behaviour management offering guidance guidance: definition “the act of directing…to a...
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Behaviour Management
offering guidance
Guidance: definition
“the act of directing…to a negotiated end”
based on human rights of: fairness equality diversity justice
Guidance- fosters inductive reasoning and problem
solving uses respectful tones uses gentle actions offers fair and sensitive guidelines
fosters an atmosphere of trust
provides a warm nurturing, safe
environment
provides children with positive role models
Guidance- uses good judgement offers empathy clearly indicates the desired behaviour for
younger children when necessary example: “You need to use your
words.” non example: “Don’t hit!” builds upon our philosophy of education
so we are congruent
Guidance- Techniques
thorough and creative program planning
consistent, fair and logical few rules:
Children or adults cannot hurt themselves, others or things.
observe know the children
Guidance- Techniques
stay calm and gentle
listen
communicate
provide choices that are real choices
use redirection and/or distraction for
younger children
use appropriate positive reinforcement
Guidance- Techniques provide attention
provide adequate time and space
abandon your agenda
model
cue or prompt
discuss the problem
be open to their solutions
Guidance- TechniquesEFFECTIVE PRAISE OR
ENCOURAGEMENT
Hitz and Driscoll (1988,p.12) Daniel just finished a painting.
He comes to you, the teacher, and says, “Look at my painting. Isn’t it beautiful?”
You reply, “You look happy about your painting. Look at all the colours you used.”
How is this different from other praise?
Guidance- Techniques
EFFECTIVE PRAISE OR ENCOURAGEMENT
Sue seldom talks in the group.
Today she told a short story about
Hallowe’en. “That was a very scary story you told. It
gave me goose-bumps.” How is this different from other praise?
Guidance- Techniques
INEFFECTIVE PRAISE: “I like the way you put up your hand.”
Why? This praise is manipulative, value laden
and judgmental. We need to get in the habit of providing
children with information about what they did coupled with WHY it made a difference, (the results of their choices).
Guidance- Techniques & Kohn
Defending limits: purpose Is the purpose protection or control? restrictiveness less is better: for example quiet voices instead of no talking flexibilitymay need to modify timetable, assignment, etc.
Guidance- Techniques & Kohn
developmental appropriatenessFour year olds need guidance withappropriate outdoor dress. Do10 year olds? presentation stylenon controlling manner acknowledging
student feelings student involvement:Do the students help set the rule or routine?
Guidance- Techniques & Kohn
CLASS MEETING : the place for sharingthings of interest to students decidingthings important to the class like how to
help people in need or decorate the classroom
planningimportant events such as field trips, class
celebrations
Guidance- Techniques & Kohn
reflecting:*what kind of place our classroom will
be *how we will treat each other*how we will welcome guests, or
newcomers*how we will treat a substitute teacher
when our teacher is absent*what can we do when we don’t agree
Guidance on the playground:Peacemaker model
Teacher supervised but student run Would you like to talk to a teacher, the
principal or me? If you then…
PEACEMAKER SCRIPTThis is our format: First we listen to both sides. Then we find 3 solutions to the problem. Next we choose one we can agree on. Finally we try out our solution. Are you ready to begin?
Guidance on the playground:Peacemaker model
Peacemakers are taught mediation skills.
Face the children you are helping
E make eye contact
Listen carefully to each side and repeat back what has been said
Open body stance
Recap the decision and wish them luck.
Guidance on the playground:Peacemaker model
Peacemaker programs are being used throughout the province.
They provide the shirt, and training kit to schools and other groups.
A teacher has to take the initiative to do the training and monitor the program, wash the shirts, make the certificates.
Like all programs, some student loose interest quickly because it cuts into their playtime.
Other students become excellent mediators.
Kindergarten Behaviour Management
few rules enforce them Use verses, music, action poems for
transitions and to focus attention.
Kindergarten Behaviour Management
It’s time to tidy up, (tune, Farmer in the Dell)
It’s time to tidy up,Everybody lend a handIt’s time to tidy up.Let’s put our toys away,Let’s put our toys away,Everybody lend a hand Let’s put our toys away.
Kindergarten Behaviour Management
Roll your hands so slowly
As slowly as can be
Roll your hands so slowly
And fold them just like me.
Roll your hands so quickly
As quickly as can be
Roll your hands so quickly
And fold them just like me.
Kindergarten Behaviour Management
You may change the words to:You may change the words to:Let’s all move for story, show me how.Let’s all move for story, show me how.Let’s make a circle, It’s story time. (It’s Let’s make a circle, It’s story time. (It’s time for math, it’s time to read etc.)time for math, it’s time to read etc.)
Kindergarten Behaviour Management
Everybody do this, do this, do this,Everybody do this, just like me.Everybody bend and stretch, bend and
stretch, bend and stretch,Everybody bend and stretch, just like me.Everybody patsch and clapEverybody patch and stampEverybody sitting, sitting, sittingEverybody sitting, quietly.