It was a Frog-Chair Kinda Day.
When I walked into my kindergarten classroom for the first time, the thing I noticed first was how adorable the frog chairs and table were in the corner, right in front of the teacher’s desk. Not comfortable enough to read in if you’re over the age of kindergarten, but cute because they match my CT’s frog theme.
Something very similar to this
BUT, lo and behold these frog chairs are not so adorable when they are used as the discipline seats. Very similar to the idea of the “take-a-break” chair, but better suited for kindergarten. I think that every kindergartener I know feels the need to take a break..or even take a nap. No, these chairs are the two-word threat in our class. I could write an entire novel on what kind of actions get you in the frog chair. A few of the general norms mixed in with a few of my favorites?
1. Being an “interrupting chicken” and talking while the teacher is talking (http://www.goodreads.com/book/show/8036440-interrupting-chicken)
2. Distracting others in the class
3. Being preoccupied with items including, but not limited to: room calendar, book bins, toy cabinet, story cart, etc.
4. Writing marker on face, hands, table, floor, etc.
5. Placing glue in places such as: hair and/or marker caps
6. Moving from designated listening spot
7. Not “freezing” when the lights are off
8. Flat out lying
9. Making farting noises during read aloud. Or biting the Promethean Smart Board cords
10. Being a hypocrite (as in: calling others out while doing the exact same action)
Usually one is placed in the Frog Chair during whole group discussion, but it can occur any time. This is beneficial to the student, who should be reprimanded, the teacher, who is only doing her job, and the other students, who should not be reprimanded because of one’s outburst.
An example of what this looks like: “Today we are going to talk about patterns. What is an example of a pattern using letters? (teacher notices Student 1 poking Student 2 and gives stern, solid look. Student 1 stops after meeting teacher’s gaze) I want you to give me an example that isn’t an AB pattern. (student starts poking again). Student A, Frog Chair. Student B, can you give me an example?”
It’s as easy as 1, 2, 3.
After the Frog Chair, my teacher has developed a discipline program where the students are given a packet, displayed visually in the room, of 5 green slips (one for each day. Four for a four day week.) When the student is placed in the Frog Chair, he or she is given a yellow slip and asked these questions:
1. What was the problem? (teacher records it on the yellow slip)
2. What is your plan? (teacher records it on the back of the aforementioned yellow slip)
3. How will you remember this?
My all-time-favorite interaction with this problem was with my Shaggy.
1. What was the problem? “I was writing on my face and arms during calendar time with a pen that I’m not supposed to have.)
2. What is your plan? ”I won’t bring my pen to school, Mrs. Urch.”
3. How will you remember this? “Looks up at me…”Um, well Mrs. Urch I could write it down!”
Can’t say I didn’t laugh