Slide 1

Providing Guidance

Warm Up:Define the term GUIDANCE. Do you believe guidance is an ongoing process? Explain why or why not

Examples of GuidanceIn your notes, create a list of guidance you have received today, in the past week and in the past year. Make sure to include who was involved

Guidance on the Spot ActivityShuffle the cards with your table and one at a time pick a card. Answer the question pertaining to each guidance scenario

Open Ended Questions Indirect vs. Direct GuidanceIndirect guidance- involves outside factors that influence behavior Physical set up of the child care center

Direct guidance- nonverbal and verbal actionsA teachers words and facial expression is a form of guidance

verbal environment- all communication that occurs within the setting

(Teachers can help create a positive verbal environment by using active listening skills.)

Adults should be sincere and constructive when praising childrenDay Two: Guidance

A Teachers VoiceBe Well-modulated With inflections appropriate to the message.Be pitched appropriately for his or her age and gender.De distinct.Be correctly articulated. Be loud enough for the farthest child to hear.Be grammatically correct.

A Teachers VoiceReflect words, phrases, and sentences appropriate for the childrens age or developmental level.Have a rate that is neither too fast nor too slow.Be pleasant to hear.Be natural as opposed to affected.Be free of a condescending tone.Be mature rather than babyish sounding.

Suggestions for Talking with a ChildUsing the suggestion you have been assigned, create a sign that displays the suggestionMust be visually appealing Be prepared to share and explain your suggestion with the class! Positive ReinforcementUsing a reward or praise to encourage good behavior

Why teachers should use it: Provides students with positive feedbackStudents respond to positive reinforcement bestHelps reinforce positive behaviors and expectationsProvides incentiveIncreases motivation, buy-in, and effortProduces a challenge with a pay-offCreates incentiveImproves behavior and academicsIncreases on task and attending behaviorsProduces immediate and quick resultsProvides a visual concrete reason for students to work toward behavioral and academic goals

Examples of Positive Reinforcement Badges!

Stickers!

Discipline Board

Incentive Charts

Sticker Charts

Positive Additions

Consequenceresult that follows an action or behavior

WarningWhen children fail to follow a limit(rule), remind them that they are misbehaving and their behavior will have consequences warnings provide children an opportunity to change their behavior.

Time-Outguidance technique that involves moving a child away from others for a short period of timeTime-out is used when a childs disruptive behavior cannot be ignoredThe child needs time to calm down

Building Positive SkillsDoDontHelp the child develop an I-can-do-it attitude.Dont destroy the childs self-confidence by doing everything for him or her.Use as few words as possible when giving verbal directions.Dont use too many words and confuse the child.Reinforce words with actions.Dont be inconsistent. Model the behavior that you expect from the children.Use simple words to communicate clearly.Dont use a vocabulary that is beyond the childrens level. Speak in a calm, quiet, relaxed tone of voice.Dont raise your voice; Save that for an emergency.Encourage independence and cooperation.Dont do for children what they are able to do for themselves.Provide the children time to change activities.Dont deprive the children of an adjustment time.Accept childrens sad or angry feelings.Dont deprive the children of recognizing, understanding and learning to express their feelings.Lets craft!Two crafts will be created during this period 1st craft: you will create your own version of a positive addition Place your name on craft(example shown ).2nd craft: positive reinforcement Of your choosing (certificate, badge, Additions board, incentive chart,)

I-messageTells the child how you feel about their behavior in a respectful mannerI-message has 3 parts 1. the childs behavior2. your feelings about the behavior3. the effects of the behaviorAfter you state the i-message, you should say what you want to be done