What If Everything You Knew About Disciplining Kids Was Wrong? – —By Katherine Reynolds Lewis | July/August 2015 Issue


Negative consequences, timeouts, and punishment just make bad behavior worse. But a new approach really works.

June Arbelo, a second-grade teacher at Central School, comforts a student who wants to go home during the first day of school. Tristan Spinski/GRAIN

June Arbelo, a second-grade teacher at Central School, comforts a student who wants to go home during the first day of school. Tristan Spinski/GRAIN

June Arbelo, a second-grade teacher at Central School, comforts a student who wants to go home during the first day of school.Tristan Spinski/GRAIN

Leigh Robinson was out for a lunchtime walk one brisk day during the spring of 2013 when a call came from the principal at her school. Will, a third-grader with a history of acting up in class, was flipping out on the playground. He’d taken off his belt and was flailing it around and grunting. The recess staff was worried he might hurt someone. Robinson, who was Will’s educational aide, raced back to the schoolyard.

Will was “that kid.” Every school has a few of them: that kid who’s always getting into trouble, if not causing it. That kid who can’t stay in his seat and has angry outbursts and can make a teacher’s life hell. That kid the other kids blame for a recess tussle. Will knew he was that kid too. Ever since first grade, he’d been coming to school anxious, defensive, and braced for the next confrontation with a classmate or teacher.

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http://www.motherjones.com/politics/2015/05/schools-behavior-discipline-collaborative-proactive-solutions-ross-greene