Presentation on theme: "1-2-3 Magic Thomas W. Phelan and Sarah Jane Schonour."— Presentation transcript:
1-2-3 Magic Thomas W. Phelan and Sarah Jane Schonour
What is Magic? This program uses an extremely simple method for eliminating disruptive behavior and encouraging and reinforcing courteous classroom behavior and constructive work habits.
1.Control Unwanted Behavior: Uses a simple technique to get students to Stop doing what you don't want them to do. 2.Encourage Good Behavior: Uses several effective methods to get students to Start doing what you do want them to do. 3.Strengthen Relationships between teachers and students Magic has three simple steps:
Stop Behaviors Pushing Inappropriate line behavior Excessive talking Getting out of seat Whining Tantrums Start Behaviors Stay on task Remembering to bring work or books Taking care of supplies Getting agenda signed Raise hand
How Does it Work? The adult in charge utilizes a simple system of counting to 3. When a child exhibits an unwanted behavior, he/she is told, Thats one. The adult in charge may give a reason for the count, but there is not emotion involved, and no debating. If the child continues the unwanted behavior, they are counted a 2, and then a 3. When/if the child reaches a count of 3, a 5-minute time- out is provided.
The Biggest Discipline Mistakes The Little Adult Assumption Children are not naturally reasonable or unselfish. We have to use a method that is firm, gentle, and largely non- verbal and repeats itself until we get the desired behavior.
The Biggest Discipline Mistakes Too Much Talking from Adults After the misbehavior has stopped, the teacher will talk to the child about what happened.
The Biggest Discipline Mistakes Too Much Emotion from Adults When it comes to discipline, it is important to be consistent, decisive, and calm. (Its hard to do, but its critical to the effectiveness of the system. )
Major Behaviors Children who receive 3 time-outs in one day will be referred to the principal. They will receive an Absolute (pink slip) and parents will be contacted. Students who exhibit defiant, violent, or destructive behavior will receive immediate referrals to the principal.
Results Used consistently and correctly, this technique is effective with children ages It has been proven to work with children of all backgrounds, as well as children with various disabilities and/or special needs. With discipline issues in the backseat, the road is clear for an adventure in learning!