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TEI7. jet Standards For Professional Development Ther ae the NAEYC Sind tl Aare Ey Cisne Poe $a Pepron tt areas hh cap Standard Prono Cis Deore oa Lang Sto 2 Bul Fry a CormuntyReltors Standard 3 Ofer Orcorening nd Assn Supp eng nen nd forme Standard 4 Using Deepretal ‘icon and Famies Standard 5 Using Ceatant Krovi to Bult Meaning Creu MEET get Code of Ethical conduct “hese eons ha NAEW Cade of Ei! Conc ht pp tte ‘ops ne cater Care Vas We ave omits ousting he nae ‘Sto ert tral te ate frags bt re se! on Ms repro pee ea. Tt To aporacate the wert of chlcen andthe cependence on aus PALL Above a we sal ol harmenioren. We sl nt pci mpractcas tatareenotanay dame prysely tart respect, degre {argu expat, or rasaing to chse, owes chou vals a hei ph maka deck. prefer ter ere, 1.aa2 Tpshare rsa wth comer, claborating ars that he best sible ay chidhaed cate ard eoucatan groan Be 26 Learning Outcomes sree a ura tne cs at ence Compare ant eon a ment ard ther appropriate 03 erty patie hate rete acaeg cussoar| {ugh deveepmentty ard cutraly appre LotBsamina acti eines sieges rst ing, an pote svi Become for wih sate fs for hebng chien who Fave chatengma havi. Whe Arete Teachers? In che sda cas, 2-year olde Shawnsey and Kim are playing inthe des-upare, Kim grabs atone of the many neces Shawniey has espe around dar neck. Stared, Shawty ler outa ey. rab ‘Kin amy and bites he, ‘Malcolm a 5-yearold thes theough the rom, heading forthe hock area For use moment he stands and watches Lost balancing Hacks on {op af one ancher in llesumn. Wich sik ssave ofhis arm, Malelm apples te stucene Mac. 3%-yearold is tsy witha posse When ‘teacher eps a the able m rel che dren iis eater dean up fo snacks, Mac plies "My dlday says tha eaning opis a gis job and T dot hate odo i Fle throws che passe on the Boor and dashes away from the teacher “These are epic scenes in any eatly clthood se ting, No mater how plesifl the mater, how many ‘or wel cained the adults, or how good the program. conics are sue to ecu Teahing cidren to respect Shemsches and each other ix complex and dificult task Teas expeienee, sil nd pratie Look 2 he ‘zamples again. What do they sty about Shawnsey, ‘Malcolm, and Mac? How shold teachers respond these cildeen? How did shese stations happen? The Guidance Lens Guidance isthe ongoing proesof hing cite earn ‘conta thee bass implies, eres thei elngs chan nel cei fusratins and vole tis probes Theres ‘no quickies or rates thas appt all dreamt. Posive guidance methods ate ated to fit acid an dae (paren, cache) and 2 sation. These thee de ments when considered rogetie supeese the mos appx rie guidance srarpee Figur 7-1 shows these these facorsinretion to one anothe Thesughout this chapter, ‘the relaconsipherween che cle, che ad and the sit ston cele in uidane theory and practices Theories ‘There are several ways of expining what people do and why One ideas shat peoples behave iain 4 elt of heredity (pacure). Another tha experience and en ronment shape behavior (oust). Athi theory 0g sts that chen go droogh wae a creain tines of thei ine tarde of chee genes o home background, Al sides have valid argument inthe nautemreare bat, and both heey and experience afer behavior. Age and sage theoy isle fanlin. People speak ofthe ‘erible 2° oe say tharall 4 year-old gi asl, There may be some eruh to chose generates, bur that does ot excuse the inappropriate behavior a the various de velopment stages. Teachers and paren cannot ignore swisbhavioe (unless itis 2 specific gudancererategy just because children are che “ight” age or because f hei home situations. Thar atitude implies adults are power. les to help chilzen form new behave pattern. Not ‘rset Adults can do something abou chiens behavior ‘fchey understand what i happening to the ch ictors That Affect Behavi owing whar affects childrens behavior and felings helps aduks underssnd and manage the child! who i ‘nichavng. The flloing Serore combine aspects of oth nature and martare theories, ae well as che theories of ages and sage of development. The thee vignettes a ‘he Beginning ofthe chapeer provide example ofl ve The Guidance ‘iy rors “nawnarve coat, cnguente em How do youth my atte oar bear pro Toward Self-Discipline ‘One ofthe major goals of 2 goed guidance process iso hp childeen achieve sf dicilie. This happens ony ‘fads lain ways tha spore cress developing ability to eontol thems. By gradu Banding over te dhldren the opportunity to govern thei actions, adults communica tas. For young cidren with thet ‘emerging inicive, ths is a posta sep co take Wich added responsibly and erage comes an added imension of self-respect and seleconfidence so that shildven fel capable and worth. ‘he goup tna, the ests od speedo uel Children do nor lear to Rendle feedom by being told what eo doall she ime. Only when they have an op porcunity oes themselves and make some decisions on their own wil ehey know thee capable, Young chi deen ms learn thi in af placer with adults who allow ‘them as much freedom as the can respon handle, ‘An fective guidance approach is nerve. Adalx and chieen both etn eo change as they inceract with ‘ne another towards common gol Figte 7-5 summa rizes some of the ways cldsen and adults can lata fGom a guidance and postive discipline philosophy. The Language of Guidance and Discipline Guidance as language allt own. Ae reaches gine pevencein handing problem bchaviors they learn se that language: The esl in moe ents, nendepen fence: The more practice teachers become inthe lan uize of guidance, the more comfortable they become in Aksloping thar own approach to guidance siuaons, Themorecomforeable chy arein tha sppoach, the exe sAlecively they use language a sle bear problems, The language and communication ecg in pid ance ate both spoken and unspoken. Teachers discover how poten he vie can be—ihat words work best and when. They become atare ffl expesions snd what A rouch oleae contest ld. Hw they use thet CHAPTER?» Guling Chins Behavior 219 Positive Guidance Punishment Enphais what the cid sod do Enphasins wht he chile shold ot do Is anengong proce les onotine surance Se an cxanpst flow Inston cbeionce Leste to stents Undermine independence Hep chide change lean adltrlese poate Ss regntve cops lsd ef Moles chidonbahove Fosters cis by to hk Thinks fer the id : folie saestem Deen seen t Shapes behavior Condens ih i “Poste guidnce encaages childrens interaction an inven pane ius something that i done ache Guidance: An Interactive Approach We Teach Adults Loara to Childron Learn to ues Exprese Inerate sofcontl Maintain oun Practice Respact Give to chs ‘Accord t others Aspropat behavior Model (Observe and imitate ite Be clear and content Accope consequences Fesings ‘ccopt nn and cis leony sd lel Problem sohing Offer meaning choles Make decsions Saltese Protact and enhance Respoc and spore self fue seting Share power Fortin costng ber Thing snther viewpoint Bo sympsthatie and Tobe enpathete sndertncing| Colaboration Involve dil in cations Problemsahe coparatiely Seidanc i aninteractv process in hich bon chien nd ats may lean, reryon bent fom Sinan races tht ote hangs in atts and behav (Fem An Goran Banya Willams Brome, Gang Yung chases n 12 Dien Sexy, Published by Alm a Ban, orton, MA. Copyright © 15 by Pearson Eastin Repeat parson ‘epubiser Wie Are theteschors? body refs asin anieude nd approach discipline “Through experience, new tech leat how to use these ‘ook in ways hat work bet for thet and the cin, Sone als fel that when dey are speaking co children they must assume 2 diferen oie from the one they normally use Talk ochldsn che same way you tle to othe people. Lear to contl che volume end use 00d speech paren for cident imitate. Get owe ‘enough to speak ina normal oe get down the chs level Oe, owering volume sad pth is eecive Words “The fewee the words, the Bere Simpl clear statements, spoken once have more impact. The chilis able o Focus fon the eal sues involved: A lie desrpron of what happened, a word or evo abour what bevir i accep able and what eno, and a euggecon for pose sl Hon areal chat is necesary Choose words cael Thy should convey tothe child exactly what is expected. "Richy, move the Bock closer tothe tack 0 that Sarah wll ot bump ico it gin ell Richy in a post contee way what he can do co protece hi block build. If he ad been tld, “Richy, watch here you ar filing” he would not ‘nw eh acsion ro tke sli the problem, Body Language ‘When working with young chlden, the teacher mast be ave of ody igh and poi Sit squat, or knel— bur gee down wo thei level eile t communicate warms eating, and concern Fom two or thee feet, shove hil’ head orby sho rm azoss the room Guidance is founded ona lvngcrig elationship becween child and ada To eb children gun conttl ‘ove her impulses and moniorebeir behavior, eachere rust esablh a sens of rust ad well-being wth chil dren. The way reaches use thei body invites oe ejects clos lationship and friars A child nds teachers more approachable if they are seated low wich ame avalable acer chan eanding wih rms folded Making fl use of the senses can soften the impact ‘of word. fem grip on the hand f cl who i hi ting out or 2 gence touch om the shoulder rel childen the adule is thereto protec then fom themsshes and hers. Eye cana is ete, Teachers learn (com rmunicate the seriousnest of a sication through eye and facil expressions. They also show restarace concen, sadness and affection this way. Physi presence should one co the cid a message tut the teacher is chee valle nd nerd Bo eight ard postion ae important. es er greater impact an leet. Actes ae derived fom experience and are pare ofthe “spoken language of guidance You should examine the vray you were disciplined and acknomledge your exper ences and flings abou, paris assumptions you may have on how children Behave depending onthe sce, gender clere Teaching pracces shat promote 4 caring classroom community are grounded in developmental cory and expressed in bath direc and inte guidance and ie Pine rechnigus. Developmentally Appropriate Guidance Each delopmenal sage has shied chris, ried by acs nds of growth is a ‘gpl for 4-year cin a ifr ode co tava song sere of ownerhip abou thei pssesions eying the eka ae pil ops ope fect ‘comers tone ac Ina DAP envrenart, te lanes ten hil and "acer sam ad nur She bees ae we eta casks nd et tt wherein es ‘utero shee. Suporte aie wh enor wih poste tucson postive guicesrtpi ty the bes of DAP You for colorant spcpte ‘Alo plenty f tne orci treepond. Gite sn copetniy to did Dei nro an. Rese its nd rate perl, Mody tem a5 Ehlers goth and atti deste Charge Encourage chien t tal rg oe. B pen to ‘hepa vew een yo nck cet Lek them kn ou ae wlio an taller ofthe Boome awe fhe ciate ine rad tity beta chron taco rede roubles for changes in bravo su By ing coast {heen teaver rept soup provides 2 contre in whith so understand the ‘hid and behavie hat canbe sen a aosmal and pre Aictable, Guidance based on a developmen approach tel us that fie and second graers have an ably © consider oer points of view 20 ve help chem problem solve By asking theme chink o€ how their bekavor sce ober. ‘A derlopmenealyappropiat approach also means tharche teacher considers whats known about the ind dual child, aswel a hae rpc forthe age group ‘This ensures chat the guidance vechniqus match the apis of the child and tha adule expectations re main sessonable Culturally Appropriat2 Guidance Jn todays diese wold teachers may be ong by ten how pllance paces ae omar fo the hots philosophy. Fanies mar apply prewar on teaches tous some ofthe ecg ht they est home The uetion becomes how do teaches main the schools a well a he ova, andar Without communicating che Fy that hi rales ce wong CHAPTER 7 Gain Chions Behavior ‘oc ave chldeen fel thar something abou chet home sn family is diminished inthe teacher’ eyes, Gaal “Mena (2008) emphasizes the riche’ esponsibility to lear cross-cultural conimunication when cil-reatng practice are in cones between home and school and suggests che allowing sree: ‘Accept thacboth viewpoints te ely vali ‘Wek together to gre oa stan co the ution, Resi assigning meaning and values to che behavior ‘of others onthe basis of your own elure Remember that your beri does nor necessarily conse your own meaning and values, Educate yourself abou he difeen cularsrepee sented in yur eastoom. Lear how and what = ‘ommuniated theouph ficial gestures couch, eye ‘ontact, physi aseness, and rime concept, (Observe ak, and all abour what the differences ae eam for he parent of dhe cide in che ean rom wia ou ned eo know aboot her culate. Mainesin an open atude var promotes respect and appreciation fr exch other ews Enh sues invohing culrte-based diferences ae lscussed in Chap 5. The ani-bias curriculum as de- soled