1. Do Now
Please take a bell quiz from the podium when you come in to class!
Work on these questions silently
You will have 7 minutes when the bell rings to complete this.

2. ROCK

4. Watch the video to show how humans push against the boundaries just like cows.

5. (Three Bear Theory) Boxes of Freedom

6. The Andy Griffith Show The spoiled kid
Watch video before the boxes of freedom so you can refer to the video.
Where were boundaries being pushed?
Why did Arnold act the way he did? What about Opie?

7. How we deal with a child’s boundary pushing or misbehavior can be TOXIC.
It can build or destroy them, the caregiver, and the relationship.
Positive Discipline is setting limits within the guidelines of guidance goals:
Gain inner self-control
Maintain self-respect
Build Self-Concept
Strengthen relationships

8. Positive discipline techniques that help to meet the Goals of positive
guidance

9. The following slides are the Discipline Technique terms and definitions for the notes.

10. 1. REDIRECTION
a) Substitute unacceptable behavior for acceptable behavior by helping the child to focus on or pay attention to something else that is more appropriate
“Let’s run and yell outside instead of in the house”
b) Children up to 2 years old can be easily distracted to change their behavior.
For all ages, adjust the environment to meet their individual personalities and needs.
To avoid creating the problems in the first place, remove the distractions by putting the appealing items away or out of sight.

11. 2. NATURAL CONSEQUENCES
Natural Consequences occur without interference, allowing the consequence to happen, not an inflicted punishment by the caregiver. This is the best and most effective method of discipline, but the hardest one to do.
a) The child can see the result of his behavior or choices. This type of consequence can’t be used if it will cause harm to self, others, or property.
If a child does not eat = they go hungry
If the child leaves their bike out = it gets stolen

12. Logical Consequences
Logical Consequences should be relevant to the misbehavior.
This type of discipline should provide opportunities for children to learn from their behavior.
The consequence must relate to and logically follow the misconduct or poor choice.
It should be short in duration, but meaningful in the time spent.
The consequence cannot be imposed when the caregiver is angry. Calm down so you can think rationally about a logical plan.
Allow the child to provide input or help you to decide on the logical consequence.
The consequence must be one that makes the child feel as though it is an unpleasant result of their behavior.
Give the consequence and let the child feel its effects without any further comments from you or this might cause resentment.
If the child draws on the wall = they scrub it off
Child doesn’t keep their bathroom clean = can’t use it until it is cleaned

13. 3. CHOICES WITHIN LIMITS
a) Give children opportunities to make choices.
b) When children are allowed to make choices, they get practice in making decisions.
c) Setting limits allows children to control themselves rather than feel like they are being controlled.
d) Limits that are put on the child should have a purpose and should benefit the child.
e) Limit the options when giving choices.
“either - or” choices will help to narrow it down
“Do you want water or Juice? NOT What would you like to drink?”
f) Make sure you are willing to give the choices that you offer.

14. 4. TIME OUT / Time Away
a) Use a consistent place that distances the child from the problem where there are not positive (fun) distractions and they can regain their composure.
This is NOT a time to sit and think about what they have done wrong but, a time to calm down.
b) One time out minute for each year of the child’s age. ie: 2 year old should receive 2 minutes.
c) Use time out only for serious misbehavior like tantrum, fighting, intentional, destructiveness, etc.
d) Do not talk to the child while they are in time-out unless they have calmed down and are ready to resume the activity.
e) Use time out immediately after the behavior occurs and not when it is convenient in your schedule.
f) Once the child has calmed down and can talk with you, calmly discuss with the child why they were placed in time out and what behavior will be expected in the future.
If the timer goes off and the child has still not calmed down, set the timer again and remind them that once they have calmed down they may go back and play.
If the behavior happens again, immediately repeat the process – do not give reminders.
g) After the time out, make an extra effort to notice their good choices after the time out.

15. 5. REVERSE ATTENTION
a. Ignoring the negative behavior (whenever possible) and reinforcing the positive behavior and choices.
b. Catch them doing positive behavior and choices rather than scolding them for all of the bad things that they do.

16. 6. CONSISTENT
a. Children feel more secure when parents are consistent in their actions, expectations, and words.
b. Positive Guidance is dependent on maintaining consistency. Consistency is more important than how strict or lenient you are.
c. Children will always know what to expect and what is expected of them. From this, they learn to trust you.
d. It eliminates arguing over the expectations and forgetfulness of the rules on the parent or child’s part.
e. Tell the child only those consequences that you can and will follow through with otherwise, you become a liar.
“We are going home if you keep throwing
sand. Keep the sand in the sandbox”

17. 7. EXAMPLE
Modeling an expected behavior is an effective way to teach children the desired behavior.
Children will always follow what you do before they follow what you say.
Both positive and negative behaviors are modeled to the children.

18. 8. ENCOURAGEMENT
a. Encouragement is the best form of positive reinforcement. It is the best way to teach children a positive / appropriate behavior.
b. What is the difference between Praise and Encouragement? What are the effects of these?
Praise
Praise and its affects
a) A Type of reward based on competition. It is given for winning and being the best.
b) It teaches a child that if they do something considered correct or appropriate, they will be recognized with an external / tangible reward like a treat.
c) Places value and judgment on a child.
“I’m so proud of you!” “Here’s a sticker”

19. Encouragement
a) Given for effort or improvement. Its focus is on the child’s strengths and positive traits.
b) A person who encourages is not interested in how the child compares with others, but they are concerned with the child accepting himself and developing the courage to face difficult tasks.
c) Encouragement helps a child to feel worthy. It attempts to motivate children by giving internal rewards, evaluations, and contributions. This type of reward lasts longer and means more.
d) It can be given when a child is not doing well, making mistakes, or when they are facing failures.
1. Demonstrates acceptance:
“I like the way you handled that!” “I’m glad you enjoy learning.”
2. Shows confidence in the child.
“You’ll make it!” “Knowing you, I’m sure you’ll do fine”
3. Expresses appreciation:
“Thanks, that helped a lot.” “That was thoughtful of you.”
4. Recognize effort and improvement
“It looks like you really worked hard on that project”
“Look at the progress you have made!”

20. 9. POSITIVE STATEMENTS
a) Tell a child what you need or want them to do VS. what you do NOT want them to do.
“Don’t run in the house!!! vs. Please walk in the house”
b) When giving directions, clearly state in a fair, firm, and friendly manner what the child is expected to do.
c) Get down and talk with the child on their eye level.
d) To encourage children to do a task, tell them what needs to be done in short, clear, and simple steps and then help them get started.