Conscious Discipline

CONSCIOUS DISCIPLINE is a comprehensive classroom management program based on brain research understanding children’s behaviors, social skills and emotions. Peter Pan Preschool utilizes conflict resolution, good decision making tools, character development and self control techniques. Several components comprise the conscious discipline model.

1. COMPOSURE involves self control and a child’s ability to experience a range of feelings using appropriate words and actions. We help children compose themselves by teaching them relaxation techniques such as S.T.A.R. (Smile, Take a deep breath And Relax), Draining, Ballooning and Stretching Exercises. In addition, each classroom has a special designated Safe Place where one child at a time can retreat to compose him/herself before returning to class activities and friends.

2. ATTACHMENT is the building of strong, mutual and trusting school/class families. A POSITIVE RELATIONSHIP between teachers, children and parents is crucial. Friends and family Books are a part of each classroom. We also sing special Family Ritual Songs that emphasize our school family. Songs are sang to “greet” children,” welcome” them back to school, help them feel “safe” and be a part of our “school family” and to “wish them well “when they’re absent.

3. ENCOURAGEMENT We encourage instead of praise because praise relies on value judgments too often, which teaches children that “good” equals “pleasing others” and “bad” equals “displeasing others”. Instead, we encourage their contributions and the sharing of their gifts or talents with others. At Peter Pan, we build self worth and value within each individual. Kindness Trees reinforce and visually display acts of kindness in each class family demonstrating to the children “what being kind is….”

4. ASSERTIVENESS is the way words are used by the children to express needs and emotions instead of hands .We need to model good choices for our children and define appropriate behavior both with language and actions. Conflict Resolution empowers the children to respond to their emotions and actions. For example, a teacher may say: “I have the confidence that you will figure out another way of handling this.” “You’ll figure out a way to be helpful.” “I know inside, you do not like to be hurtful.” “We all make mistakes. What could you do now that would be helpful?”

In summary, we use consistency in our attitudes, expectations and actions. Parent cooperation is essential. Whenever there is a minor or significant behavior issue, the staff will discuss it with the parent or family member. This is done on a daily basis, therefore few significant problems arise. Continual aggressive or disruptive behavior negatively impacts the school family and will not be tolerated. Our commitment is to provide a quality group learning environment for every child.

 

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