in Chapeers 5 and 9, aggest some staeies swell Alsose"Chitd Development and Caltral Dressy” Jn Chapter 4, The NAEYC Chae of Ethical Conde (Appendix A) i 3 useful sexoure for etial concerns when working wi amie fom many culares, Behavior Models “Theseacher as behavior mole an important element fn guidance Chien patern their responses afer adult behaviors. Thy are avare of how teachers respond to anger frustration, and aggreson and how they soe problems and conic Ade mst be sre to model he ested behavior around the chen they teach, To be see models eeachers shouldbe aware of thei emo sions and flings hey do ne wane compound a prob. lem by their eason. Adults who expres nepcvefetlings 1 chldsen mast proceed careally seating hie postion ler honestly and objec na low cam voce: Tebothers me when you cll Roberto a dummy, You do not need ro ella me Tean est you from righ here. Tellme spin ia queer wie, am seis abou this-no bing Somesimes I geeangry when childsen tyro hart, sch other Termakes me sd to sell ha ood going wo wast, Pease pu jue enough on your pate so tat you wil al Oe SECTIONS © WhoAretheTeschers? Remumber thar children are frightened by strong felings: do noe orerwhelm dn with your behavior. Consisteni Being consistent is one of he ly clement in good guid ance practices, IF adues wane eo develop mail at, the rules muse be lear, fr, and enforced consitensy and regulary Ii impor tha ll members of the teaching cam reinforce the sme els and nor unde mine another teachers problem sobing. At the same time, cilden need ro know whar happens if roles ae not illowed Consequences, should be onsen. Realistic Expectations Teachers should have resi expectations for cide, ther too high nor 0 low, Someimes they presume children have able and hl chey donot ye posses, and this may cause ld eoespond in inappropeate sways. Ie can be help to reese with cidren how Chey ae expected co act, Pract sestions ate eapecally tefl when inrodacing 3 new ope o plan, (One eacher schered the didn fo eee tus side go oma eld ei. They practiced singing, looking ou the window ving snacks and aking Wich fends. A lage otline of bus was dawn ve cab an the pei fot. The dren pre tended to board the bus, ele down the nattow ile find a seat and remember to ake big steps petting up and down the supe. When he Bld xp hay arsed, children knew several ppeopiate ways of behaving while on che lng bus eo Many times children are aked to do jobs thar are ‘00 complicated for them. The young child who is jart learning to pur on a jacket ea good example-Chideen ‘may not be able ro accomplish the eit jo at ire it 1s helpfl to them if the ease broken down ince smaller steps, Stare out small: Let Gone leat #0 ip up the jacer Lie by litle, each Gordie how r0 gt his arm inthe sleeves. Soon kewl be doing the tsk by hime, Actively Observe [As ative elervers in ht clasoom,seshers an leat 2 great deal about the effesef their guidance ellos When teachers observe hey ci time interventions ot rove into 2 siuation belore becomes problematic ‘Observations can alu he wed to lp cildten see how ‘hei actions impr others. Copter 6 as many good servation fem for seachers us ect gudance pac ives lena active pati fants How weld you tap th hid soe the problema? Fein xclaesrom pay? Preventing Misbehavior Prevetng misbehavior is anocher par of the teacher's role. Eferive guidance paris al for teacher co be tle to poral probleaw ail susan befire they resale in children inappropiace behavior. Even then Unpredictable stations wera: A chil Becomes tied in the middle ofeacksime; one of che teachers isclled out ‘ofthe roomy un forces an acini 9 thove indoors; or scheduled event gers postponed. At these eying and ‘ypical ces, a eather fll ange of ables ts elled into play. Ways to help children mains positive behav Tor paerein hee stations inches 1. Revue and lak the problem or itaton, Ackaowl tg the dc present to che eilen. Example:"You sem tied, Gs, and [now you had to wai long ene for your snack, When you Ive fished your juice and cracker pot your head down onthe able and ree fora mine” ‘Ad hon for their lp. Ge hem inabed ia ‘working out dhe salons. Fxampe:"Mr, Gall had to leave fora while How can we continue with eis math projet hen T need help out in the writing area tao? Who has an idea? What do you think woald work” Assi ab or likely 0 reat 8h aul wil you ary the spec dure ine please, while Thelp theaters pe the wagons aay tthe children who ar most ss, Example: Loraine and 4, Alay be prepared with nyt tl songs sing, uessng geste lay, o exe tod, Hep chal deen aut theme in an appropiate way modeled bythe racher Gives new fae. Example: "The fie lack hai arrived at achoo et; wel have to ait smother ve minutes, While wear waiting yo and ce show me ov Brefphtr cli adders nde down ples” 5. Say what you would ket base happen. Admit what you wish you could doo oerecr he st tion. Eample'Oh ie Rik, I wish J could bring your momsny back igh now buc Lens, She has to goto work, but Iwill old you unl your ping ope “These guidance practices apple eualy infants and toddlees, bur there ae sme spss cntderations that eather: should remember. Infaes exy-sometnes get del Ie is their only mein of communication ‘When they cry they should notte ignored o chastised, bc comforead es hlpl oak the baby, no matter how young, and beg to iden the reps you wil eke ro ease thedtreas. "Fernando, you are crying and I dont Jenow what wrong. Lets tke 3 look at your diapers maybe a change wil make you nore comforable. Per haps you ae teething: Tow eharcan hare. Maye you archungry: ire cime for yur bocce pu?" Those ooching words as eacer change diaper abe the aby back, edie an roks ent thine fee “oder, to, need dale eo uae words to express problem stations, and the prcaing examples readily ply ro working wih chi serv and ley age group, (One word of cation, however: Removing inf std coders from the group or enfring them oa playpen for enb isnot appropriate Very young cilven do not tundestnd that kindof olron, Tbe efi gui nce shoal be elf noe pune Indirect Guidance Childrens behavior i inflence’ by the people and places where the ive, work and pay. Each eting sends ‘utindiect messager of where os work ex sand play Desks lined up ina ow ora dele ay "Sit hee and work" A room with along open corridor invites chil- dren co un theough che space. Rigid rime chedules Cause ansiety and tension during cleanup