Primary Focus: Reverence

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“Primary Focus: Reverence,” Ensign, July 2007, 75

Primary Focus: Reverence

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