Selina’s Top Ten List to Promote Positive & Independent Behaviors

Selina’s Top Ten Listto Promote Positive & Independent Behaviors • Selina Flores, Coordinator Early Childhood Special Education Services • Training & Technical Assistance Center (T/TAC) • Virginia Tech • http://www.ttac.vt.edu

Directions • In small group • 1. Take 10 mins. to introduce yourselves & • 2. Collaborate to create ONE top 10 list of practices &/or strategies that promote positive behaviors and independence • 3. Stand up when done

#10. Tell children what to do NOT what they are doing wrong • Catch the child being good • Model behaviors, children do as they see rather than being told

#9. Have a Solution Box • Teach children a process to resolve conflicts • Model aloud how to resolve a conflict • Involve children in process of choosing examples to use

#8. 2-3 Classroom Rules • No more than 3 rules to start the year • “Life skill” rules i.e., find, use, return cycle • Describe behavior, what to do - positive NOT what to stop

#7. Inviting Environment • Children can see all areas, low dividers • Bright, airy, colorful, organized, & clean • Diversity of toys and discovery centers

#6. Plan for Transitions • Remember time, visual time, assist time • Check-in time, nurture time, buddy-time • Review time, make-up time, turn-around time

#5. Consistency • Adults, teachers, classroom team plan respond/act as a unified front • Agree on handling discipline, providing support • “Do with a child, NOT for”

#4. Active Engagement • Open-ended materials along with toys, real objects (recycled, safe discarded ones) • Discovery centers grouped by interests and have appropriate and diversity of materials available

#3. Be Genuine • Child can spot a fake a mile away • Be 100% there physically AND mentally • Label feelings. Take the time to talk about those feelings at quieter times • Location, location, location = facilitate, mediate and ready for action

#2. Safe, Nurturing Environment • Love on each child • Plan for quiet nurturing time prior to start of the day • Appropriate age level toys & materials, duplicates, triplicates with popular ones

#1. Continuous PD • Administrators provide on-going professional development based on staff needs • Staff have access and share (free) on-line professional development resources • Administrators provide common planning, networking, and/or problem-solving time amongst staff

Resources • Epstein, A. S. (2009). Me, you, us: Social-emotional learning in preschool. Ypsilanti, MI: High/Scope Press • Evan, B. (2002). You can’t come to to my birthday party!: conflict resolution with young children. Ypsilanti, MI: High/Scope Press • Dombro, A. L., Jablon, J., & Stetson C. (2011) Powerful Interactions: How to connect with children to extend their learning. Washington, DC: NAEYC. • Lacina, J. & Stetson, R. (2013). Using children’s literature to support positive behaviors. Young Children, 68(5) 34-41.

Resources • Masterson, M. L., & Katharine C. K. (2013). Maximize your influence to make toddler mornings meaningful. Young Children, 68(5) 10-15. • McWilliam, R.A., & Casey, A. M. (2008). Engagement of every child in the preschool classroom. Baltimore, MD: Brookes Publishing Co. • Pica, R. (2003). Teachable Transitions: 190 activities to move from morning circle to the end of the day. Beltsville, MD:Gryphon House. • Rush, D., M’Lisa, S. (2011). Early childhood coaching handbook. Baltimore, MD: Brookes Publishing Co. • Sandall, S. R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs. Baltimore, MD: Brookes Publishing Co.

Selina’s Top Ten List to Promote Positive & Independent Behaviors