times, The presence of ron fe teaches lentes cilen unvuper Used or gnored. All of hese are reipes fo inappropri> 2 behavior, ‘Aw environment that spots pose bchavie oes ot jst happen Is the seahers responsibly to anucipate cides response to ce envionment and CHAPTER 7» Gling Cdn Behavior create a place that foser poste behaves. Indivece ‘uldanee isthe teachers way of etablshing conto and tecing the stage for wha they want t happen inthe elasroom, Direc guancestrtegis are chose tha in vole he teacher interacting wh the hldren, Trough indirect methods teachers help ensue that laring Is ‘matimized and disruptions are minimal. Chapter 9 has more suggestions on using indirect guidance so set Up ely uldhood enironmens, Ten Effective Strategies: The Guidance Ladder How do you decide which guidance strategy i the mot appropriate forthe situation? Direct guidance methods involve decison ro inert wih children by applying one or moe ofthe Fallowing strategie, ‘These techniques are along a continu thae warts with he east ners, hand-off proach and moves to those that require greater interaton. They ate valuable tools to help children besome increasingly sl sicected and self-reliant and 9 help teachers shoose the mort ppropriate methods forthe situation, Figure 7-6 illuscates how guidance techniques may be used to thebesr advanage. Ignoring Behavior When misbehavior i of let serious atase—for Instance, when 3 child whines consanly ie may be bese eo ignore The kind of behavior, although nildly annoying, snot harm. Tose the rechaigue successfilly, dhe adale chooses not 1 respond to the child in any way and may even become occupied ele whee while dhe Behavior pestis. hie method is bused on che learning dheory that negitive reinforce rent (che adule ignoring the child) eventually causes the chill to stop the undesirable behavior At fst, there might bean inecease in he misbehavior a the child tests co see whether the ade eval ignores the action. Once che child ees there naehing og, the behatoedissppear Active Listening and "I" Messages arens and teacher cas ean the at of ative listening o respond to a chil Flings aswell a words, The dus Titen carflly ering to understind what the child is saying beyond the words being used. Then they refer back a eeir ows words what i they think the child ha sid. The child hasan oppoceniy eo corect, EE = 2 ION 3 «Who rethereaches? ‘The Guidance Ladder pprcach thse that require more du interetion ny misnceepretsons Farther dslgue helps co clay ‘what dhe ld meant, For example Rita: Thate schoo Teacher: Sounds aif youare rely disppointed you did ge rarn cooking ay. its: realy wanted x help make pancakes, “T* meseage are an adults way of reflecting back to chien ow the scons hate ted ther Pazent: When you serean indoors relly bre yea Parent: Tel md when yu tell me you don ieee messages are hones nonudgmenal statements thar pce no blame on the cil br shar sae a bier” asian ofthe bevior nd ie res, «nthe nde tous the uence sates tht ithe et inti necesey. moving om the hands Reinforcement In Chapters 1 and 4 you met Paslow, Watton, Thorn dike, Skinner, and Bandara, who formated behay lovte theory. Behavior modification is based on the remise that behavoe is learned through experiences and canbe changed by ceinforcement. Reinforcement fhe process in which a behavior i followed By a consequence that is Hkely co make the behavior re peated. If Jonah ges asmile from the teacher for sy- ing" Thank you, he likely ro aay iain. A pleasant consequence is often called a reward, and unpleasant ‘consequences ate afen called punishment, be the impact is inthe consequences. If Ange s given an tunpleasant consequence (each ar being tent to her room for hitting her lite brother), she may actualy enjoy being izolated to that she can read books oF Do Rewards Work? fo son» erent or tthe hs ‘Sho, me omy ees Ses tre tah ch pe Swieceehnet Bo k The ba es con en eth thse po sist ti Ua Soo) heb ty foe aes, bes a tommt “ons taty he sna, 56 a ranch Pret ewe nes {Severe mo eb Shute, Soran poe dt tits he tear watch Fdeos in her coon. Inher cate, he punishment {saceally 3 reward Positive reinforcement i usec to teach new and df ferenrbehavors ecu and ro fp the ld maintain the chang nally the einfcscinea fn ear) mst ‘esi and consstnl pple, alten athe behavior ‘occurs the desired behavior i Janie ro aba ang her coar onthe hook, acknowledge the efor each time Janie angs up he weaps, Once hs ia welbesabihed routine, the reinforcement (prise) becomes les intense Reinforcers, or rewards, matt Be individualized to ree the needs of he child andthe ization, Social lnforcers, such as smiling interes and attention, hg ing, touching, and elkng, are powerkl tole with young children. Food, tokens, and none ae sometimes sed as reinforcers in home and schoo! stings, The val howeves is that inner estisfation becomes own reward rgadlen of the typeof reisforce one might we inal I cae does no ozo, thes other psi guide ance measure shouldbe expe, arenes and teachers fen ak fr pated the posi, Asia behave in lees and may forget taco ge chese behaviors equenh Echaior modification halp to cre hat ovesghe Wheaever ale foc on 2 negate aspect of sds behavior and make an aenpe ‘changeit he alo olathe partie qui the hd possess and wife chem. This cep a balan per spective whe working on pte luce pleasure. The bran stores these betences of pricton ond pease and lesring improves ter Ihe fst perience Hemeer, set pata ‘mance coos a they areas ne nd again becouse the dopamine Te Sate ab much by te antption pleasure a by the pease sel (Berge 6 Robiesan, 2002). "The train isn @ constant sate of change ane wet worked 4 reward one & ‘no tes may not melo rm (ood "Lee 1997), Wort, apiece of candy exalts ta 2 cheesaburer wth ene es os ratnlatas remarah an vatss has ban for smpl tisha CHAPTER 7» Guiding Cidren's Behavior the ndings suas that ruarts can be used sucessful Yor shares tas, The best se of rear (hn, 2008) for stat etn tte and fer spect ras he use of tokens OF bors of rains that ae concrete th inevparse. Coir sing ate “bsbact evar sich os certs, fetes, veal compliments, and fe lees to ronfoes behav ‘nests 1 Deseret of when sre one rar yo 2 How dest search ater your ‘hiking stout ingot rare nd te corcet of Felrcement? Beharior modication enables adults nvite cil ren tobe part ofthe proces, giving them an active pare in monitoring thee ov behavior