Post on 24-Feb-2016
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DEVELOPING GUIDANCE SKILLS
1. I can identify goals of effective guidance2. I can list personality traits of effective
early childhood teachers.3. I can describe principles of direct and
indirect guidance.4. I can explain various techniques for
effective guidance.5. I can summarize ways to promote a
positive self-concept in each child.
_____ Activity: Guidance on the spot_____ Write open ended questions_____ Target Sheet: Positive Guidance_____ Pattern Puzzles on Direct Guidance_____ Target Sheet: Direct and Indirect Guidance_____ Target Sheet: Putting effective guidance into practice_____ Brainstorm different ways to praise_____ Write I- messages_____ Target Sheet: Guidance techniques_____ Word combining use vocabulary
“Alicia sat in the corner looking at a library book. Slowly she ripped a page from the book. On the other side of the room, Wyatt knocked Hunter’s block tower over. Then he speed to the art table and grabbed Ryder’s play dough. At the same time, May entered the room, greeted another child and threw her coat on the floor.”
How will you guide these children?
Working with Young Children
Make a Y-chartWrite the three segments labeled
DisciplineGuidancePunishment
Write the traits of each item in the segment
DisciplineGuidance vs Punishment
GUIDANCE-POSITVE PUNISHMENT-NEGATIVE Discipline – training
that develops self-control
Direct or indirect to help children develop appropriate behavior
Learn to take responsibility for their actions
Discipline – strict control used to enforce obedience
Shows little respect for the child
Intended to humiliate or hurt a child
Removing privileges or reprimanding physically
Unreasonable, harsh actions to force a child to do what the adult wants
GOALS OF GUIDANCE
1. Maintain self esteem2. Behavior to change3. Learn self control – self regulation4. Direct their own behavior without
help
Prosocial BehaviorsActs of kindness that benefit othersDemonstrate cooperation and helpfulness
Verbally and physically helping others
Accepting and respecting others feelings
Helping others Helping with clean up Sharing toys and
materials Sharing affection Showing concern Caring how actions affect
others
Guidance and You The teachers personality will affect the
behavior of the class Effective teachers encourage and show
interest in children Use more suggestions, then commands Interact often with children and ask open
–ended questions (require more then a one word answer)
Open-Ended Questions What would happen if…? What if…? What else could you do? Why did…? What do you think will happen next?
Model Pro social behavior Uncooperative teacher – hyperactive,
disruptive, and bored kids Talkative teacher- shy classroom Nurturing teacher – children interact
easily with each other Permissive teacher – aggressive and
attention-seeking behavior from the children
Preparing for Guidance Observe the children – how do they
behave How do you respond to the kids?
Biases Behavior expected based on culture, gender,
personality, appearance Stereotypes
Preparing for GuidanceCULTURAL VARIATIONS SHARING OBSERVATIONS Learn about the
customs of the children in your care
Understand their nonverbal behavior Eye contact Touch Gestures Space
Plan with other teachers
Ask others to observe a child for you
Don’t socialize with other teachers until after class
Sit with the kids Let them begin the
interaction with you.
GuidanceINDIRECT GUIDANCE DIRECT GUIDANCE Outside factors that
influence behavior Room layout
Verbal and nonverbal actions
Facial expressions communicate a variety of messages
Body gestures also communicate
Verbal and nonverbal need to match
Direct Guidance Principles Use simple language Speak in a relaxed voice Be positive Offer choices with care Encourage independence and cooperation Be firm Be consistent Provide time for change Consider Feelings Intervene when necessary
Indirect Guidance Outside factors that influence behavior Physical set-up of a classroom
Health and safety Allow for independence
Target Sheet: Direct and Indirect Guidance
Techniques for Effective Guidance
Teach acceptable behaviors Children will teach each other Specific guidance techniques
Positive Verbal Environment
All the communication that occurs within the classroom. ( Adult and child)
Includes nonverbal Teachers – active listening Be prepared Use the kids names when speaking Please, thank you, excuse modeled Sincere, and constructive
Positive Reinforcement Rewarding positive behavior Positive messages will encourage
children to repeat behaviors (door) Be careful to not reward for unacceptable
behavior (silliness)
Using ConsequencesNATURAL LOGICAL Follow naturally Don’t require
intervention Effective in guiding
behavior , but can’t use if safety is at risk
Deliberately set by an adult
Should relate to the behavior
Make kids aware of the limits and the consequence
Warning Remind them of the limit and
consequence Warn only once Undesirable behavior occurs again
enforce the consequence Provide children the opportunity to
correct their behavior Provide time to comply
Time-out Moving the child away from others for a
short period of time. Use it when a child’s disruptive behavior
can’t be ignored Chill out time – to gain self-control Tell children in advance what the rules
are that breaking the rule will result in time out
How to use timeout- give the prompt, don’t discuss it again. If behavior occurs again add another minute to time out
I messages I messages communicate your
perceptions and feelings Tells the child how you feel about their
behavior I does not place blame on the child It helps the child see how others view
their behavior
I message1. State the
child’s behavior
2. State your feeling
3. The effects of the behavior
4. What you want done
When I see you hitting Sammy, I am unhappy because you are hurting him. I want you to stop hitting Sammy
Change the following statements to I messages
You lied to me You broke my car You spit on me You didn’t pick me
up from school
Child’s behavior Your feelings Effect of behavior What you want
done
Praising and Affirming
Rules of Effective Praise Make praise age appropriate Give praise immediately, while still in the
act Always establish eye contact Do not over praise, them becomes less
effective
Affirm the behavior – “ I see you like to help others”
Ineffective praise – good job, super, terrific, fantastic (repetitive and not genuine)
Practice Effective Praise Good for you Beautiful work Wonderful I am proud of you Terrific
Suggesting
Prompting
Persuading
Redirecting
Modeling
Listening
Ignoring
Encouraging
Keep suggestions positive Listen
carefully to the story of the Three Little Pigs
Children you are to noisy and behaving poorly! Now shut up so I can read the story of The Three Little Pigs
Encouraging Believe in
themselves Recognize their
efforts for improvement
Children need to feel good about themselves
You can do it all by yourself
You know how it works
I know you can fix it
You were able to do it last week
You must be pleased
Promoting a Positive Self-Concept
You actions should always promote a positive self-concept
Self- concept are the qualities a child believes he or she has
Results form beliefs, feelings and perceptions a child has of themselves
Self-concept is built gradually and continues to grow
Self-esteem Making judgments about your own worth
and feelings How worthy am I? Child lacks self confidence, they reveal
inadequacies Withdraw from activities Unwilling to try new things Overly anxious Hostile Seek attention Perform poorly on purpose
Self Esteem Positive self-esteem- able and important
Accept themselves and others Judge their own skills Cope with problems More objective Understand other’s behaviors
Promote or Undermine children’s self esteem
Teachers actions toward children affects how the kids feel about themselves
Subtle messages in verbal and nonverbal feedback
Consider the impact of your words Notice the subtle ways you interact