This is our behaviour management system, not a punishment system which has shown to be very effective with children aged 2-14. Our rewards and sanctions are shown further below. This system is about:
- Controlling undesirable behaviour.
- Encouraging good behaviour.
- Maintaining healthy relationships with pupils.
Once you start using 1-2-3 Magic, pupils will fall into one of two categories:
- Immediate co-operators – the majority
- Immediate testers – a few
There are two basic behaviour issues – the pupils are either doing something you would like them to stop (‘Stop’ behaviours) or they are not doing something you would like them to start (‘Start’ behaviours).
Not necessarily serious individually but can have a cumulative negative effect on the class.
Constructive activities which are helpful to the class.
talking out of turn
arguing / answering back
pouting / having a huff
getting up without asking
|getting on with work|
tidying up / putting away resources
transitioning independently from one activity to another
waiting / raising a hand to speak
being nice to others
|Notice that I have not included violent or aggressive behaviours or bullying – these transgressions require a punishment or sanctions as well as modification.|
|Use 1-2-3 Magic counting procedure||Use praise, a timer, charts.|
The over-riding principal of 1-2-3 Magic is that the teacher is the one who is in charge of the classroom; the classroom is not a democracy – the children need training as to what are the expectations.
The two biggest mistakes when trying to discipline children are:
- Too much talking (explanation / negotiation)
- Too much emotion (depersonalise – modify the behaviour, don’t punish the pupil(s))
Sanctions (to be selected by the teacher as appropriate)
- Small chore
- Reduced break / lunch (not all)
- Recording of misdemeanour
- Visit to a Senior Teacher
- Note or phone call home
These are the only sanctions used. Pupils are not be sent outside the classroom door. There should be no sanctions which are embarrassing or humiliating (names on board, involving other pupils). If a child does not respond to these sanctions or requires frequent sanctions, an individual behaviour modification plan will be created.
One rule covers it all… ‘MAKE SURE THAT EVERY PART OF YOU IS DOING THE RIGHT THING AT ALL TIMES’.