1-2-3+Magic

== = // 1-2-3 Magic Book Club // =

Go to: Schedule Things to Consider Classroom Application Helpful Links

**Schedule:**

 * Things to consider as you read this week:**
 * Parts I and II
 * How would you describe your fundamental teaching style? (Authoritatian, Permissive, Detached, Authoritative) How does this reflect your approach to discipline in the classroom? (Chapter 5)
 * Any questions about //1-2-3 Magic// as we read? Be sure to review Chapter 7: Frequently Asked Questions, or write down your questions to see if the authors address it later in the book.
 * How will you introduce the 1-2-3 system to your class next year? See Chapter 9 for suggestions, or brainstorm some of your own.
 * What area of your room will be designated for "Time Out"? window of opportunity
 * Parts III and IV
 * Which testing tactics are used by students most often in your class? (Badgering, Temper, Threat, Martyrdom, Butter Up, Physical Tactics) Which, if any, do you tend to give into more than others? (Chapter 10)
 * Which strategy(s) do you use most often in your classroom for encouraging good behavior? (Positive Reinforcement, Simple Requests, Kitchen Timers, The Docking System, Natural Consequences, Charting, Cross-Dialogue, Counting - modified) Are there any other strategies you've been successful with?
 * Parts V and VI
 * How can you maintain the //1-2-3// during times outside of the classroom (such as in the hallways, transitions, arrival, dismissal, and field trips)?
 * What can we do to help improve the self-esteem of our students throughout the school day/year?
 * Are you taking care of yourself? Have you noticed how events outside of school can affect how you discipline students on a daily basis? Do you truly forgive students after reinforcing a rule?
 * Parts VII, VIII and IX
 * How can we address the needs of our students with special needs while employing //1-2-3 Magic//?
 * Have you had a chance to self-evaluate yet? (Chapter 29)


 * Application in your classroom:**
 * Parts I and II
 * Recognize the difference between STOP and START behaviors (students doing something you want them to STOP vs. not doing something you want them to START), and how to address each type of behavior. __Use 1-2-3 for STOP behavior__. __Use Praise, etc. for START behavior__.
 * __No-Talking, No-Emotions__ rules. Effective discipline can occur by avoiding too much talking and too much emotion.
 * When counting children, consider your "__window of opportunity__", your predetermined period of time during which children can get counted up to 3.
 * Parts III and IV
 * The first goal of testing is for the child to __get what he wants__. The second goal is to __get revenge__.
 * If a student of yours has a favorite testing tactic that he or she uses over and over, that's a sign that the tactic is probably working for him or her.
 * A __Major/Minor system__ can be set up in your class for more serious offenses. Consider both a Major/Minor system for first-time offenses and for repeat offenses.
 * __Tailor praise to your students__ to an extent. Think of what degree of praise they respond to and apply appropriately.
 * Parts V and VI
 * Holding a __class meeting__ is a way to address school-related issues that are ongoing problems week-to-week.
 * Avoid talking over a discipline issue with a student at the time of the event (when the rule is being enforced). Instead, use an opportunity to praise a student, a meeting one-on-one, or a class meeting.
 * Key concepts:
 * Realistic and positive self-esteem
 * Regular doses of praise and forgiveness
 * Active listening
 * Parts VII, VIII and IX
 * Elementary students respond clear expectations and consequences. Structure is created through educational rules and procedures. The classroom environment should be positive and engaging.
 * Self-evaluation is important for growth and improvement. Remember to take time to reflect on what you are doing, what is going well, and what could be strengthened through change.


 * Helpful links:**
 * Purchase a copy of the book (go to: http://www.amazon.com/1-2-3-Magic-Teachers-Effective-Discipline/dp/1889140171)
 * ParentMagic, Inc. (go to: http://www.parentmagic.com/classroomsolutions-view.cfm)
 * 123 Magic WikEd (go to: http://wik.ed.uiuc.edu/index.php/123_Magic)