preschool clasrooom management

8/3/2019 Preschool Clasrooom Management

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Reporter: Lanie Rissa K. Lingbanan

BEE-3D


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THE ISSUE:

Many Children have difficulty sitting at Circle Time orother times when it is important for them to sit

quietly, attend to the speaker, and listen. OVERVIEW:

Listening involves not just our ears, but our entirebodies.

By teaching listening skills, you are able to focus onthe appropriate behaviors that children need to learn.


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GOAL:

To teach children specifically what they need to do tolisten so they will learn how to be effective listeners.

SOLUTIONS:

Good listeners use their seven body parts. EARS: Open our ears when we listen.

EYES: We look at the person speaking .

MOUTH: Closed when we listen.

HANDS: Folded in our laps. FEET: On the floor.

SEAT: Chairs, mats, carpet square.


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BRAIN: We turn our brain on and think about the

speaker is saying.

Model Listening, describing what you are doing with

each of your body parts.Show me how we listen.

Wow! What great listeners I see. Lets listen closely

to____(brief story, poem, song etc.)


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KEYS TO EFFECTIVE CLASSROOM

MANAGEMENT

Keep listening activity that follows brief and

engaging, ensuring the childrens success.Ask questions or acknowledge children for being

good listeners.

Be aware of how long children are expected to sit.

* Long circle times are not developmentallyappropriate for young children.


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THE ISSUE:

It is never as hard to complete an unwanted task ifyou have help. When you ask young children to pick

up toys or clean up a mess, It may seem like a bigjob to the child. If you assist the child in completingit, then the child learns to make a good effort andtake pride in her accomplishments.

OVERWIEW:Children need to take responsibility in an age-

appropriate way for small tasks in classroom.


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GOAL:

To help children to improve their ability to completetasks that they find unpleasant, boring, or

threatening because they are new. SOLUTION:

Monitor your own attitude and stay positive andenthusiastic.

Many times, the child just needs a little help gettingstarted.

Have the child assume more of the work as you doless.


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MANAGEMENT

When you are able to stay positive and enthusiastic,

children will be more motivated to complete the task.

*This technique is not intended for manipulation,

but rather a way to teach positive social behavior

to children who might otherwise demonstrateserious behavior problems.


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THE ISSUE:

Some children are resistant on following directionsfor different reasons:

a. There are other activities that the child prefers.b. They do not understand what they need to do.

OVERWIEW:

This strategy is based on the behavioral principle

that human beings respond to:

People need to adjust to a situation before demandsare made.


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GOAL:

To use warm-up activity so that children will learn torespond positively to directions that they might not

find appealing. SOLUTIONS:

Get to know the child well enough to determine howto proceed.

Give 3 quick requests that the child can easily follow.Be sure to affirm the child for following directions.


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MANAGEMENT

This method enables you to avoid a power struggleand to establish appropriate social behaviors.

The purpose of this method is to teach socialbehaviors that will benefit children.


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THE ISSUE:

Grandmas rule is also known as the Premack

Principle: a non preferred activity that is more likelyto be completed if it is followed by a profferedactivity.

OVERVIEW:

All people have their likes and dislikes. When

classroom schedules alternates low-preference andhigh- preference activities, children are more likely todemonstrate socially appropriate behavior.


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GOAL:

To develop a classroom schedule that minimizesnegative behavior through the use of Grandmas

rule: low-preference to high-preference activities.

SOLUTIONS:

Determine the times of the day when behaviorproblems are most likely to occur.

Determine the daily activities that children anticipate.Develop a schedule in which low-preference

activities followed by high-preference activities.


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Acknowledge the children for their good behaviorduring the more difficult task.

KEYS TO EFFECTIVE CLASSROOMMANAGEMENT

When your schedule alternates quiet or sedentaryactivities with active p[lay, you will better meet theneeds of children who find it hard to sit. When theyare better able to handle sitting, then the period of

time can be lengthened.*Beware of expecting too much too soon.

Remember that children are individuals withdifferent preferences and dislikes.


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THE ISSUE:

Enable children to gain more self control so that theycan stay engaged for a longer period of time.

OVERVIEW:A good speaker uses delay cues to keep the

audience from becoming restless.


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GOAL:

To enable children to increase their attention spanand stay on task longer by using delay cues.

SOLUTIONS:Observe the child to determine which tasks during

the day are difficult for her.

See how long the child will persist with the task

before becoming agitated.


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Once you know how long a child can tolerate a taskor activity, then give the child a delay cue at the pointwhere she just begins to get restless.

Once the child is used to the delay cues, start

increasing the time or amount of the task beforemoving on.

KEYS TO EFFECTIVE CLASSROOMMANAGEMENT

Do not expect too much too soon, timing is veryimportant watch carefully for the point where thechild is just beginning to become restless or agitated.

*It is important to make the expectation

manageable.


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THE ISSUE:

To improve a child's behavior, pair her with a sociallyskilled peer who will be role model and elicitappropriate behavior.

OVERVIEW:

Social learning theory is built on the fact that humanbeings learn through observation and

imitation(Maag, 2004).


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GOAL:

To enable children to learn appropriate social behaviorthrough peer partners in the classroom.

SOLUTION;

Select several socially competent peer for peerpartners.

Pair the child with the peer partner during times whenthere is opportunity for social interaction such as

center time or outdoor play.During structured group activities such as circle time,

place the child with problem behavior between 2socially pers.


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Make sure that you have several children to serve as

peer partners otherwise the peer partner ends upwith too much responsibility and may resent the childwith behavioral difficulties.

Explain to the peer partner that she can help her friendto play.

Tell the peer partner to be sure to ask if she needs

help.Affirm the peer partner for being a good helper.


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MANAGEMENT

Children often learn skills more easily from peers thanthey do from direct instruction from adults.

Dealing with a child with problem behavior can be justas difficult for children as for you.

*Acknowledge the children for working well

together, and let them know how much youappreciate them.


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THE ISSUE:

Parents know their children better than anyone else.When parents and teachers work together to teachthe child appropriate social behavior, the childbenefits.

OVERVIEW

When parents help to support a behavior change plan,

the child is more likely to be able to transfer thedesired social behavior to other people and places.


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GOAL:

To develop a parent- teacher partnership to helpimprove their behavior.

To promote a lasting change in behavior that transfersto other settings besides the school.

SOLUTION:

Make sure that the parents understand from the

beginning that you want to teach their child how toget along in the classroom not reprimand her forwhat she does not know how to do.


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Before developing the behavior improvement plan, talkwith the parents to gain their perspective on thesituation.

Find out from parents the Childs likes and dislikes.

Determine how the parents prefer to be contacted, andthe best way to communicate what you are workingon at school.

Send home notes or videotapes on a regular basis todescribe the social skills that the child is working on.


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When asking the parents to work on a social skill, bespecific in describing the skill and what you expectthem to do.

Always remember to thank the parents for their help.

KEYS TO EFFECTIVE CLASSROOM MANAGEMENT

When parents and the school work together itincreases the chances of the child learning to

transfer the social skills that she learns at school intohome setting.


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THE ISUE:

Stories that highlight social skills have been used toteach social skills to children with autism anddevelopmental activities.

OVERVIEW:

The use of story explains the situation explicitly andlays out the expected behavior.


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GOAL:

To help children understand the social situation to seeothers viewpoints and to use appropriate social

behavior in the situation when needed.

SOLUTION:

Using 2-5 sentences, describes what people do in asocial situation.

Describe


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preschool clasrooom management

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