Behavioral Guidance Policy

Behavior Management Strategies

At PNWK we use the “Whole-Brain Child” method of discipline. It is important that our students emotional needs and development is being nurtured. When it is safe, use the strategies below.

Strategy #1 Connect and Redirect

Step 1: Connect with the Right Brain (Emotional, Nonverbal, Experiential, Autobiographical)

  • Logic isn’t the primary vehicle for bringing sanity

  • Our student’s feelings are real and important to the child

  • Use nonverbal signs

    • Hand on shoulder or holding hands

    • Empathetic facial expressions

    • Nurturing tone of voice

    • Nonjudgmental listening

Step 2: Redirect with the Left Brain (Logical, Linguistic, Literal)

  • Sometimes the emotional waves just need to crash until the storm passes

  • Child may simply need to eat or get some sleep

  • Rules about respect and behavior still apply

  • Inappropriate behavior (such as hitting) remains off-limits even in moments of high emotion

  • Good idea to discuss misbehavior and its consequences after the child has calmed down

“The key here,” according to Siegel and Bryson, “is that when your child is drowning in a right brain emotional flood, you’ll do yourself (and your child) a big favor if you connect before you redirect.”

  • Strategy #2 Name It To Tame It: Telling Stories to Calm Big Emotions

This is especially useful when a child is hurt physically or emotionally.

“When a child experiences painful, disappointing, or scary moments, it can be overwhelming, with big emotions and bodily sensations flooding the right brain. When this happens, we as parents can help bring the left hemisphere into the picture so that the child can begin to understand what’s happening. One of the best ways to promote this type of integration is to help retell the story of the frightening or painful experience.

PNWK DISCIPLINE POLICY

The goal of discipline is to develop self discipline. Our early childhood program fosters an environment in which children learn to respect others and their surroundings. We teach and encourage children to use problem solving and conflict resolution skills. Other discipline techniques we employ are prevention, teacher shadowing, redirection, positive modeling, and gentle reminders. Discipline shall be fair, consistent and appropriate for the age and maturity of the child. Physical punishment, such as spanking, is strictly prohibited on the premises of the PNWK program. Any cruel and unusual discipline that is frightening or humiliating is never used. Every effort will be made to help parents and children resolve difficulties that may arise in the program. Steps toward resolution include:

Name It to Tame It: Use left brain storytelling to help them understand what is upsetting them, identify emotions and feel more in control.

Connect and Redirect: When child is upset we connect first to the emotional right brain by being empathic, validate their feelings, listening and reflecting. Then we redirect with the left brain. When they are more receptive, we involve the child in making amends.

Breathing: When a child is upset, we teach breathing techniques to help calm and teach important self-soothing skills. 

Consequences and solutions (Natural consequences): The teacher explores solutions with the child. This is often the best approach to dealing with behavior challenges. Rather than focusing energy on blame or punishment, the teacher invites the child to work to solve a problem.

Rewind and Remember: After a difficult event we use the remote of the mind to pause, rewind and fast-forward to help students process what happened.

*Physical discipline, of any kind, is grounds for immediate termination.

Communication Plan

  • Unsafe Behavior Exhibited: 

    • Hurting another child on purpose or expressing emotions in an inappropriate manner (screaming, bad language, etc.) leads to being away from the group, discussing and working through emotions, until the child is calm enough to rejoin the activity. 

    • Abuse of an activity or object leads to a loss of the privilege of using that object or material for a specific length of time.

    • Intentional running from the group or disregarding safety boundaries leads to the child being shown the boundaries.

      • Work with the student to learn why the incident occured. Help them feel supported and heard as well as assure they understand their actions, consequences, class rules, etc. 

      • The Lead Teacher should 

        • Communicate with parents via message after class with a summary of the incident, how it was resolved and to let them know you will continue to monitor similar behaviors and communicate with them as needed. 



    Repeated Unsafe Behavior Day 1:

    • Work with the student to learn why the incident occured. Help them feel supported and heard as well as assure they understand their actions, consequences, class rules, etc. 

    • The Lead Teacher should: 

      • Communicate with parents while in class, after the second incident of the day with a short summary of the incident, how it was resolved and let them know you will continue to monitor similar behaviors and that an early pick up may be needed if the behavior continues. 

      • Call parents for an early pick up if behavior continues. 

      • Communicate with parents via Brightwheel asking if this is a behavior they have seen elsewhere and if they have any questions about the incident/behavior. 

      • Collaborate with team and decide on plan for supporting student in their next day of class



    Repeated Unsafe Behavior Day 2:

    • Work with the student to learn why the incident occured. Help them feel supported and heard as well as assure they understand their actions, consequences, class rules, etc. 

    • The Lead Teacher should 

      • Communicate with parents while in class, after the second incident of the day with a short summary of the incident, how it was resolved and let them know you will continue to monitor similar behaviors and that an early pick up may be needed if the behavior continues. 

      • Call parents for an early pick up if behavior continues. 

      • Complete Challenging Behavior Evaluation Form. 

      • Collaborate with supporting staff on strategies to best support students.

      • Set up a time to speak with parents about this event with support staff as needed. 



    Serious injury of a child or staff member, or habitual behavior that compromises the safety and wellbeing of students, may lead to a mandatory break from the program or termination of enrollment.

    • Escalate communication with parents to admin.