Developing Guidance Skills

1. Developing Guidance Skills I can identify goals of effective guidance I can list personality traits of effective early childhood teachers. I can describe principles of direct and indirect guidance. I can explain various techniques for effective guidance. I can summarize ways to promote a positive self-concept in each child.

2. _____ 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

3. “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

4. Make a Y-chart Write the three segments labeled Discipline Guidance Punishment Write the traits of each item in the segment

5. 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

6. Goals of Guidance Maintain self esteem Behavior to change Learn self control – self regulation Direct their own behavior without help

7. Prosocial Behaviors • 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 Acts of kindness that benefit others Demonstrate cooperation and helpfulness

8. 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)

9. Open-Ended Questions • What would happen if…? • What if…? • What else could you do? • Why did…? • What do you think will happen next?

10. 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

11. 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

12. Preparing for Guidance Cultural 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.

13. Guidance Indirect 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

14. 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

15. Indirect Guidance • Outside factors that influence behavior • Physical set-up of a classroom • Health and safety • Allow for independence

16. Target Sheet: Direct and Indirect Guidance

17. Techniques for Effective Guidance • Teach acceptable behaviors • Children will teach each other • Specific guidance techniques

18. 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

19. Positive Reinforcement • Rewarding positive behavior • Positive messages will encourage children to repeat behaviors (door) • Be careful to not reward for unacceptable behavior (silliness)

20. Using Consequences natural 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

21. 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

22. 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

23. 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

24. I message • When I see you hitting Sammy, I am unhappy because you are hurting him. I want you to stop hitting Sammy State the child’s behavior State your feeling The effects of the behavior What you want done

25. 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

26. Praising and Affirming

27. 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)

28. Practice Effective Praise • Good for you • Beautiful work • Wonderful • I am proud of you • Terrific

29. Suggesting

30. Prompting

31. Persuading

32. Redirecting

33. Modeling

34. Listening

35. Ignoring

36. Encouraging

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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