Personal Discipline Model

Principle 1: Present, conduct myself, and interact with children and others in a

professional manner.

Question 8: Does teaching method affect behavior? In what ways can method(s) of teaching

affect student behavior? Is it possible to teach in ways that encourage students to want to

conduct themselves appropriately?

When I think of professionalism, I often think of crisp business suits, perfect hair, and

meetings at huge oval tables. This sounds like the exact opposite of what it is like to work with

children. But professionalism goes deeper than that, and it certainly has an important place in the

field of child development and education. Professional presentation when working with children

might look different depending on the setting and the activities planned for that day. Ultimately,

I will strive to be neat and tidy in appearance, follow program dress codes, and dress

appropriately for each event and activity. I will need to dress well, but not overdress to the point

that I can’t play with and take care of the children comfortably. In terms of personal conduct, I

will strive to be respectful in all that I do. I will make myself a safe haven for children. I never

want them to feel like they need to walk on eggshells around me or be afraid of me in any way. I

will try to be aware of how children are feeling and do what I can to ease and eliminate any

discomforts in the environment or my conduct. Professionalism in manner when working with

children and their families involves a great amount of respect. I think as educators, we can show

respect for others by speaking kindly, truly listening, remembering things that are important to

people, and being willing to help when we are able (Olsen). I feel that ethics are also a part of

professionalism. I will be honest in all that I do, protect those in my care, stand up for people,

and give others the benefit of the doubt. When I make a mistake, I will admit that I am wrong
even if it is difficult. I will apologize where needed and do everything within my power to rectify

the situation.

I think that it is important to be professional and ethical in my work with children and

others because so much of what children learn from us is learned through example. While a good

environment and appropriate teaching methods can have a vital impact on children’s behavior,

my example will also play a large part. I want to teach and act in ways that set a good example,

respect children, and encourage positive behavior.

Principle 2: Clarify how I want children to behave, now and in the future.

Question 11: What role does communication play in discipline? How, specifically, can you

speak with and otherwise communicate with students to influence them in a positive manner?

If I want children to behave in a certain manner, I must first teach them what that is. It

does no good to set an expectation and not tell the children about it. That will result in a

classroom full of frustrated students and teachers. I first need to make sure that my expectations

are age, individually, and culturally appropriate for the children I work with. From there, I need

to communicate those expectations properly. This would involve telling the children the rules,

explaining what they mean, and then posting them somewhere in a way they can understand

(writing, symbols, pictures, etc.). I will also need to keep in mind that even when I set

appropriate expectations and communicate them well, children are still going to make mistakes

(so will I), and that is okay. As teachers our job is not to punish children for these mistakes, but

to teach them and help them solve problems and learn from their mistakes (Gartrell). Setting a

good example is also a part of communicating expectations. I need to maintain a positive

attitude, be considerate, show compassion, approach learning with enthusiasm, and take

initiative. I will also need to take into consideration the message that the environment is sending.
The arrangement, placement, lighting, noise level, and materials of the classroom all teach

children how to behave in the moment. I need to make sure that the classroom is sending the

right message.

Principle 3: Establish and maintain classroom conditions that help children enjoy and

profit from their education experience.

Question 9: Does the physical environment affect behavior? Can you identify some of the ways

in which the physical learning environment affects student behavior? What can you do to

enhance the quality of the physical environment in which you and your students work?

As I mentioned above, classroom conditions have an effect on children’s behavior. They

can also impact children’s enjoyment and their educational experiences. I can do my part to

ensure that they have a positive experience in a couple of ways. The first is to pay attention to the

arrangement and setup of the room and the messages it could be sending. I want the room to feel

safe, breathable, and inviting. I’d like to use lots of natural light and make the stations attainable

so that it’s never too scary for a child to try something new. If I have control over the following

features, I would want to evaluate them as well: room layout, what is on display, classroom

location, and architectural features that affect the environment. I’ll also need to make sure that

the setting is conducive to a positive educational outcome and experience. I can do this by

minimizing distractions and providing meaningful, relevant activities and lessons.

It is also important to remember that children measure their own value in terms of

belonging; they need attention and connection to feel that they are a part of something (Plank).

