgaard, our Student Support Teacher, visits our classroom every other week and teaches the 2nd Steps Program for Decision Making. We learn strategies to solve real problems that may arise. This program incorporates modeling and role play. 

3. As the year progresses we begin to incorporate the Zones of Regulation. This chart fits beautifully with, and supports our Kelso and 2nd Steps language. The focus turns from peer problem solving to:

• How do I listen to my body and mind?
• Am I ready to listen?
• Am I ready to learn?
• Am I ready to change?