Transcript CHAPTER 11: The Social Self: Fostering SelfDiscipline and Conflict Resolution Skills The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick.

CHAPTER 11:
The Social Self: Fostering SelfDiscipline and Conflict Resolution
Skills
The Whole Child:
Developmental Education for the Early Years
Tenth Edition
Patricia Weissman
Joanne Hendrick
Discipline or Guidance Toward
Self-Discipline?
• View Problems as Learning Opportunities
Subtle Shift in Attitude
Aggressive or Disruptive Behaviors are Prime
Learning Opportunities for Children
Children Make Mistakes While Learning Social Skills
Just as They Make Mistakes While Learning Academic
Skills- Not Cause for Punishment
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
11-2
Helping Children Establish Inner Controls
•
Support Ego Strength, Moral Judgment, and
Social Awareness
o Create
classroom environment that fosters
positive social interactions for each child
o Rich
in warm, caring relationships, respect,
cooperation, and peaceful resolution of conflicts.
o The
child is given ample opportunity to practice
and learn through interactions with other
children.
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
11-3
Helping Children Establish Inner Controls
•
Suggestions for Creating a Peaceable, Caring
Classroom in Which Children Develop SelfDiscipline and Conflict Resolution Skills
o
Create a Sense of Trust and Safety
 Establish a Close Relationship with Each Child
 Establish a Caring Classroom
o
Teach Conflict Resolution Skills
o
Time-out is Not Conflict Resolution
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
11-4
Helping Children Establish Inner Controls
•
Steps for Teaching Children to Develop SelfDiscipline and Conflict Resolution Skills
Recognize and discuss feelings and rules after a
reasonable degree of calm has prevailed.
2. Have children take the responsibility of deciding
when they can control themselves and return.
3. It is important to help children be successful when
they do go back so that they have the experience
of substituting acceptable for unacceptable
behavior.
4. Follow through with suspending privileges if
children repeat unacceptable behavior.
1.
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
11-5
Helping Children Establish Inner Controls
•
Suggestions for Creating a Peaceable, Caring
Classroom in Which Children Develop SelfDiscipline and Conflict Resolution Skills (cont.)
o Use
Guidance Talks to Promote Self-Control
o Use
Class Meetings to Promote Social Awareness
and Collaboration
o Involve
the Families in Creating a Peaceable
Classroom
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
11-6
Helping Children Establish Inner Controls
•
Suggestions for Creating a Peaceable, Caring
Classroom in Which Children Develop SelfDiscipline and Conflict Resolution Skills (cont.)
o Increase
Children’s Feelings of Mastery by Giving
Them Many Opportunities for Making Decisions
o Increase
the Child’s Feelings of Being a
Competent, Worthwhile Person
o Foster
a More Social, Less Egocentric Orientation
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
11-7
Helping Children Establish Inner Controls
•
Suggestions for Creating a Peaceable, Caring
Classroom in Which Children Develop SelfDiscipline and Conflict Resolution Skills (cont.)
o
Stop Conflict Situations Before They Start
o
Mediate Conflict Resolution When Necessary
o
Remember: No Teacher Handles Every Situation Perfectly!

Learn from Your Own Difficulties and Mistakes
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
11-8
Reducing Aggression in the Classroom
•
Undesirable Ways to Cope with Aggression
o The
Authoritarian Teacher
o The
Overpermissive Teacher
o The
Inconsistent Teacher
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
11-9
Reducing Aggression in the Classroom
•
Desirable Ways to Cope with Aggression
o Assess
the Underlying Causes of Aggression, and
Ameliorate Them When Possible
o Never
Allow Bullying
o Teach
Children Alternative Ways of Getting What
They Want
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
11-10
Reducing Aggression in the Classroom
•
Desirable Ways to Cope with Aggression
o Provide
Substitute Opportunities for Socially
Acceptable Expressions of Aggression
o Stopping
Some Activities Before They Start
Saves Aggression Later
o Finally,
Plan, Plan, Plan!
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
11-11