Children are expele of kespinga chars ow many times they finished thee plate made che bed o fed she dog This chart serves ab 2 macral einforer, Redirection and Distraction Sometimes the alt wans change he aii in which the lds engaged to one tha ie more aceprable If Bia and Elena are crowing books off the reading la, she teacher wants to eedie them and my sages hrowing sof foam ballin a makeshift baskee This echnigue calls foe she aul co make an accurate aasiment of what the shen ely wan ro do In eis case appa they enjoy rowing fom big Now the eather can conse ‘eratves thas peri the dese acy mle changing the expesion a om take "elock a ifyou tv ee enjoying doping things from up there Let gure out ‘way youcan do ae hat bok wil nr be damaged” “The suber acy must be 3 valid one acepable to che aduls and llling to che chien. Ip most aes, sheen are noe being delivery malous oder “More han ike theyre expressing coy imaginaion andthe ned eo explore, Patve erection stees these need in away chat enhances children selPeoncepe and set ont ee N26 Whoarethetescher? Ve gen youwant to sta nly atti time tog home {om Door get ork by yu Diserason ism oredction andi uted when the aul wanes to focus the child aenton on an at iy tht may may not relic 1 the previous behave ‘Very young cide, especialy inane and toler an easy be distracted fFom undescable actions, Consider the example athe beginning ofthe chapter in which Kis ‘abs atone of the necklaces Shawnsey bas, A quick thinking teacher could present Kim with anoer ase ‘keane. This method al forwil-imed inerenton Giving Children Choices Giving choices ie 3 time-honorel and popular method for helping children who ate being tesiant. Choices hep children peace selfralinces election, and self-discipline. "Seth, the cooking ate is 00 crowded. looks lke dere is plenty of oor ate ay tae or the writing able: Which one would you ike ro go co while you wa for a urn ‘You mus give a choice only when you mean fo i ren to make the choice and be prepared to accep he answer Some of ‘Would yu like jis ther” Thisie a reasonable choice eis another ale supervise the ous Soggese evo choices when thee isthe posiy of resistance This lee child ow you expect him or he to comply with cher but allows sme decision making ‘on ther par." ime to go home now Would you ke your arwock before or fer you put on yous jacker™ The choice must be valid and acknowledge cides sowing ability to del wich esponsibility and blp them practice making resonable choles." ee tyne now Do you wan pick our some books before rafter you bro your teeth” CChilen shouldbe aware of he consequences of the choices they are making." you choot he cmp aom you wort have time 0 ish your ran forest projec: Heping chien make easonae foundation for decison making thoughout the fe childeen ae ging in or msi now ore ices ves them 2 Setting Limits Limits are the boundaries we sto help cilisen know whac behavior i appropriate. Teachers generally have to reasons for seting limits 1) 10 pe from injuring themes other; nd 2) ro preven che Aestruction of propery materi, equipment. Lins rele fences: they are proces eracares hae hap chen fod secure I cid ow whe anes ate cheyare eee—and st tryout many beavis, (Chien may ace ike ent and ay resi eps tolinit ther behavior A nara prt of growing up isto scx thos Limi and pach hoe ees aid. Liisa selective when behavior goes out of bounds, Chi ren ae just begining eo exer tha inner presae (el contol ha eps chem manor thie on eins, Un ‘hen they ed ale help ch pls resin. Limits keep cher fom oi CChikeen can fighten themaches std others with anges, fsraion, and fee. They need ada to sop them from doing physical or emotional harm them selves or others Wellconsdered limits gve che dd freedom to ery out, rex, and explore avenues of self expression in ways chat promece growth and protect budding atonomy. Teachers mus learn to ae and esnein lini with ‘confidence and anchor. Tobe acer rent iden Seca lini appropiate roth situation, Example “Andrew, get down from she tbl. You may fish your work eer sing in your chiro tanding ext tome You may not stand on the table ‘March che limi to she chil age history and ‘modonal development, Example" Shell you have invecraped the sory t9 maty ies today Find plac at che puzle able unl we at nthe. Ree member [eal you eae har you would not be ale tear the end of che er if you yelled apr” See thc all adule app lmitsonseenty Example “Thnow jou want ro atthe bl again, bu beh teachers ave said t Jordans ru now” Reinforce the rules consistent ExampleJudy, remember everyone walks ini You ean an ter tahen you ae outide= Follow chrough and suppor your word with actions. Eeample"Teansot eyo tear the books Sine hiss the second page thi morning ou wll need leave the book ok. wl walk wilt you while os Took for another plase ply Seae nies simpy clay nde, Example: "Rope use your que oie indoors, When you ae ‘oo loud, eer people cinnoe hex one another’ Respect and acknowledge the dls lings, Example"l know you want your Dado se, Megan. He hast go 9 work ow, ba Iwi say with you ble you fel ad” ‘Act with authori parpoe, and confidence, xamplePa the block down, Nick feat ler you hur other peopl, and Iw no ee ther ure yu? Mainain the imi and acept ee consequences. Example:"Tam ser, Sarah Ya wl not be able te play here any longer bocaueyou keep cling Genera Fay’ and it hare he flings” Do nor ie in if the child ehrexene fll apart or ‘reste a scene Example:"Iam sry tha makes you ‘rp Sarah but I annot ee you make fa of one oF your elassmaes. When yu Binh crying we an tak abou i some more Involve childen in creating the imits, Example “We willbe vscng our fre grade reading bodies today What are ome ofthe ult we shoul fellow ‘when we ae in thei classroom? Active Problem Solving Acie problem solving engages chideen in confoning Sheiedifrences and working togehes to cle thet problems. The adue guide hlsen toward scons bue foes oe salve problems for them. Posing open-ended questions the all lp keep the dd focsed so thst, they can Sagget aerate slations for example “What could you do... ? “Hw mighe she fel wen. Whae might happen tf. “Hw ean you? CHAPTER 7» Guiding Childrens Behavior All ofthe cldenssoggestions must be acknow- lged seriou, xen if they seem snressonuble, Young, ‘hildren may stare the discuesion by eaggatingexreme tolaions. In dhe cate of Male, for instance (ee the second example atthe