High Meadow uses a “Positive Discipline” approach to addressing interpersonal and behavioral problems. A central part of this approach is that a teacher’s role is to help children understand, with guidance, how to solve their own problems.

One of the tools for conflict resolution that we offer and model is an “apology of action”, which goes beyond expressing regret to seeking a remedy.

We also support children in recognizing when stepping away might help them regain calm and find a new perspective on a challenging situation.

We enforce logical consequences for behaviors outside the bounds of our classroom agreements, which are always created with student input, and adopted by all community members.

In fact, teachers use the process of creating classroom agreements itself to foster collaboration and inclusion from day one, and to help solidify students’ commitment to playing their part to maintain a safe, supportive classroom.

As we wrote about last year, daily class meetings are another way teachers nurture open communication, respect, and empathy at all ages.

Of course, sometimes a situation arises where a student or teacher needs additional additional support to find resolution. At High Meadow, Jackie Katzen, Student Support Services Coordinator, who facilitated this week’s training alongside Head of School, Dr. Susan Paynter, provides both immediate and long-term support for students, teachers, and families.