Classroom Rules

Our classroom rules are for everybody who enters the classroom, this includes children, parents and teachers:

• we are respectful to everybody and we speak to each other in an appropriate manner,
• we listen to others,
• we wait for our turn,
• we walk and don't run in the classroom,
• we play gently, don’t push and don't scream,
• we play nicely and share with others,
• we help cleaning up, also before we play with something else,
• we say ‘thank you’ and ‘please’ when asking for, or receiving, something.

We recommend that any concerns, complaints or remarks, will be discussed with the child’s group team leader outside of the classroom and not in front of the children.

Teacher’s approach to maintain classroom discipline

Children are developing their sense of right and wrong in almost every action they take. They are testing limits, exploring their environment, and discovering how to get along with others. We believe that routines and rules in the classroom will help children learn which behaviour is acceptable and not.

Our approach to handling classroom discipline involves creating rules and routine and by introducing them constantly. As the children become accustomed to the rules, we will experience limited discipline problems.

We encourage good behaviour and will let the children know whenever they do something nice or good. We let the children know that we are proud of them by telling them and we reward the children with kind words, hugs and sometimes stickers.

Our approach to handling bad behaviour is based on several steps. First, we give a warning. Then a second warning follows, but we explain to the child that a third warning means a time-out. At last we give the child a time-out by taking him/her out of the situation where the last warning was given. When we arrive at the time-out spot we will discuss and explain the situation to the child, and ask them to think about the situation. When the time-out is over, we talk with the child and the child can go back to the activity that he/she was doing.

We believe that this procedure helps the children to understand right from wrong.