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Community Partnership with Steven Foster and Head Start By: Trena Kelley Steven Foster and Head Start By: Trena Kelley.

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Presentation on theme: "Community Partnership with Steven Foster and Head Start By: Trena Kelley Steven Foster and Head Start By: Trena Kelley."— Presentation transcript:

1 Community Partnership with Steven Foster and Head Start By: Trena Kelley Steven Foster and Head Start By: Trena Kelley

2 Steven Foster is a man of many roles: ESD Consultant Teacher Educator Author Community Partner ESD Consultant Teacher Educator Author Community Partner

3 Steven runs a gathering for the Oregon City Head Start sight where we talk about. Challenges in the classroom. Things children do that frustrate us. Individual needs of the children. What we can do as teachers. What the child may need from us verses how they act. Teachers Helping Teachers

4 Mistaken Goal Chart Steven normally brings us to the From Jane Nelsen’s Positive Discipline, 2006

5 Annoyed Irritated Worried Guilty Reminding coaxing, doing things for the child they could do for themselves Stops temporaril y but later resumes same or another disturbing behavior. I count (belong) only when I’m being noticed or getting special service. I’m keeping you busy with me. Notice me- involve me usefully. Redirect by involving child in a useful task. “I love you and__.” (Example: I care about you and will spend time with you later.) redirect by assigning a task so child can gain useful attention, avoid special service, plan special time, set up routines, use problem solving, encourage, use family/class meetings, touch with out words, ignore, set up non- verbal signals. Angry Challenged Threatened Defeated Fighting, giving in, thinking, “you cant get away with it, “ or I will make you.” wanting to be right. Intensifies behavior defiant, compliance feels they won when parent/teac her is upset. Passive power I belong only when I’m boss, in control, or proving no one can boss me, You can’t make me. Let me help- Give me choices Redirect to positive power by asking for help, offer limited choices, don’t fight and don’t give in, withdraw from conflict, be firm and kind, act, don't talk, decide what you will do, let routines be the boss, leave and calm down, develop mutual respect, set a few reasonable limits, practice follow-through, encourage, use family/class meetings. If the parent/ teacher feels: And tends to react by: And if the child’s response is: The belief behind the child behavior is: Coded messages Parent teacher proactive and empowering responses include: The child's goal is: Undo attention (to keep others busy or to get special service) Misguided power (to be boss)

6 Revenge (to get even) Hurt Disappointed Disbelieving Disgusted Retaliating getting even thinking “how could you do this to me?” Retaliates intensifies, escalates the same behavior or choses another weapon. I don’t think I belong so I’ll hurt others as I feel hurt. I can’t be liked or loved. I’m hurting- validate my feelings. Acknowledge hurt feelings, avoid feelings hurt, avoid punishments and retaliation, build trust, use reflective listening, share your feelings, make amends, show you care, act, don’t talk, encourage strengths, put kids in same boat, use family/class meetings. Assumed Inadequacy (to give up and be left alone.) Despair Hopeless Helpless Inadequate Giving up Doing for Over- helping Retreats further passive No improvement, no responses. I’ve lost faith in myself so I’ll convince others not to expect anything of me; I am helpless and unable, it’s no use trying because I won’t do it right. Don’t give up on me- show me a small step Break task down to small steps, stop all criticism encourage any positive attempt, have faith in child’s abilities, focus on assets, don’t pity, don’t give up, set up opportunities for success, teach skills/show how, but don’t do for, enjoy the child, build on their interests, encourage, encourage, use family/class meetings. The child's goal: If the parent/teacher feels: And tends to react by: And if the child’s response is: The belief behind the child’s behavior is: Coded messagesParents/teachers proactive and empowering responses include:

7 Positive Discipline Steven teaches a class at a local community college. He provides and holds spots for Head Start Parents. This class is free, the only cost is the book which is $ It provides parents with an understanding and positive technique's for discipline. Steven teaches a class at a local community college. He provides and holds spots for Head Start Parents. This class is free, the only cost is the book which is $ It provides parents with an understanding and positive technique's for discipline. Positive Discipline

8 At Head Start we serve low income families. As our ESD consultant, Steven already has a relationship with the parents of IFSP children. It is normally the parents of these children with IFSP’s that take his class, looking for some insight or help. On certain occasions Steven has offered to buy the book for Head Start families if they want to take the class. At Head Start we serve low income families. As our ESD consultant, Steven already has a relationship with the parents of IFSP children. It is normally the parents of these children with IFSP’s that take his class, looking for some insight or help. On certain occasions Steven has offered to buy the book for Head Start families if they want to take the class.

9 Positive Discipline Parenting Class For parents who are looking for long term parenting skills to help their children. Think for themselves Become more responsible Have greater respect for themselves and others. Think for themselves Become more responsible Have greater respect for themselves and others. Positive discipline methods are non punitive and respectful. Incorporate kindness and firmness into parenting Help parents understand their children's misbehavior Bring more joy into the home. Give parents a sense of accomplishment. Incorporate kindness and firmness into parenting Help parents understand their children's misbehavior Bring more joy into the home. Give parents a sense of accomplishment.

10 Positive Discipline Parenting Class Unfortunately parents who may benefit from Stevens Positive Discipline class, cant always make it because of: Work Schedules NO child care

11 Steven Foster L.C.S.W Co-wrote a book with Jane Nelson M.S. and Arlene Raphael Ed.D Positive Discipline for children with special needs.

12 Summer Time Head Start is out for the summer. During this time, Steven continues classes for the children on IFSP’s at the Oregon City Head Start sight. This gives the children more stability. It is a smaller group of children so the children have a higher success rate. Steven is able to work one on one with these children and help them work out problems.

13 References Arlene Raphael M.S., Jane Nelsen Ed.D, Steven Foster L.C.S.W. “Positive Discipline for children with special needs.” Head Start teacher Trena Kelley Arlene Raphael M.S., Jane Nelsen Ed.D, Steven Foster L.C.S.W. “Positive Discipline for children with special needs.” Head Start teacher Trena Kelley


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