Molly Mayer

Guidance assessment & classroom management

4-17-14

Discipline Techniques Assignment

Techniques to use in response to student behavior are an important element of an effective classroom
management plan. The teacher candidate will explain one appropriate discipline technique for each of the
following grades (pre-school, kindergarten, grades 1 and 2, grades 3-4, and fifth grade). Inclusion minors must
focus on special needs students.
Criteria:
Pts
General Descriptor (20 pts Total--2 points for each technique and 2 pts for each rationale)
0
Minimal to no description or identification of type of strategy, strategy not clear/highlighted. Rationale does not address age level.
1
Basic description. Identification of type of strategy tells the reader but lacks some clarity. Strategy highlighted. Rationale does address
age level, but reason for choosing technique not explicit.
2
Detailed description (multiple sentences, clear details and content that shows not just tells). Identification of type of strategy lacks some
clarity, strategy highlighted. Rationale does address age level and reason for choosing technique explicit.
Teacher candidates should submit the assignment using the chart format below. Each technique and rationale should be described in complete
sentences following appropriate conventions. Please underline the discipline strategy in the technique description. Teacher candidates may NOT
use more than one discipline strategy more than once (see Chp. 4, including Figure 4.1).

GRADE
Pre-School

Technique
Description of Discipline Technique?
Type of Positive Discipline Technique?
Redirect Using Substitutions
This discipline technique is when an adult steps in and
shows the child a better or safer way to complete a task.
An example of redirection using substitution is if child A
is painting and child B comes along and decides he or
she wants to paint also so he or she grabs a pain brush
and goes to paint on child As picture. At this point a
teacher would step in and tell child B to Paint on one of
these pieces of paper, that is (child A)s picture. This
allows for appropriate behavior as well as fulfilling the
childs wants to paint.

Teaching 3730 Ed. Guidance, Assessment, Instruction, and Classroom Mgt.--Dimmitt

Rationale
Why Did You Choose Technique?
Why Age Appropriateness?
I choose this technique for this age group because I
have personally seen it work very well in a preschool
setting. When children are about to do something they
shouldnt be (like paint on anothers piece of paper) it
allows the teacher to step in and guide the child to a
better way of doing the task instead of simply taking it
away or guiding them to a different activity. This
strategy works well with older toddlers or preschool age
children because the teacher acknowledges that the
child has an interest in the activity they are doing. The
child

Kindergarten

Signals and Cues

This technique uses a variety of different gestures or
prompts to remind the students of something. This could
be used during group time when the students need to be
redirected to focus on the teacher. One thing I used to
do with preschool children, as I was sitting in the front of
the room, was to tap my hands on my knees quietly.
The children in the front row see the gesture and
children begin to pick up on what is going on and copy
their neighbor.

Grade 1or 2

Limits: Fair, Reasonable, Stated

With this discipline technique, adults clearly state their
expectations for desired behavior. This helps children
understand that there are boundaries on behavior. An
example would be setting up classroom rules together
for the students to follow as the year goes on.

Grade 3 or 4

Conflict Resolution
Solving conflict in the classroom is essential to keeping
your year running smoothly. Relationships between
students and teachers can be improved through conflict
resolution. This technique requires that the students and
teacher work out a problem instead of simply putting the
students in separate areas or keeping them inside for
recess (both negative consequences). Rather, conflict
resolution is a teachable moment that teaches the
students that not everything goes the way they want so
they need to either a. make agreeable sacrifices or find
solutions to both of the issues. For example, two
students are playing in a building and one wants the
building to be called a barn and the other wants it to be
called a garage. Both students need to discuss how
they can solve this problem by either agreeing on a
term, finding a new one, or sharing their ideas to come
up with a better plan.

I chose this technique for this age group because it gets

the children to keep aware of their surroundings and
helps them work on self-regulation skills. This is age
appropriate because some children may not understand
or react to a list of given rules. For example if your
class of kindergartners are all in circle area being very
loud and obnoxious it will be difficult for you to get their
attention and focus directed back to you. The last thing
a teacher wants to do is shout over 25 kids all day, so
having subtle movements or cues to get a few students
started off is a great way to pull your students together
a few at a time.
I chose this technique for 1st and 2nd grade levels
because at this age, students are able to actively
participate in developing the classroom environment by
discussing what they want to/should be seeing in the
classroom. They are able to be making right choices on
what to add to this list of acceptable discipline
moments.
I choose this technique for these grades because
students are still trying to figure out the world around
them and they need a little more guidance on how to fix
their problems. At this age, they have their own views
on things and arguments will happen often. The
students need to be able to overcome those arguments
with the teachers help.

Grade 5

Teaching Calming Techniques

This technique can be used as a positive discipline that
the students can use on themselves whenever they
need to. It especially helps them in conflict resolution.
This strategy shows that everyones needs are important
and nobody looses in the situation.

Teaching 3730 Ed. Guidance, Assessment, Instruction, and Classroom Mgt.--Dimmitt

Molly Mayer
Guidance assessment & classroom management
4-17-14
th
I choose this technique for 5 grade students because
by this time they need to be solving their own issues.
Giving them strategies to solve problems on their own
is a very important strategy that I feel not many
students are getting these days. They need to find
ways to work out issues amongst themselves without
tattling or simply being put on time outs. An example of
this technique in use would be if two students are
fighting over what to call one building. The teacher can
intervene and have both children stop, take a deep
breath (the calming technique) and talk out the
problem. Teacher can assist by asking questions such
as, What is the problem? What can we do together to
fix the problem? Do you have any more suggestions
about what to do? Then the students can discuss how
to solve the argument. The key element here is for the
students to realize that taking a deep breath can calm
all of the parties of the argument down so that the
conflict can be appropriately addressed. Teachers can
enforce this technique by having the students practice it
the next time they come across a predicament.