References
cause more harm than good. Teachers may feel they have maintained the power in their classroom, but they can cause immense harm to a child’s socialemotional wellbeing and even cause the child to display increasingly challenging behaviors. And what’s more, use of these policies leads to students missing valuable opportunities to learn new skills and foster positive relationships with peers and staff. There are many lessharmful alternatives available—strategies that minimize disruptive behavior while supporting the child as a person. Classroom management needs to shift to trauma informed, restorative practices that decrease the likelihood of challenging behavior while teaching new skills and reinforcing the use of those skills. These positive practices create environments that may require less behavior management in the future, because they are responsive to students’ needs.
Amstutz, L. S., & Mullet, J. H. (2005). The little book of restorative discipline for schools: Teaching responsibility; creating caring climates. Good Books. Dendy, C. Z. (2021). Why taking away recess is a counterproductive punishment. ADDitude Magazine. https://www.additudemag.com/ the-right-to-recess/ Garrett, J., McInnis, C., Rogers, D., Thompson, L., & Whitfield, L. (2020). Bringing restorative justice into your classroom. The Educator’s Playbook. University of Pennsylvania Graduate School of Education. https://www. gse.upenn.edu/news/educatorsplaybook/restorative-justice Jung, L. A., & Smith, D. (2018). Tear down your behavior chart! ASCD. https:// www.ascd.org/el/articles/teardown-your-behavior-chart McLoughlin, G. M., Massey, W. V., Lane, H. G., Calvert, H. G., Turner, L., & Hager, E. R. (2021). Recess as a practical strategy to implement the whole school, whole community, whole child model in schools. Health Education Journal, 80, 199-209. McNeill, K. F., Friedman, B. D., & Chavez, C. (2016). Keep them so you can teach 19
