Behavioral Expectations

An age-appropriate, interesting, and calm classroom environment will minimize behavior  problems. Children will be treated with respect, and they will be expected to treat one  another in the same manner. This will nurture positive self-esteem, which is important to  the development of self-control and autonomy. 

When behavior problems (i.e. behaviors that are disruptive, destructive, and/or harmful to  self, others, and/or the environment) do occur, the following techniques will be utilized by  all teachers/persons on the premises: 

If a child’s behavior is just beginning to become disruptive, he or she will be  redirected. The child will be reminded of the expected behavior. He or she will be  given the option of engaging in another activity or staying at the current activity  and behaving appropriately. 
The child will be encouraged to use verbal skills to express feelings and/or resolve  disagreements with peers. The teacher may assist if necessary. 

If a child continues to have difficulties or if behavior is severe, the child may lose the  privilege of playing in a particular area. He or she will be required to choose  another activity. 
If a child continues having difficulties, he or she may be asked to sit down for a few  moments until he or she feels ready to play without hurting others. The teacher will  talk with the child to explain the limits and see how she can help the child. 

​A child’s parents will be notified if the problem behavior occurs frequently and/or if  severe, harmful behavior occurs. The most effective methods for the teacher to help  the child will be discussed with the parents. In extreme circumstances, if the  behavior continues after repeated attempts at intervention by teachers, the Director,  and parents, and in compliance with the Americans with Disabilities Act, the child  may be dismissed from the program. 
If a child becomes extremely emotionally upset and cannot be calmed within a  reasonable amount of time, the child’s parents will be contacted.