Positive Guidance Techniques

1. Positive Guidance Techniques By Cathy Abraham Free powerpoints at http://www.worldofteaching.com

2. How Do We Tell Children… •  they can feel like they have some control over their day and themselves? • that they are safe? •  that they are not bad, but are making bad choices? •   that learning is what is important? •   that we value who they are? •   that we understand them? •   that we take their concerns and fears seriously?

3. Is based on what we know about the child Is based on what we know about child development Is administered with the goal of teaching children self-control and good decision making Offers children choices Leaves children’s self esteem intact Employs natural and logical consequences Offers consequences known and understood by the child - Employs a system of utilizing the least confrontational choices whenever and wherever possible, escalated only when necessary - Is consistent - Takes into consideration situations, circumstances and individual children - Is child-centered, capitalizing on a relationship build on trust and rapport  Positive Guidance…

4. Positive Guidance is not… • Punitive • Administered in anger • Rigid • About intimidation, or control for the sake of control • About being “right”

5. “I have come to the frightening conclusion that I am the decisive element in the classroom. It’s mypersonal approach that creates the climate.It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” - Haim Ginott

6. Developmentally AppropriateActivities and Practices are: - Based on what we know about how young children learn   - Relevant to children’s life experiences - Based on the children’s current knowledge and abilities   - Respectful of cultural and individual differences and learning styles   - Responsive to the interests and needs of the children   - Focused on the learning process, not the end product - Thought provoking - stimulating and challenging the minds of young children - Based on the philosophy that children are competent and trustworthy, and can make good decisions if given the opportunity and practice

7. Steps in Problem-Solving… • 1.     Have children identify the problem and feelings • 2.     Re-state the problem • 3.     Ask each child for ideas for solutions • 4.     Negotiate until children can agree upon some sort of compromise 5. Reinforce