Parenting without punishment raises great kids. When we attend to the needs driving children's behavior and set limits with empathy, we're not only guiding immediate behavior, but also nurturing long-term emotional intelligence. So we're raising children who are more able to manage their own emotions, and therefore their behavior. There's no denying that punishment gets immediate compliance. When humans are threatened with force, they usually comply, right? And even a timeout is a threat of force, because if the child won’t go into timeout, you do have to use force to get them there. Which is one of the problems with punishment -- we have to keep escalating our use of force. Of course, we'd all like our children to just straighten up and do what they’re told. But even adults have a hard time with that. These are kids; their brains are still developing. (In fact, the way we respond to their behavior actually shapes their brain development -- do we help them learn to calm or to escalate crises?) It's a big job for kids of all ages to learn to manage the emotions driving their behavior.
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Your goal, of course, is to prevent that from happening. The best way to do that is to establish a bond between your daughter and his teacher. Kids only behave for teachers once they care about that relationship, and care what the teacher thinks of them.
Unfortunately, this teacher has so far shown no awareness of this. She seems to be all about control. Kids who challenge them because they feel pressured to establish control of their class early on trigger many teachers. You can't blame her for wanting to keep order in her classroom, but it would be a shame if her methods include marginalizing any kids she feels are disruptive.
In the PT conference, you're more likely to reach some points of agreement with the teacher if you first establish a bond with her. The best way to do that is to acknowledge the situation from her perspective: True, she doesn't always listen. You've noticed that too, lol, and you appreciate that she can be disruptive. And he's still working on his impulse control, so you've talked a lot with her about ways to control himself if she gets mad at another child, and why throwing toys is off limits.
Then, tell her that you want to be her partner in teaching her to behave at school, and you need her partnership to keep DS liking school. Say you're worried that he's already showing signs of not liking school.
Ask her how you can be of help to her in teaching her appropriate classroom behavior. After you listen to her perspective, you might make some suggestions yourself. For instance, since feeling constantly criticized will backfire, maybe she could focus on the biggest issues -- like not throwing toys and being quiet when asked -- and not worry so much about whether she rushes through his worksheet. Tell her you know that she wanted the class to work together on the paper, and that she will develop the ability to do that, but she was trying to impress her by being able to complete the work. Explain that if she feels connected to her, she will behave for her, and that a little positive attention from her will go a long way.
If the teacher seems at a loss for positive ways to encourage his cooperation, here are a couple of suggestions:
1.Give her a special responsibility. For instance, let her come a couple minutes early into the classroom to sharpen her pencils or do some other specific job for her. This will help her feel important, so she won't need to challenge her, and it will help his self-esteem in the face of any criticism from her. Most important, she will feel their relationship is special (even if she doesn't make any special effort), so that she will be more likely to behave for her.
2. When she behaves well, have her send home a special badge or certificate acknowledging his effort. (It can be the same badge over and over.) Your job is to make a big deal when she comes home with the badge.
3. Teach her self-management skills to increase his impulse control. You definitely don't want her to be getting in trouble at school all the time. she needs your help to learn to use calming strategies like counting to ten, breathing deep, etc.
4. Sign a contract with her about his behavior. This has been proven to be an effective tool with preschoolers and kindergardeners, if the teacher and parent both participate.
5.Eating lunch in isolation seems non-negotiable; that will definitely make her feel like a bad kid, and will keep her from bonding with the other kids the way she needs to. It is standard practice to designate a certain table as milk-free or peanut-free. The allergic students enjoy sitting with their friends who have "safe" lunches. To make this process easier, one teacher suggests hanging a magnetic board with aline drawn down the middle. One side for peanut lunches, the other for non-peanut lunches. Every child has a magnet with his or her name onit. As the kids arrive in the morning, they move their magnet to the appropriate side. When only one child has lunch with peanuts in it, the class is divided in half anyway, so no one feels isolated. (If there are more tables, the teacher just draws horizontal lines so the names are evenly divided.)
I want to add that you need to help your daughter develop a positive relationship with his teacher. That means resisting your own impulse to make any negative comments about her. This can be a tough balancing act, because you also need to give your daughter a chance to blow off steam by listening and empathizing with him: "Uh huh. Tell me more. You are pretty mad at your teacher right now. You feel like she was unfair." After you listen, of course, have a brainstorming session about how she could make sure things go differently tomorrow. Make sure to let her come up with some of the ideas, instead of lecturing him.
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