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Ten Steps to Guided Behavior

Step Four: Guide the Whole Child

Sources

  • Kids are multi-dimensional

-emotional, mental, social, linguistic, spiritual and physical

-just like differentiated instruction, we need to provide differentiated guidance for each student.

  • You need to assess each student's behavioral strengths and weaknesses, some kids will need more or less guidance than the norm you prepared for.
  • Here is a cite describing the different learning styles: http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx

10 Effective DAP Teaching Strategies | National Association for the Education of Young Children | NAEYC. (n.d.). Retrieved October 7, 2015.

4 Managing and improving behavior in inclusive educational environments. (n.d.). Retrieved October 7, 2015.

Morrison, G. (1976). Early childhood education today. Columbus, Ohio: Merrill.

Understanding Your Student's Learning Style: The Theory of Multiple Intelligences. (n.d.). Retrieved October 7, 2015.

Step Five: Know and Use Developmentally Appropriate Practice

  • Know child development!! DEVELOPMENTALLY APPROPRIATE PRACTICE!! Know EACH child. You will need to know what is appropriate for ALL children and INDIVIDUAL children.
  • This website gives some examples on how to incorporate DAP into your classroom: http://www.naeyc.org/dap/10-effective-dap-teaching-strategies

Step Six: Meet Children's Needs

Step Three: Model Appropriate Behavior

  • Know your children's needs!
  • Abraham Maslow's Hierarchy of Needs

-Physical needs: nutritional needs (you can bring water and snacks), quality of classroom, getting ideal amount of sleep

-Safety and security needs: kids cannot learn in fear or lack of comfort in the classroom or at home. Make your classroom an "oasis of safety" so they can feel confident and comfortable.

-Need for belonging and affection: children find a sense of belonging from being given jobs to do, having responsibilities and helping make classroom decisions. By helping achieve this, you can personally greet your students.

-Need for self-esteem: children's view of themselves stems primarily from parents, teachers and classmates. We need to give them opportunities to succeed and achieve.

-Self-actualization: teachers and parents can help children become independent by allowing them to do things on their own and help them set goals and encourage them to evaluate their own behavior.

  • Children mimic behavior and if the action is rewarded they will repeat it.

- Showing

-Demonstrating: performing a task while the children watch, also have them perform while you guide them or have them demonstrate to each other.

-Model: by practicing expected behavior and call attention to desired behavior when a child models it

-Supervise: by reviewing, maintaining standards and following up.

  • Don't encourage misbehavior by giving attention to the student. You can ignore the student to a certain extent, while praising students exhibiting good behavior.
  • Teach how to have a peaceful and cooperative learning environment by teaching conflict resolution.
  • Here is a great website that goes into detail and explains ways to help manage your classroom: http://www.learnnc.org/lp/editions/every-learner/6691

Step Seven: Help Children Build New Behavior

  • Internal Control: need to help the children learn that they are responsible for their behavior and that pleasures and rewards comes from within themselves-internal locus of control. To avoid them from developing an external locus of control, we need to foster an attitude of capability and independence.
  • By learning delayed gratification, children are proven to do better in school, avoid substance abuse and are a better predictor academic performance than IQ tests.
  • -Here are some strategies: classroom rules, routines and transitions, create social stories showing target behavior, provide awards for target behavior and embed management skills like taking turns.
  • Teacher behavior can really prevent behavioral problems in students!!

-Respond to children in a timely fashion, anticipate students needs and emotions, give frequent feedback and provide strong support in academic and social areas.

Step Ten: Develop a Partnership with Parents, Families and Others

  • Know your children: home visits, parent conferences, e-mails, phone calls, etc. to gain knowledge on health history, interests, attitude toward schooling, parents' expectation, home conditions, parents interest in being involved in child's academics.
  • Understand how parents influence children's behavior: parents and guardians in low SES households raise and discipline their children in different ways than families in higher SES households.

-Conditions can inject much stress and create more intense and emotional reactions from parents, parents assume their children are getting into trouble, they also typically believe in more harsh forms of punishment

-Ways we can help: be observant and sensitive to signs of neglect or abuse, collaborate with co-workers and administrators to discover ways of discipline and parent-education programs, educate yourself on ways different ethnic groups discipline their children.

  • Involve parents: have visits or conferences and encourage their involvement and how it will positively impact their child if their parents care and are aware of what is happening and explain your beliefs on discipline.
  • Develop your philosophy: what you believe concerning child rearing, guidance and children. This will help you to share with parents and help guide them on their children's behavior.

Step Two: Establish Appropriate Expectations

  • The more we expect of children, the more and better they achieve.
  • Set limits: defining unacceptable behavior

-3 benefits: help to clarify your stance on un/acceptable behavior, to help prevent inconsistency and help kids act in confidence and provide children with security.

  • Develop classroom rules

-You can establish rules, reinforce and encourage them, then later have the students evaluate their own behavior according to the rules.

-Example of first grade classroom rules: respect other people, keep your hands and feet to yourself, raise your hand for permission to speak, walk quietly in the hallways and move about quietly in the classroom.

Step One: Arrange and Modify the Environment

Step Nine: Use Praise and Encouragement

  • While praising the students, also provide them with feedback on what they specifically did.
  • Process praise vs. Personal praise: praise for effort rather than who they are as a person. "Good job putting the blocks away!" vs. "Good job, Tony!" this provides the foundation for ongoing behavior and achievement.
  • Encouragement vs. Praise: encouragement provides specific feedback on what they did good and what they could work on.

-encouragement acknowledges the child's effort

-encouragement recognizes the child's success

-encouragement helps children self-evaluate their efforts

  • Room arrangement is crucial to guiding behavior by signaling to children they are expected to be responsible for their own behavior.

-You can have an open area to meet for group work, locate quiet areas and areas for loud activities, have abundant materials with easy access, "there's a place for everything", provide students with guidelines on how to use centers and materials.

  • Supportive classroom for how you want to conduct your classroom.
  • Encouraging classroom

-Display children's work, freedom of movement with guidelines, independent work, workstations

  • Positive classroom

-Set high, yet achievable expectations, emphasize a sense of community, display consistent behavior, establish routines, have open communication between children and adults, have cooperative and independent work.

  • Time and Transitions

-Don't waste the children's time with busy work, don't make them wait or they will find something else to do, allow transition time and provide time for relaxation.

Step Eight: Empower Children

  • Give children responsibilities: by making them accountable and responsible for completing tasks they develop a sense of self-worth and a sense of community.
  • Give children choices: choices help them to become independent, confident and self-disciplined, this is key to developing an internal locus of control.

-Give choices only when there are valid choices to make, not a choice on whether to participate or not.

-Help them make choices, give options instead of an open-ended question.

  • Help children succeed!!!
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