begining ofthis chapter) they right niall sugen"Do no kt Mall come thie school anymore” These suggerions ate tempered 25 locker cilden respond fir and reatonable solutions eventually emexge:"Anyone who knocks over somebody elu biocks has to belp chem bil ic bac up agains Rather than assesing blame, teachers lp chiren think through a mumber of alenatives incading the consequences of thee suggestions:"I we clove the lock area, what wll happen when you wane olay with your favoie tracks chi afternaon” By assisting them ina tiipang the resale of wha they ages teachers can help children understand ow sei behave inunces and affecs others. This ean ea lesson ina iflong ‘questo become response for one own behavior CConflc resolution should become par of che cis aly life. Teachets can help children solve disagreements ronvilenly and explore alrratve ways co ced thei sols, Figure 77 outlines 3 proces for seve problem solving and confit resslacon (se sls Figure 7-6)-leis useful fr resolving diezences though group discus ‘on, x noted eat, o when one or more children be- ‘ome embroded in confi. By fllowing such a proces, chien learn to respect ether! opinions co expres their wn feelings in appropeiate wap and fo lea a. range for doing things in a dierne ay. “The proces alo sages an important: guidance pea ciple: The ad role is eo intervene a lite as posse allowing cildeen the epporaniy 10 come up with an scrpable lain, Reread You Chere Teshng esr curing on tie Behavior” Aer ou ew the cli view he ra Sd ea the tence itencws an et, efecto he How do the pablo ving tenivesin the video ampare wth he Step Sypronh oP Wha én mean bythe eo “ucanna Meno? Why mah thibe anecvetciae? 27 © Who Ave the Teachers The Six-Step Approach to Problem Solving ‘Scant: Te eigen run utdoosto get the avalable wagon They reach ‘the han, yelng, “Mine” One chides shoving he other nls aur of te Step One: Approach (hitiate Mediation) ‘Approach the confi, sealing your wena and seosbliy. Get core enough ointenane Wf necesary, sop aggressive behavior er naveaize te objec of arc by holding youre Step Two: Make a Statement Describe te wagon Fc what the eickon have sid. "You both say youhod fist" (erro udgent, vats, oslo. Step Three: Ask Questions (Gather Data, Define the Problem) onot uy tpinper blane Draw out deta defn pblams: “What's hapoening here?” “What errs tobe the problem? Help chien commune: "How i ths hopper?” What do you want. teh? "How ai har make youtest” cone. “hloos lke you both want Step Four: Generate Akemative Solutions Help ilten tink of way to work this ut “Who as anidea of how wa cod ave ths? itch ofersuggestins "We cout tke trrs* ile could use ogethr” "We oul tl hese cpap hore" When children help create solusion they come away with asease of eommitmet to This process also ives children a sense of power and conerola sense of Independence, and 2 eling of moth Natural and Logical Consequences Narual consequences enhance hie ably to eae responsibly for chemseles. A implied, his approach less children experince the natural consequences of ‘heir ations, Designed by Rudlf Deikars is empha sices the opportunity children have to leatn forthe ‘vay their erzoamentfansions Hye do note or dines might be hang simultaneoudy nd tare pllng on ak quostins: “Howe do you think that would wor “hat would happen you tld her she con't play?™ ‘Acid te common mistake a ruthing tis age ‘het the ume desoros Step Five: Agree on Solution ‘When both chien accept soliton, ephrate it 50 you both sy tat you wl wor ont toget Ian ation seer nef oruncsapable, you ‘matte the chron. nots or you bath {© sand up and ride coun together What nother wy you can agree” “Vi cant clove the bce comer beeau athe chishn man to ay Step Six Follow Through Monta the atv ta make ste agreement is going scoring t plan lhe Gecclon vos {Wen ahng, you mey need abe the sleemaher “Olay Magaie. Your tee insta seu and Cleon rom” Mate a postive statement othe chien who ere incon anothers wha may have seen it “Look s# you salve your pram. God = Use the poner cflngubg reinforce te le that slaion canbe found to rebloms and that ‘hier ar eapabl af coking them 7 Using these guidtn to apclern lve probls teacher ten martha low chien the tne to make stabs an figure ut slums, and point out tht etsy of epost noel oon “If you do not seady your words, you righ fal your rpeling test” “IF you grab the Book away fom Be, Ben may eine” “This method allows adults to define the station for urn without making judgments and lets cides know what eo expect. The consequences area nature result of he childs own actions, Logical consequences onthe other hand ate a Fae ion of what adale impose. For the ada eis mean 2 ‘commitment 0 follow through; comequences, once seated, msc be enforced eis important opie chile ‘sn opportunity to choose heir courte of acon once ‘hey have some understanding of whi ikl 29 hap pes. Neon (2006) suggestion three cites for using Iogcal consequences: Fe mast be elated to ech be ‘avin i muse be espe ant mut be eseonable Forevample "IF you bother Sally again, you wil have oleae group “Ifyou rake your oie book o shoal might at” “Tyou want dssere, you wil av 0 eat your dinner Time Out Removing 2 cil fom the ply ris partic p= propriate when, owing o anger bar, fasion he ‘hud is ene af cone. Taking cidcen away from the scene ofitensiy and emotion 1 allow them time to coal of end sere down i sometime she only way 29 help them. The waheris em andconsisent asthe child Is quel removed from pay eis inporan that if used, this rechnigu be used wick «pose atte and ap proach, nor az panishment. Used appeopriatly these: ost prio ie very mach like that used in athlecic events: 2 bi tespite and 4 hance stop alactiviy and regroup. Tere ino time toutchai. The teacher oles tohdp the cid ak about the incidene—thefedingsinvoted and he need forse ontral—and co give the child sr opporniy to gin sel Guang Cons Behavior fie eling him to stop. Jade reralited by punching Ramon, ‘The teacher invervened immediately paling de off Ramon and saying "Seop Sp hiting Ramon!” Jude eases his ame toward Ramon again, and che teacher pots herarms round him to old hi reat hie side." cant le you hur other chldeen, Lert go over hee and ae about tht” The teacher gives Jude tne to calm doen bee she lls wich him, ‘Almost simuleanousy, the teacher has asteseed Ramon to seihe is ure fs she calls another teacher fet provide