Guidance Tools

Thinking of the following techniques as ascending rungs

or steps of a ladder can help a teacher provide
guidance for children on a path of least resistance.
The first step involves the least amount of adult
intervention, and the last step is the most involved or
invasive for use in extreme, persistent, or dangerous
instances of mistaken behavior.

Step 1: Ignoring
If an undesirable or mistaken behavior is...

harmless

minor

petty

annoying

...it is likely best to be ignored, saving both adult and

child time and energy.
Giving this type of behavior attention only sends the
message that it is effective, and a child will consider it
a tool.

Be careful!
It is natural for a child who is being ignored to
first increase their behavior in order to test the
adult.

Be sure to have consistent follow-through.

Step 2: Active Listening

Listen carefully.
Try to understand what a child is
communicating
beyond the words they use.

Reflect your interpretation to them

using your own words.
Allow an opportunity for a child to correct
any misinterpretations.

Use further dialogue

such as Step 3: I Messages

to clarify and resolve the situation.

Step 3: I Messages
I Messages are
honest,
nonjudgmental,
obvious,
reflective statements
about the behavior and the
results or effects
that behavior has on others.

Step 4: Reinforcement
Reinforcement (essentially the opposite
of ignoring) is to follow a behavior with a
consequence (reward or punishment).
Be sure to be immediate and consistent in reinforcement
until the behavior becomes routine, then let it be sporadic.

Examples of reinforcement include:

smiling
hugging
food

showing interest
touching
tokens

talking
charts

Step 5: Redirection & Distraction

Redirection & distraction

are methods of
replacing the activity a child is engaged in with
one that is more acceptable.
Heres how to

ACE this technique:

Assess what it is the child wants to do &

Consider valid, acceptable alternatives

that

Encourage the same exploration the child is

engaging in with their initial activity and fulfill
the same needs.

Step 6: Giving Choices

Help children practice self-reliance,
self-direction, self-control, and let
them feel powerful by allowing them
opportunities to make choices.

Choices must be acceptable.

Remember that it is natural for children to
test an adults follow-through.
They will often choose an unacceptable
choice if it is offered as an option.

Step 7: Setting Limits

Limits or boundaries help children
remain safe and secure, preventing
injury or destruction of property,
materials, or equipment.

Successful limits are:

...developmentally appropriate
...appropriate to the situation
...delivered simply, clearly, and directly
...applied & reinforced consistently

Step 8: Problem Solving

Help children solve their own problems.
This technique is not about
solving childrens problems for them.

Ask open-ended questions

help them to find their own alternatives
allow them to make suggestions
treat all solutions equally, but help temper extremes

Provide foresight
help children anticipate the results and see what
consequences will follow their proposed solutions

Step 9: Natural & Logical

Consequences
Children lack the foresight required to predict
the results or consequences of their actions.
Natural consequences
...are the results that occur
as an inherent function of
the environment.

Logical consequences
...are imposed by adults,
requiring commitment
and follow-through.

By pointing out consequences, you

can allow children to make choices
while illustrating cause and effect.

Step 10: Time-Out

Removing a child from play when they are upset and out of control
decreases the intensity and emotion of the situation.

If you notice a child caught in an intense situation,

TAG them:

Talk to the child about the incident:

eventsfeelingsneeds involved

Allow the child an opportunity to regain selfcontrol.

Give the child the power to monitor

themselves & choose when to return to their
activities.

Last Step: Physical Intervention

Physical intervention is a last resort to be
used when childrens behavior endangers,
injures, or is destructive to property.
Holding childs hands, feet, legs, or arms,
sometimes fully restraining the child,
take them away from the situation and
let them know what behavior needs to stop
while assessing whether any of the children
involved in the incident are hurt.

Proceed with problem solving and other

positive guidance techniques when the child is
physically calm and any injuries are properly
addressed.