With this in mind, another thing I can do is to build a sense of community in the classroom. I will

do this by prioritizing trust and communication in the classroom and teaching inclusion through

word and example. Certain activities will be developed with collaboration in mind, providing
children with opportunities to work together, learn from each other, and invite those who may be

feeling left out. Ultimately, the classroom needs to be a place of love and safety where

everyone’s dignity is preserved and every name is protected.

Principle 4: Do all I can to help students learn to conduct themselves responsibly.

Question 15: In what ways do trust, ethics, and teacher charisma affect student behavior? To

what do these terms refer? What effects can they produce? Who is responsible for ensuring that

they become part of the classroom environment and procedures?

Children are capable of so much more than we often realize. However, they are still

learning and will have difficulty understanding their emotions, gaining control over themselves,

and sometimes acting in a way that is socially acceptable and appropriate for the situation. I will

do all that I can to help students learn to conduct themselves responsibly. This will help to keep

them safe and support them in developing meaningful relationships with peers and others in the

classroom. In order for children to learn responsible conduct, they need to have opportunities to

practice. With this in mind, I know that there will be times when I need to take a step back and

give children a chance to do the right thing. When discipline is needed, I will stop to remind

myself that discipline is teaching rather than punishment. Throughout our time together I will

strive to build meaningful relationships with each child based on trust and sincerity. This way,

there will already be a foundation when a conflict arises. In the moment, I will use de-escalation

techniques such as deep breathing or separation rather than jumping right in and trying to resolve

things when emotions are running high (Gartrell).

I feel that it is also important to bring trust, ethics, and charisma into the classroom. I

accept this as my responsibility and hope that as the children observe me handling setbacks and

struggles with these three things at the center, they will learn ways to handle the big emotions
they feel and conduct themselves responsibly. Part of the trust that I want to build with the

children is trust in the fact that no matter how many times they mess up, I will give them a

chance to try again. I don’t think any child should be given up on. I want them to know that I am

here and that I will never stop trying to do what’s best for them. I hope that this will inspire and

allow them to keep trying and learning.

Principle 5: Intervene supportively and productively when disruptions and mistaken

behaviors occur.

Question 16: What should you do when students misbehave? When students misbehave, how can

you intervene positively to stop the misbehavior, keep students on track, and maintain positive

feelings and relationships? What are specific things you feel comfortable saying and doing?

In any setting with people, mistakes will be made and disruptions will occur. Preschool

classrooms and childhood settings are no exception. But how we handle these disruptions and

mistaken behaviors makes all the difference. I want to make sure that any intervention I provide

is supportive and productive, not harmful or a waste of time. I think that the most important thing

I can do to ensure this is to have an action plan. If I waited until something happened to decide

what to do, the chances of me handling it well would be much slimmer. My action plan would

include the following items:

1. Assess the situation – This is a quick check to see if there are any safety hazards or

situations that need immediate attention.

2. De-escalate the situation if needed – If the child(ren) involved aren’t in a position to talk

and reach a resolution, I need to get them to that point.

 3. Gather the pieces – This is when I would talk to each child and try to get a clear picture

of what happened. Each child gets a chance to say what happened and how it made them

feel.

4. Resolution – Here we would work together to come up with an appropriate solution and

make proper restitution wherever necessary. I would want to end the conversation on a

high note.

5. Reflect – I would then take the time to think about the events leading up to the situation.

Could something have been done to prevent it? What could I have done better?

There are a couple of guidelines that I would want to follow to maximize the outcome of

situations like this. The first is to have clear procedures for misbehavior. I would want it to feel

more like a choice than a punishment. For example, if you choose to hit your friend, then you

choose to be seated somewhere else. I also want to avoid belittling, accusing, shaming,

comparison, and assumption of any kind. Another thing I would like to do is to have a list of

tools and phrases to use in situations like this. For example, the list would include stating

directions and suggestions in a positive form. These kinds of directions are more effective and

give children an idea of something better to do than what they first did (Baker). It is my hope that

as I strive to do these things and make these practices habits, I will be able to better help and

support children in their efforts to become the best they can be.