1. Positive Guidance Techniques in the Classroom

2. How Do We Let Children Know…
 they can feel like they have some control over their day and themselves?
that they are safe?
 that they are not bad, but are making bad choices?
  that learning is what is important?
  that we value who they are?
  that we understand them?
  that we take their concerns and fears seriously?

3. Positive Guidance… Is based on what we know about the child
Is administered with the goal of teaching children self-control and good decision making
Offers children choices
Leaves children’s self esteem intact
Employs natural and logical consequences
Offers consequences known and understood by the child
- Employs a system of utilizing the least confrontational choices whenever and wherever possible, escalated only when necessary
- Is consistent
Takes into consideration situations, circumstances and individual children
- Is child-centered, capitalizing on a relationship built on trust and rapport 

4. Positive Guidance is not…
Punitive
Administered in anger
Rigid
About intimidation, or control for the sake of control
About being “right”

5. You Are Important….Never Forget Your Role!
“I have come to the frightening conclusion that I am the
decisive element in the classroom. It’s my personal approach
that creates the climate. It’s my daily mood that makes the
weather. As a teacher, I possess a tremendous power
to make a child’s life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations it is my response that decides
whether a crisis will be escalated or de-escalated
and a child humanized or
de-humanized.” - Haim Ginott

6. ∙ A teacher’s personality will affect the behavior of the children in your care. Effective teachers encourage and show interest in children, and use more suggestions than commands.
∙ Uncooperative teachers lead to hyperactive, bored, disruptive students.
∙ Permissive teachers lead to aggressive and attention-seeking behaviors. These children see the teacher’s lack of involvement as permission to engage in such behavior.

7. What is Guidance?
Guidance – “direct and indirect actions used by an adult to help children develop appropriate behavior patterns.”
Indirect:
Room organization
teacher supervision placement
names on cubbies
timing of activities
Direct:
eye contact
physical touch as reminder
verbal commands
sitting next to a child

8. Steps in Problem-Solving…
1.     Have children identify the problem and feelings
2.     Re-state the problem
3.     Ask each child for ideas for solutions
4.     Negotiate until children can agree upon some sort of compromise
5. Reinforce

9. Preparing for Guidance:
General guidelines for developing effective guidance –
∙ Observation! Watch and note how individual children behave in certain situations.
∙ Reflect on how you respond to individual children. Do you have any biases or expectations of certain children based on gender, culture, personality, or appearance?
∙ Understand family and cultural variations – in some cultures, it is respectful to talk in a soft voice and maintain less eye contact.
∙ Share observations with other teachers.
∙ Sit with the children whenever possible. At their level, it is easier for them to approach you and gain your attention. Let them initiate interaction and do not interrupt an activity unless you can add knowledge or safety.

10. Direct Guidance Principles:
∙Use simple language
∙Speak in a relaxed voice
∙Be positive
∙Offer choices with care
∙Encourage independence and cooperation
∙Be firm
∙Be consistent
∙Provide time for change
∙Consider feelings
∙Intervene when necessary
Using the above principles, as well as additional (provided) guidance strategies, we will create a class “word wall” of positive guidance reminders. Pg. 272