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1-2-3 Magic in the Classroom: Effective Discipline for Pre-K through Grade 8
Classroom management made simple! Designed specifically for pre-kindergarten through 8th-grade classrooms, 1-2-3 Magic in the Classroom offers a comprehensive framework that effortlessly combines simplicity, practicality, and remarkable results. With a focus on promoting respect, cooperation, and responsible behavior, this indispensable resource allows teachers to navigate challenging situations with confidence, fostering a harmonious atmosphere conducive to learning and growth. From dealing with disruptive behaviors and attention-seeking antics to managing conflicts and enhancing student engagement, this guide provides a wealth of evidence-based techniques, making classroom management a breeze for both new and experienced educators, Equip yourself with the comprehensive tools and insights necessary to transform your classroom into a space where learning flourishes and students thrive and discipline becomes an opportunity for growth and academic achievement.
288 pages, Paperback
Published August 2, 2016
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Displaying 1 - 8 of 8 reviews
July 22, 2018
Last year I switched from classroom teacher to interventionist, and one of the most drastic changes I had to make was to my behavior management system. When you have 2-3 disruptive students in a class of 26, it's not as overwhelming as having 6 of 16 on individual behavior contracts--and the remaining 10 with emotional/social/sensory/attention issues as well. Soooooo, this summer I have been on the hunt for additional strategies to assist my kiddos to self-regulation success!
The Zones of Regulation was my first stop, but then I stumbled on 1-2-3 Magic and found it mirrors my sensibilities towards management of what the system calls "Stop Behaviors," such as disrespecting, whining, pouting, yelling, and my favorite, arguing. Dr. Phelan, creator of 1-2-3- Magic, advocates "counting" when these behaviors start. For example, a student asks to get a drink of water. You tell him no, the whole class will get a drink from the water fountain on the way to lunch. The student whines. With a calm demeanor, you say, "That's 1." If the child persists, you say, "That's 2." If the child still continues, you say, "That's 3. Take 5." That's the cue for the student to serve whatever consequence you've designated for reaching 3, perhaps a time out or office visit or losing a privilege. (I really hate clip charts, btw, but they could also clip down.)
Of course, counting needs to be clearly explained and modeled to your students, preferably at the beginning of the year. The idea is that over time, the first count will signal to students to cease and desist their undesirable behavior. You might be saying to yourself, "But some students don't need this - they listen to me the first time!" To which I say, "Yay!" Most students will take the hint and fall in line (especially if there is incentive for doing so). But students with challenging behaviors need hard and fast routines, as well as logical consequences for not following expectations.
What appeals to me most is the decree for teachers to maintain "No Emotion, No Talking" once they've started counting. We've all been in that position where, suddenly, you're arguing right back at the student. This is so totally the opposite of helpful! No Emotion, No Talking only applies to the counting interaction. Of course there is a time for showing you care about the student and discussing the incident, and that time is after both you and the student have deescalated.
The first quarter of this manual was the most valuable to me. That was where counting was explained. The remainder was mostly information I already had about parent communication and reward systems. 1-2-3 Magic isn't a full behavior management system; it's for the Stop Behaviors. You need a positive reward system in place, too.
I plan to incorporate 1-2-3 Magic into my classroom this year. When a student gets a count of 3, they'll Take 5 in my Cool Down Spot (a desk in the nook behind my desk--nothing fancy, just a space to calm down). Then they'll have a reflection sheet to fill out once they've deescalated. I will also be using ClassDojo or a "golden ticket" reward system to praise going above and beyond. Wish me luck!!
The Zones of Regulation was my first stop, but then I stumbled on 1-2-3 Magic and found it mirrors my sensibilities towards management of what the system calls "Stop Behaviors," such as disrespecting, whining, pouting, yelling, and my favorite, arguing. Dr. Phelan, creator of 1-2-3- Magic, advocates "counting" when these behaviors start. For example, a student asks to get a drink of water. You tell him no, the whole class will get a drink from the water fountain on the way to lunch. The student whines. With a calm demeanor, you say, "That's 1." If the child persists, you say, "That's 2." If the child still continues, you say, "That's 3. Take 5." That's the cue for the student to serve whatever consequence you've designated for reaching 3, perhaps a time out or office visit or losing a privilege. (I really hate clip charts, btw, but they could also clip down.)
Of course, counting needs to be clearly explained and modeled to your students, preferably at the beginning of the year. The idea is that over time, the first count will signal to students to cease and desist their undesirable behavior. You might be saying to yourself, "But some students don't need this - they listen to me the first time!" To which I say, "Yay!" Most students will take the hint and fall in line (especially if there is incentive for doing so). But students with challenging behaviors need hard and fast routines, as well as logical consequences for not following expectations.
