Transcript Slide 1
B M ISBEHAVIOR OR EYOND M ISTAKEN B EHAVIOR ?
& D ISCIPLINE TO G UIDANCE Presented by: Mary Meals February 19, 2015
T HE P OWER OF G UIDANCE : T EACHING S OCIAL - E MOTIONAL S KILLS IN E ARLY C HILDHOOD
WRITTEN BY D AN G
C LASSROOMS
ARTRELL As I was taking a college course, Social and Emotional Development in Early Childhood Education, at Shippensburg University I read this very interesting and insightful book that has changed my perspective and philosophy on teaching. Tonight I hope to share with you some of the things that I have learned and have implemented into the classroom. The strategies that I have implemented into the classroom can be easily modified and can be implemented into your households.
M
ISBEHAVIOR OR
M
ISTAKEN
B
EHAVIOR
?
What is misbehavior?
According to the dictionary, misbehavior is defined as: “to behave badly” and “to behave (oneself) in an inappropriate way” (Thefreedictionary.com) People often assume that children who “misbehave” should be “disciplined” or “punished” and it creates a labeling of the child.
What is mistaken behavior?
“
Mistaken behavior reminds us that the child is just at the beginning of a lifelong learning process, which we also are undertaking, and that
in the process of learning we all make
mistakes” (Gartrell 7). Mistaken behavior is often associated with “guiding” and “educating”.
T
HREE
L
EVELS OF
M
ISTAKEN
B
EHAVIOR
Level One: Experimentation Mistaken Behavior Motivational Source: Desire to explore the environment and engage in relationships and activities Relationship Pattern: Encounter Example: Child takes toy from another child Motivational Source: Child wants ball but has not learned to ask by using his or her words. Level Two: Socially Influenced Mistaken Behavior Motivational Source: Desire to please and identify with significant others Relationship Pattern: Adjustor Example: Child takes toy from another child Motivational Source: Follows practices modeled by other children. Level Three: Strong-Needs Mistaken Behavior Motivational Source: Inability to cope with problems resulting from health conditions and life experiences Relationship Pattern: Survivor Example: Child takes toy from another child Motivational Source: Feels the need to act out against world by asserting power.
E XAMPLE OF M ISTAKEN B EHAVIOR I N THE CLASSROOM WHERE THE TEACHER USED A
GUIDANCE APPROACH
“I was in the classroom of a teacher who knew I used guidance. A child who had been having some difficulties said loudly to another, ‘You [insert unkind words]!’ After comforting the second child for a moment, the teacher went to the first child and whispered in his ear. One of the things I heard her whisper was, ‘I’m so proud of you’. When she had gotten things settled, I went over and asked if what I thought I heard her whisper was correct. She smiled and said, ‘That’s right, Dan. Until last week, when he got upset, he would hit or kick. We’ve been teaching him to use his words instead. He did, and I’m proud of him! What you didn’t hear me tell him were some different words to use that don’t bother people’.
The teacher here saw the child’s use of words for what it was –neither a backslide nor a complete turnaround, but progress. By regarding the
behavior as mistaken, she was able to use guidance to help the child
continue to build upon his efforts” (Gartrell 10).
W
HAT IS GUIDANCE
?
Guidance is creating a positive learning environment for each child in the group.
Teaching children to learn from their mistakes Encouragement not only when they make an accomplishment Interacting with children not just talking at them Each child is treated with the upmost amount of respect Guidance teaches children life skills that are needed to become citizens of democracy.
Solving problems by using words Respecting others and one’s self Working together in groups Expressing strong emotions in acceptable ways Making decisions intelligently and ethically Guidance is Developmentally Appropriate Practice (DAP)
W
HAT
G
UIDANCE
L
OOKS
C
LASSROOM
L
IKE IN THE
The teacher realizes that social skills are complicated and taken into adulthood to fully learn
I recognize “…that mistaken behaviors are caused by inexperience in social situations, the influence of others on the child, or by deep, unmet physical or emotional needs” (Gartrell 30).
The teacher reduces the need for mistaken behavior
Reduce wait times by offering activities and choices.
The teacher practices positive teacher-child relations
I work to accept that each child is a valuable member of the class.
The teacher uses intervention methods that are solution oriented
I intervene by modeling and teaching conflict management and resolution.
The teacher builds partnerships with parents
“…mistaken behavior occurs less often when parents and teachers work together” (Gartrell 32).
The teacher uses teamwork with adults
Children gain trust when they see different adults working together.
G
UIDANCE
S
TRATEGIES
I
MPLEMENTED
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NTO THE
T
HAT
C I
HAVE LASSROOM
C
AN
I
MPLEMENT AT
H
OME
T
HAT
Y
OU
Model the desired behavior that you want or see as appropriate
“The teacher says, ‘Until you can learn to share I’m taking the toy and no one will play with it.’ The children are being punished. However, neither child has learned what to do next time a similar situation arises. If the only behavior a child knows is not acceptable, it is still the only behavior she knows how to use. Without an alternative, she will probably use the same unacceptable behavior again. When the teacher uses the guidance approach, the teacher acts as a moderator and coach to help the children develop a plan to solve the problem” (Crosser 2007).
Give choices
You can do this _______ or you can do that ________.
“You can play with the blocks or you can play with the magnets”. As a result this builds self-esteem and gives the child a sense of control.
You can do this ________ or I can help you do this _______. “You can clean up the blocks or I can help you clean up the blocks”.
G UIDANCE S TRATEGIES I MPLEMENTED I NTO THE T HAT C I HAVE LASSROOM T HAT Y OU C AN I MPLEMENT AT H OME
Offer “compliment sandwiches”
With the child use the coaching technique of compliment sandwiches to show you are working with—and not against—them: Compliment: Clearly recognize efforts and progress the child has shown.
Behavior: Address a challenging behavior and direct the child or family to a specific.
alternative behavior the child can use next time Compliment: Again, comment on the child’s effort and progress. Watch for signs of progress you can continue to acknowledge.
(Crosser 2007)
C
OMPLIMENT
S
ANDWICH
Example
“Susie, you put away your book bag, hung up your jacket, and took out your folder. I just need you to put your mittens away so we can get ready for circle time. You sure know how to zip up your book bag all by yourself”.
“ Success in the use of guidance is measured not in test scores or ‘obedient’ classes but in positive attitudes in the classroom community toward living and learning” (Gartrell 32).
W
ORK
C
ITED
Crosser, Sandra, PhD. "Earlychildhood NEWS Article Reading Center." Earlychildhood NEWS -
Article Reading Center. N.p., 2007. Web. 02 Nov.
2013 Gartrell, Daniel. The Power of Guidance:
Teaching Social-emotional Skills in Early
Childhood Classrooms. Australia:
Thomson/Delmar Learning, 2004. Print.
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