1-2-3 MagicThomas W. Phelan and Sarah Jane Schonour

What is 1-2-3 Magic?

This program uses an extremely simple method for eliminating disruptive behavior and encouraging and reinforcing courteous classroom behavior and constructive work habits.

1. Control Unwanted Behavior: Uses a simple technique to get students to Stop doing what you don't want them to do.

2. Encourage Good Behavior: Uses several effective methods to get students to Start doing what you do want them to do.

3. Strengthen Relationships between teachers and students.

1-2-3 Magic has

three simple steps:

Stop Behaviors Pushing Inappropriate line

behavior Excessive talking Getting out of seat Whining Tantrums

Start Behaviors Stay on task Remembering to

bring work or books Taking care of

supplies Getting agenda

signed Raise hand

How Does it Work?

The adult in charge utilizes a simple system of counting to 3.

When a child exhibits an unwanted behavior, he/she is told, “That’s one.”

The adult in charge may give a reason for the count, but there is not emotion involved, and no debating.

If the child continues the unwanted behavior, they are counted a 2, and then a 3.

When/if the child reaches a count of 3, a 5-minute time-out is provided.

The Biggest Discipline Mistakes

The Little Adult Assumption

Children are not naturally reasonable or unselfish. We have to use a method that is firm, gentle, and largely non-verbal and

repeats itself until we get the desired behavior.

The Biggest Discipline Mistakes

Too Much Talking from Adults

After the misbehavior has stopped, the teacher will talk to the child about

what happened.

The Biggest Discipline Mistakes

Too Much Emotion from Adults When it comes to

discipline, it is important to be consistent, decisive,

and calm. (It’s hard to do, but it’s

critical to the effectiveness of the system.)

Major Behaviors

Children who receive 3 time-outs in one day will be referred to the principal. They will receive an “Absolute” (pink slip) and parents will be contacted.

Students who exhibit defiant, violent, or destructive behavior will receive immediate referrals to the principal.

Results

Used consistently and correctly, this technique is effective with children ages 2-14. It has been proven to work with children of all backgrounds, as well as children with various disabilities and/or special needs.

With discipline issues in the backseat, the road is clear for an adventure in learning!