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Positive Guidance Techniques

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Positive Guidance Techniques Subject: guiding young children's behavior Author: Cathy Abraham 05 Description: ca05 Last modified by: vbaglien Created Date: – PowerPoint PPT presentation

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Title: Positive Guidance Techniques


1
Positive Guidance Techniques
  • Adapted by Dr. Vivian G. Baglien

Free powerpoints at http//www.worldofteaching.com
2
Children believe what we model
3
If we model self control they will feel like they
have some control over their day and themselves
4
If we take time to hear their concerns and fears
seriously they will come to know we care.
5
If we model that learning is fun and engaging
they will come to know that learning is important
6
If we listen they learn that we understand them
7
If we show compassion and affection they will
come to know that we value who they are
8
If we model making good choices they will feel
capable of doing the same.
9
If we provide a safe environment they will feel
that they are safe?
10
Positive Guidance
  • Is based on what we know about the child
  • Is based on what we know about child development
  • Is administered with the goal of teaching
    children self-control and good decision making
  • Offers children choices
  • Leaves childrens 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 build on trust and rapport 

11
Positive Guidance is not
  • Punitive
  • Administered in anger
  • Rigid
  • About intimidation, or control for the sake of
    control
  • About being right

12
I have come to the frightening
conclusion that I am the decisive element in the
classroom. Its my personal approach that
creates the climate. Its my daily mood that
makes the weather. As a teacher, I possess a
tremendous power to make a childs 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  
Teachers Oath
13
Developmentally AppropriateActivities and
Practices are
  • - Based on what we know about how young
    children learn
  •   - Relevant to childrens life experiences
  • - Based on the childrens current
    knowledge and abilities
  •   - Respectful of cultural and individual
    differences and learning
  • styles
  •   - Responsive to the interests and needs
    of the children
  •   - Focused on the learning process, not
    the end product
  • - Thought provoking - stimulating and
    challenging the minds of
  • young children
  • - Based on the philosophy that children are
    competent and
  • trustworthy, and can
    make good decisions if given the

    opportunity
    and practice

14
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
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