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Show K Schoolers, and Home 7 Dr. Daryl J. McCarty Executive Secretary Utah Education Association A technique that some experienced ex-perienced teachers use to keep order in their classrooms class-rooms can work well in the home, too. The procedure Is described des-cribed with an acronym "LEAST". The letters in that catch word describe the discipline process. "L" Leave it alone. Your first option when a problem arises is to do iust that to avoid magnifying the problem or calling attention to a matter that doesn't deserve de-serve it. In effect, you may be rewarding disruptive be-havor be-havor by taking notice of it. "E" End the action. If the child's act demands attention at-tention it is important not Yo over react, but to stop the misbehavior. Often a look of the eye can be more effective than a harsh word. "A" Attend to It more fully. If the earlier approaches ap-proaches don't work, you may have to attack the problem prob-lem at the root. Before you do, make sure you have the necessary Information to change the child's behavior. What happened? Why? How ' the child feels is important too. , "S" Spell out directions. di-rections. Decide lffhey are understood and if your child realizes the consequences. T Track your child's progress. Have a way to monitor the progress of the child. Discuss lt. Agree on what should happen if the misbehavior improves or If it continues. These are generalizations, generali-zations, which means that you will use your own judgment. judg-ment. But that's the way lt should be, as no two children chil-dren are alike. You, the parents, know best how to apply those generalities. gen-eralities. May your relations with your children Improve 1,000 percent at LEAST. |