Statement of Purpose
The Self-Discipline Approach and the Desist Approach work together to keep the classroom
organized and focused on learning. The Self-Discipline Approach helps students learn to control
their own actions, make good choices, and take responsibility by using clear rules, setting goals,
giving praise, and encouraging reflection. The Desist Approach stops misbehavior right away to
prevent interruptions, using simple methods like moving closer to the student, using hand
signals, or giving a clear, short instruction. When both approaches are used together, students can
learn to manage themselves while the teacher keeps the class calm and ready to learn.
First day of school activities – building relationships
1. Two Truths and one Lie.
In this activity each student writes two true facts and one made-up fact about themselves.
In pairs or small groups, they share, and others guess which is the lie. Or instead of just
sharing, have them write their three statements anonymously on slips of paper, and you
read them aloud for the whole class to guess.
2. Student “Interview Swap”
This activity creates a personal connection right away. You should pair students up and
give them a short list of fun questions (Favorite food? Dream travel spot? Best
memory?). Then, each partner interviews the other, then introduces them to the class.
3. Guess My Role (Classic Charades Twist)
In this activity, the teacher will write different roles, actions, or identities on tags (e.g.,
“math teacher,” “rock star,” “angry chef,” “tour guide,” “TikTok influencer”).
One student from each group will come forward, pick a tag without looking at it, and
holds it to their forehead. Their group will shout clues or acts things out (without saying
the word) until the person guesses correctly. This builds teamwork and laughter.
Rules
1. Respect yourself, others, and the environment.
Includes being kind, listening while others speak, and taking care of classroom materials.
2. Follow directions the first time given.
Helps maintain order and keeps lessons running smoothly.
3. Be prepared and on time.
Brings focus to responsibility for materials, homework, and punctuality.
4. Raise your hand to speak or leave your seat.
Encourages orderly communication and reduces disruption.
5. Use appropriate language at all times.
Builds a safe, respectful classroom environment.
6. No food, gum, or drinks unless permitted.
Maintains cleanliness and avoids distractions.
Consequences for Breaking Rules
1. Verbal Reminder
Calmly restate the rule and redirect behavior.
2. Warning (Name on board/chart)
Silent warning to change behavior without confrontation.
3. Time-out or Seat Change
Temporary removal from group or activity to reflect.
4. Loss of Privileges
Could be class jobs, break time, participation in fun activity.
5. Parent Contact
Email, note, or phone call to involve guardians.
6. Behavior Reflection Sheet
Student writes about their behavior and how to improve it.
7. Referral to Administration
For repeated or serious infractions like fighting or bullying.
Approaches to Classroom Management
1. Self-Discipline Approach
Setting Clear Expectations- At the start of the year, I will allow the class to create a short
list of classroom rules (e.g., Respect each other’s ideas, Follow instructions the first
time). Then, rules will be posted visibly and refer to them when praising or correcting
behavior. Expected behaviors will be modeled by myself. For instance, before group
work, I will remind students: “Remember—voices at table level, one person speaking at a
time, and stay with your group.”
Goal-Setting and Self-Monitoring- I will have students set short-term goals (e.g., “I will
raise my hand before speaking.”). Then, provide simple tracking sheets or checklists for
them to mark daily progress. Quick weekly check-ins will be held to reflect and adjust
goals.
Positive Reinforcement and Reflection- As a teacher, I will use verbal praise, points,
stickers, or privileges to acknowledge positive behavior. When rules are broken, students
will be guided in reflecting: “What happened? How could you handle it differently next
time?”
2. Desist Approach
Proximity Control- This means moving closer to a misbehaving student to discourage the
behavior without interrupting the flow of the lesson. While teaching, I will walk toward
the area where off-task behavior is happening. A brief eye contact or placement of a hand
on the desk will be made without stopping instruction.
Non-Verbal Signals- This means using gestures, facial expressions, or signals to indicate
a student should stop a behavior. We would agree on signals beforehand (e.g., finger to
lips for quiet, a hand raise for stop). I will use consistent, calm body language to redirect
without calling out the student in front of the class.
Direct and Immediate Correction- This means clearly addressing misbehavior the
moment it occurs, stating the behavior to stop, and giving the correct alternative. This
involves using a calm but firm tone. I would be brief and specific: “Please put the phone
away and focus on the notes.”. Then, move on quickly to avoid giving prolonged
attention to the behavior.