comfort an aiseance thin, There may be times when eis appropri ro alk with both boys together or dea with eich of them sepaely Once the sequence of events as been sored ou, he teacher ean begin the conficeresolacon paces. Ideal oth boys would be able to participate in this discussion at they Tears eo sale problems withoue iting and ightng Forchideen who havea history of ggesion a more long-term approach is egited hit would ince ep lar cbserations and atieamens of he hd, Outside profesional advice may be neceaary if the agresion erste ‘The guidance continuum provides a number of choices from which a sler the moet elev method Figure 7-8 indicates how some of her guidance tae ses canbe wed. very teacher has experienced he cid who disopes the clas, ehrows tancrams, hurt other che, and pro vides wear and tear on equipment, materials and the adules patience. Childeen with high dere of energy and sressand a shorestedion span who are distactble and demanding at some of the chien who challenge ‘our sil in guiding their behav, These cildeen offen donot respond othe ual guidance satis I takes 1 shill teacher to work with children whose bchavins are often challenging and i eskes extra eff, patience, nd perseverance. “The reasons for such behavior vary, a indicated tare in dhe chaper wen five actors tht influence behavior were discussed. Ii imporene to take chese Influences into consideration and understand the im pact of chiens development, envionment, individ sli emotional nd socal goweh, and culture on thee ability co Behave appropeately. Children who tend to ct out feequenly eed enn support reassurance a8 they Tenn live ina group and became responsible or 29 ase Whe Are the reacher? A Variety of Strategies This Is the Behavior Ty This wing ‘grore Praying cooperatively Postve enforcement Retsing to cooperate Provides choice Reslessossinatensvensts Chango the activity Deystesming Intact suggestion ‘Arguing over the use ofa oy Active latering Dening, Ite for snack Natural consoquences Pushing, rena, rasing Change won Unable to take tus, to avin ci vai ‘hed, eespment Boies ply Poste redestion ‘heit ations. That support and guidance comes in many forme 1. See and bear the uniqueness it cach chil. Look atthe five fcors noted eal ad asses hi infuence cn he cid who easing Uirupion or behing aggresive Whar d ys now about each of hove influences om the chil char dllnges you Be sure to noe areas of rengehs, ar well at problems. Jake, for ineance tess every ie disrupts class met~ ing and ile time, kicks the Fant and yl ais dassmates, Homever, ke ia fe rannes, limber and jasper le worse pucls tht sre Alfa for mos of kis classmates ard has + Feen sind. So isis teachers hate been unable to ceste A teusting elaionship wich Hm. The astute teacher eects om the apllon ule nindviaizs the responses. For Example Do andl say nething while wining persis Pay Btteton to chid whan whing Stops, "ou to ae sure working had on hs goren! What a goed team you mate ‘Reva, do you watt pick up the Lagos of the ‘001 or help Chore emsy the wate table? This story seas long today: wel rsh ter, Lets ply ome musi rel dace now “As soon at you get yur coat, Winer bores to gina "You really wanted tbe the fest one to pay wih the blue tack ody, dit you Lo Soy, Nat, the snacks have bas put ay, Maybe tomorow youl remeriserto come hide when the other even eave the yard Creme larger, more open spaces 20 cis have jester foedom of movement dso not Fes! Sowded tgetnen Bey dupents of popular equipment Allow tenauoh tins for fe pny soon wo fel tins abou geting + um "You and Sergio soem to want wre Le’ 99 set the ats aut nthe str room you wesc have you dsr the chen woo repaying uct 2 Bui cving relationships with chilisen and efi li, Respect fr the individual child and flys, ete a relationship begins. Jake eacers are with thar premie ad bud nararing and sponsv elatinship Eom shee. There may bea teacher on the tea who especialy sensi shildren with more exzeme behavior and ofes to work with Jake and his fay. She nds atries fn Jake tha che Les and wet them develop his ‘east and ro bea supporsive pretence to him and his family. Cllsboration beeween home and schol fs ters Jake self-confidence and improves his bli 0 change his behave 3. Make obseraions Colle information about the ‘ndividal child. When does Jat ose contro What leads up ois uur? Hor lng does it st? Whar cus does he git shiche ie becoming ove svnelmed? Who usally renner how long? When Jal behavor appropiate? How sit acknowledged and by whom: I ke’ behavior predicablet 4. Modify be asroom apd seedle Make icine ‘opportune fr Jake to move about and use age muscles when inside. Are materiale and curiam shalleging and age-approprate? Do cidren elect thei own ates and make choices where they wok and ply fra eae par of dhe day e here advanced warning when aeses will conclude? Callngingbehaviws ofen secur daring srcrued scr such as group times or dae meting, Whats a ecachers agenda doce noc shy fr childs abies. Chile ose inceres and becmeres creating ace foc frustration an oubuess Doe the chee cil fr 00 any oF 90 lengthy group meeige? How coud mentings bbe moi to be flebl in length and content? What behatos or active nel be induded eat lp chien patcpate longer? Whac approprate aera in cil Are sggest if dhey need > leae he group? 5. Teacher aention ad langue. Take cre of any injucedpary fist then use shore, dec seen, ut judgment and wichoae lectarng to che degrenor "uke thats noe azcepeable hese” ean hea you when youare seaming Look a and speak ro the child se eye level Do not shame, ridicule, oF se physi pnishment, Give el- een the spore hey need to change rather shan punish Summary LOT Guidance and discipline hve similar mesnings and are used interchangeably. Guidance i he ongoing ‘system by which adalts help chlezen lar ro manage heir inpulies, express elngs, cana rutraion, sole problems and earn the difrence berween cept ae and unaceprable behave. Boise discipline i based on helpful caring and supportive elationshipe beeween adults and childen-Disipline ithe ation or serategy used ro guide che hl’ behaioe. Punshinene isa consequence fr behavior that an ade thinks is in pproprate and 00 ofen inelads negative and bar Allmethods. CHAPTER T Galan liens Behavior them. Talk with che eld abou aerate the in sppropriate behavior “Nex sim, ake, ell omeone you ate angry instead of hing” “Whar could you sy to Corey