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sundeviljewels's review
5.0
No Talking. No Emotion. I will begin rereading this again tomorrow as I would really like to implement this in my classroom this year.
God Help Me!
God Help Me!
middle_name_joy's review
4.0
Last year I switched from classroom teacher to interventionist, and one of the most drastic changes I had to make was to my behavior management system. When you have 2-3 disruptive students in a class of 26, it's not as overwhelming as having 6 of 16 on individual behavior contracts--and the remaining 10 with emotional/social/sensory/attention issues as well. Soooooo, this summer I have been on the hunt for additional strategies to assist my kiddos to self-regulation success!
The Zones of Regulation was my first stop, but then I stumbled on 1-2-3 Magic and found it mirrors my sensibilities towards management of what the system calls "Stop Behaviors," such as disrespecting, whining, pouting, yelling, and my favorite, arguing. Dr. Phelan, creator of 1-2-3- Magic, advocates "counting" when these behaviors start. For example, a student asks to get a drink of water. You tell him no, the whole class will get a drink from the water fountain on the way to lunch. The student whines. With a calm demeanor, you say, "That's 1." If the child persists, you say, "That's 2." If the child still continues, you say, "That's 3. Take 5." That's the cue for the student to serve whatever consequence you've designated for reaching 3, perhaps a time out or office visit or losing a privilege. (I really hate clip charts, btw, but they could also clip down.)
Of course, counting needs to be clearly explained and modeled to your students, preferably at the beginning of the year. The idea is that over time, the first count will signal to students to cease and desist their undesirable behavior. You might be saying to yourself, "But some students don't need this - they listen to me the first time!" To which I say, "Yay!" Most students will take the hint and fall in line (especially if there is incentive for doing so). But students with challenging behaviors need hard and fast routines, as well as logical consequences for not following expectations.
What appeals to me most is the decree for teachers to maintain "No Emotion, No Talking" once they've started counting. We've all been in that position where, suddenly, you're arguing right back at the student. This is so totally the opposite of helpful! No Emotion, No Talking only applies to the counting interaction. Of course there is a time for showing you care about the student and discussing the incident, and that time is after both you and the student have deescalated.
The first quarter of this manual was the most valuable to me. That was where counting was explained. The remainder was mostly information I already had about parent communication and reward systems. 1-2-3 Magic isn't a full behavior management system; it's for the Stop Behaviors. You need a positive reward system in place, too.
I plan to incorporate 1-2-3 Magic into my classroom this year. When a student gets a count of 3, they'll Take 5 in my Cool Down Spot (a desk in the nook behind my desk--nothing fancy, just a space to calm down). Then they'll have a reflection sheet to fill out once they've deescalated. I will also be using ClassDojo or a "golden ticket" reward system to praise going above and beyond. Wish me luck!!
The Zones of Regulation was my first stop, but then I stumbled on 1-2-3 Magic and found it mirrors my sensibilities towards management of what the system calls "Stop Behaviors," such as disrespecting, whining, pouting, yelling, and my favorite, arguing. Dr. Phelan, creator of 1-2-3- Magic, advocates "counting" when these behaviors start. For example, a student asks to get a drink of water. You tell him no, the whole class will get a drink from the water fountain on the way to lunch. The student whines. With a calm demeanor, you say, "That's 1." If the child persists, you say, "That's 2." If the child still continues, you say, "That's 3. Take 5." That's the cue for the student to serve whatever consequence you've designated for reaching 3, perhaps a time out or office visit or losing a privilege. (I really hate clip charts, btw, but they could also clip down.)
Of course, counting needs to be clearly explained and modeled to your students, preferably at the beginning of the year. The idea is that over time, the first count will signal to students to cease and desist their undesirable behavior. You might be saying to yourself, "But some students don't need this - they listen to me the first time!" To which I say, "Yay!" Most students will take the hint and fall in line (especially if there is incentive for doing so). But students with challenging behaviors need hard and fast routines, as well as logical consequences for not following expectations.
What appeals to me most is the decree for teachers to maintain "No Emotion, No Talking" once they've started counting. We've all been in that position where, suddenly, you're arguing right back at the student. This is so totally the opposite of helpful! No Emotion, No Talking only applies to the counting interaction. Of course there is a time for showing you care about the student and discussing the incident, and that time is after both you and the student have deescalated.
The first quarter of this manual was the most valuable to me. That was where counting was explained. The remainder was mostly information I already had about parent communication and reward systems. 1-2-3 Magic isn't a full behavior management system; it's for the Stop Behaviors. You need a positive reward system in place, too.
I plan to incorporate 1-2-3 Magic into my classroom this year. When a student gets a count of 3, they'll Take 5 in my Cool Down Spot (a desk in the nook behind my desk--nothing fancy, just a space to calm down). Then they'll have a reflection sheet to fill out once they've deescalated. I will also be using ClassDojo or a "golden ticket" reward system to praise going above and beyond. Wish me luck!!
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