Discipline and Guidance

Guidance Showing what should be done by leading, directing or advising

Guidance 1. Direct - nonverbal and verbal actions- telling or showing them what to do 2. Indirect - outside factors that influence behavior

Turn to page 71 in packet Complete questions 1-12 Group leader- go over the questions and make sure the group agrees - make a note of anything you cannot agree on

Discipline - Controlling behavior

Punishment - Inflict a penalty

Discuss as a group and decide…  Joe, a three year old, ran into the street would you use discipline, guidance or punishment? explain explain

Goals of the classroom teacher A. Help children to develop self control- understand right and wrong B. Develop self esteem

Principles of guidance  A. Use Simple Language  B. Speak in a relaxed voice  C. Be positive  D. Offer choices  E. Encourage independence and cooperation

 F. Be firm  G. Be consistent  H. Provide time for change  I. Consider feelings  J. Intervene when necessary

  We can encourage cooperation and independence by…   What doe sit mean to be positive?   When can you offer kids a choice? Give an example.   How do we provide time for change?   What does it mean to intervene when necessary?

Stop here

Techniques for effective guidance A. Positive reinforcement 1. What is it-rewarding and encouraging positive behavior 2. Examples... Telling a kid they are playing nicely

1. Consequences - a result that follows an action or behavior NaturalArtificial

Greg goes into a yard where there is an aggressive dog What would be an artificial consequence? What would be a natural consequence?

Warning  - state the behavior and then the consequence- warn only once and then follow through  If…then…  Give me an example of when you would use this…

3. Time Out - don’t use as punishment - use for the child to regain control - max- 1 minute per year - do not discuss after time out

I Message - helps Children learn how others feel about their behavior - 3 parts child’s behavior your feelings the effects When you…I feel…because..

5. Effective Praise - can be verbal or nonverbal - make sure that it isn’t empty praise Good job is not effective praise I like how you held the door is effective praise

6. Suggesting  Placing thoughts into consideration into kids minds  Here’s a tissue 7. Prompting -stops an unwanted behavior requires a response/encourages kids to do something -What are we supposed to do right now? 8. Persuading  appeal to their basic wants and needs encourages kids to act in a certain way  Links behavior to feelings  We are having fun, will you join us?

9. Redirecting  turn attention to another activity- distraction 10. Modeling  children learn through imitation

11. Listening  give them your full attention - get to eye level  active listening  - listen and then respond by repeating

12. Ignoring  don’t acknowledge the behavior 13. Encouraging you can do it  recognizing their efforts and improvements