insta of hitting him?” Pay acenton eo disuptive, nonanenie aggresive chien when they are behaving spropriaty “You lok ike you a tying gue out where that puzale pies goes. now you are good at working pales and Fam sure you wil id Thee! You adie Follow throught help he child return play giving holes when pose Find atv hacegite nergy (chy, woodworking) or chose tha ae more alin (va ter play, reading panting), depending on what he id seems need at hese. ‘Suppor the chil choke of activi with inal ment and slevane comments icetet, and challenge "You can decide where you want ply Jake “Ther oom for you athe day table hep you etatared you ie” Later"You Toki you are having a good ime with ‘tha clay Jake. ber you can squeeze i eo hard it foozer out your fingers Nene when ou fel ike hing smeching ask me co get che yon” ‘With panence, postive interactions, and appropriate guidance paces, eachers nd eresine an india ‘mays to help each ld grow in social competence and telbaeeurance| LOR There are five difrne cot tht influence chil- dren behavior thei developmental maturity evel the esvironment hei individealremperament and ee, Social and emodonal ness andthe fay and clare in which chy ate being raised Each of these infuences shapes how chil behaves and reacts so guidance and acpin. LO? Developmental and elturly appropriate uid nce is based on cre xiern that als uae to mae guidance rategy decisions. These thre ae: Lage a ropriatenes (wha we know about how children lear Wi Are the Teacher? and grow); 2) individ appropriateness (what we I leno abou each cil ables) and 3) clare snd family esponsivenes (what we know abou che hile’, | aly an cura background). Taken gether these ie form a ass for determining the bese guidance proces for eal cil. ‘esting iit, active problem sling aul and loge ‘consequences, time ou and physic intervention, Some shildren do net zespond ro thee strategies and present _grezer challenge al, LOS Thee aresimes when the ual guidance ech siques donot work, especialy for cidten whote be havior is often challenging Some satis conser ae making observation 0 Find out when certain bee havior occur, and posibly modfing the cassoor sind schedale. The rose ee tor isco know the ‘ndividoal child and bul 3 eappoting and caring 04 The guidance concn defines efectve guidance sacs thar begin withthe Lae intrusive methods by | amadulto thas thar equi reser aul itetenion ‘nd/orivolement. They range from ignoring behao, || ting active licening and" meses, enforcement, redieton and dsacion, ging cildsen choices, 1, What ficor alec cdr hohavinn? How dave shits indvidal syle afew the choice of guidance catego? 2. How do guidance, disciplins and punishment dfer fom ane anoher? Howat they similar? 3. What ar some of ch ways teacher can promote & Caring classoom commu though che use of postive guidance srutepe! Ob iy 1, Observe soup of young cldren daring pla See wheter yoann cae fsck he righ be ees an ey chisel cla ash e-wameup cl, What aioe es ‘gees do he ahs ne idence? Ae shy ‘hese! they ae diferent, dsrbe te die vee How sce rhe cies tha se ‘ring asd? Wha mip you do diferente 2 Obseres ache wh ichebing wl xo fic erwen wo hiden Wht seeps lng the guides cnn dosh wet Bw doe relconship wih cha cil | idence behavior mode! reinforcement Induce guiince behavior postive reinforcement | discipline invest puidance limice punishment Alizee guidance f Interdependence secre listening Which of the serge on the guidance conninum help children become more responsible er het ow sections? Which help each chide to understand and respec dferences? ‘Whats the mos isporan hing for a teacher to know about cilsen who have challenging behave shildren respond? Whas pobler sling techniques were mos success Why? Finish his seaence:"When Iwas 4 yeas oi he wort hing Tever did was." How did the ules around you eace? What would you dof you were the al in charge Discuss and compare responses witha clase (Childers iterarar helps ws focus on guidance and behavior problems. Selec book fm the allowing lise Define the problem behavior and the person ‘resin the problem. Do ow gic with the authors sway of handing the sation? Suge aleracves ‘When and with whom might you ute histor? Suggested Boke: Selstna by Jonll Cannon Jere’ Fi by Jana lll Fancy Neny by Jane O'Connor ‘Tre of Cran: by Alen Soy Helpful Websites Response Dine Svs ea/ pretense atonal New Chl Cae ‘sone ar Guiance bin Bogus Resurce New wrwatcbanertainceds CHAPTER7 Guiding Cire ‘Shy Chokes by Rosemary Wale Bread ae Jam for Fronts by Rosell and Lilian Hoban Whee the Wid Things Are by Matsice Senile 5 Hw do you define your approach o guidance and ciple? Whar tos shaped your sides roa ‘hides behavior Empowering People Ine ups wtempoweringpeoplecom Zero:o Thee www aerocathies.org © The Education CourseMae website for ise les many helpful resources and inet cine study tole Go 10 CenggeBirsincom o acu the TeachSousce Videos, fadears, trol quizes, direc inks to all the websies mentioned inthe chapter, dvrloadable forms and more References ‘American Academy of Pediatis (1997)-A guide to you d's syptons Ele Grove Vilage TL Author Berridge, K. 8 Robiaon, (2002). The mind of addicted brain. Neural sensitization of wanting "ees king In J. Caio eal (Ede), Fowrtons in sal eurosiene (pp. 565-572), Carbeidge, MA:MIT Pres, Browne, K:W, & Gordon, A. M.(2008). Te each ele ‘eal hldbood practicum gue, Upp Sade Rive Nf Pearson, Foil C.D, Table BN, 8 Sule, W. (2003, “March 2). Discrete eoding a evan probably and uacerainty by dopamine neurons. Since, 299(5614), pp. 1898-1902. GGonzalee-Mens, (2008). Muli ‘cae. Melo Bk, CA: Maye. Gordon, A, & Browne K-W. (1996). Gain young ‘ildren in adver sect, Boao: Aly and Bacon radius id Howes, C8 Ritchie S(2002). mater of tr Conseing rather and ernest ery chest tlasnoom. New York Tethers Cllge Pres. Jensen, E (2005). Teasing withthe brain i mind. ‘lean, VA: Assciion for Supervision and CCarricelim Development. Koob, G.& LeMoal,J (1997). Drag abuse: Hesonic homeostatic dysregulation, Science, 278, pp 52-58, [Nase J (2006) Posie dipine. New Yorks Balantine Books, ‘Thomas, A. & Chess, S.(1977) Temperament and evelprene. New York: Brannes and Mazel ‘Tremblay, Le Schult, W: 2000). Mofcarons of reward expectation tle neuronal act daring learning in primate obtoional corer Journal of [Neurophyslogy, 83, pp. 1877-1885,

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