“Primary Focus: Reverence,” Ensign, July 2007, 75
There are times when positive discipline is required in the classroom. Just as it is important to have a well-prepared lesson, we also need to plan ahead for classroom management. By using carefully constructed questions such as the following, behavioral limits can be set while still honoring a child’s agency.
Would you like to continue sitting in that seat and remain quiet, or would it help you to be quiet if you moved to a new seat? (The behavioral limit is remaining quiet, yet the child gets to choose where to sit.)
Would it help you to focus if you sat in a more secluded spot, or can you focus where you are?
Do you need help remaining quiet, or can you handle it yourself? (Children like to be independent, and most will choose to handle it themselves.)
I will assume that if you are disruptive again you are telling me that you need some help, and I will then choose for you. Is that a fair assumption? (You might then arrange for a parent, Church leader, or another adult to assist a child struggling with reverence issues.)
By facilitating a reverent classroom environment, teachers help to invite the Holy Ghost to bear witness of eternal truths.
F. Arthella Starke, Oregon