What appeals to me most is the decree for teachers to maintain "No Emotion, No Talking" once they've started counting. We've all been in that position where, suddenly, you're arguing right back at the student. This is so totally the opposite of helpful! No Emotion, No Talking only applies to the counting interaction. Of course there is a time for showing you care about the student and discussing the incident, and that time is after both you and the student have deescalated.
The first quarter of this manual was the most valuable to me. That was where counting was explained. The remainder was mostly information I already had about parent communication and reward systems. 1-2-3 Magic isn't a full behavior management system; it's for the Stop Behaviors. You need a positive reward system in place, too.
I plan to incorporate 1-2-3 Magic into my classroom this year. When a student gets a count of 3, they'll Take 5 in my Cool Down Spot (a desk in the nook behind my desk--nothing fancy, just a space to calm down). Then they'll have a reflection sheet to fill out once they've deescalated. I will also be using ClassDojo or a "golden ticket" reward system to praise going above and beyond. Wish me luck!!
February 7, 2019
It's a great read
many practical suggestions
very easily implemented
highly recommended for early childhood educators
many practical suggestions
very easily implemented
highly recommended for early childhood educators
December 29, 2024
This book is majorly similar to the regular 1-2-3 Magic: Effective Discipline for Children 2-12. You can get most of the info from that if you're pressed for time and don't want to read this.
Notes:
Teachers make these two big mistakes: too much talking and too much emotion.
Kids like to have power and they feel powerful when they get a reaction from the teacher. Like throwing a stone in the water and seeing the splash.
The magic isn't in the counting. It's the pregnant pause after the counting. Ironic because in the regular magic book he said the magic is in the interruption of the child's activities.
This method should work for 2 year olds even if they don't fully understand why you're doing it (explaining rules and car running a stoplight with the police watching) because they'll understand the pattern after a few times of going into timeout.
The claim that angry people make noise and happy people keep quiet isn't entirely true at all. Like my ex wife would say, "am I talking a lot? Yep it's cuz I'm happy!" And then she went and had an affair on me. Top that.
Notes:
Teachers make these two big mistakes: too much talking and too much emotion.
Kids like to have power and they feel powerful when they get a reaction from the teacher. Like throwing a stone in the water and seeing the splash.
The magic isn't in the counting. It's the pregnant pause after the counting. Ironic because in the regular magic book he said the magic is in the interruption of the child's activities.
This method should work for 2 year olds even if they don't fully understand why you're doing it (explaining rules and car running a stoplight with the police watching) because they'll understand the pattern after a few times of going into timeout.
The claim that angry people make noise and happy people keep quiet isn't entirely true at all. Like my ex wife would say, "am I talking a lot? Yep it's cuz I'm happy!" And then she went and had an affair on me. Top that.
January 23, 2024
"1-2-3 Magic in the Classroom" employs an approach reminiscent of training animals, devoid of acknowledging students' thoughts and emotions. While it may achieve short-term compliance, it falls short in teaching prosocial behaviors and neglects the nuances of neuroscience and behavior. The book misses opportunities for conflict resolution and problem-solving, relying on counting and consequences. It uses false dichotomies to prove its points, as if there was only the option of yelling or counting.
Despite its flaws, parts 4 and 5 redeem with insights on routines, class meetings, 1:1 conferences, and relationship-building.
I might recommend this to a teacher whose only form of classroom management is yelling. But for most, I would recommend a more nuanced approach in line with more recent research on applied educational neuroscience.
Despite its flaws, parts 4 and 5 redeem with insights on routines, class meetings, 1:1 conferences, and relationship-building.
I might recommend this to a teacher whose only form of classroom management is yelling. But for most, I would recommend a more nuanced approach in line with more recent research on applied educational neuroscience.
September 16, 2023
1-2-3 Magic was recommended by our therapist years ago and was life changing to help my husband and I get on the same page and get out of the “good cop-bad cop” cycle. This is very similar so I skimmed most of it. I’m not sure I’m ready to do it in my classroom yet but it’s in my back pocket if I need to.
April 30, 2019
Basically an infomercial in book form. Kids not behaving? Try 1-2-3 Magic! But wait, there's more! Ugh. Why did I even finish it?
August 1, 2021
No Talking. No Emotion. I will begin rereading this again tomorrow as I would really like to implement this in my classroom this year.
God Help Me!
God Help Me!
January 8, 2023
We are reviewing this as a book study again. It's a great tier 1 resource that will help support an entire building with discipline practices.
Displaying 1 - 8 of 8 reviews