Developing Guidance Skills

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Developing Guidance Skills

• Chapter 13

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Goals of Guidance
Guidance- consists of direct and indirect
actions used by an adult to help children develop
appropriate behavior patterns
Effective guidance- helps children maintain
self-esteem and produce desired change in
behavior
Self-control is the long-term goal of guidance
Promote prosocial behaviors
prosocial behaviors- acts of kindness that
benefit others
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Guidance and You
Your personality affects children behavior
Encourage and show interest in children
Suggestions instead of commands
Interact often ask open ended questions
Model prosocial behavior
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Preparing for Guidance
1. Observation of the children
2. Plan with other teachers
3. Do not talk to other adults when teaching
unless important
4. Sit with the children whenever possible
5. Do not interrupt an activity unless you can
add knowledge or safety
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Direct Guidance
indirect guidance- involves outside factors
that influence behavior
Direct guidance- involves nonverbal and verbal
actions
Focus on what they see and feel
Your nonverbal need to reinforce what you are
communicating verbally
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Direct Guidance Principals
1. Use simple language
2. Speak in a relaxed voice
3. Be positive
4. Offer choices with care
5. Encourage independence and cooperation
6. Be firm
7. Be consistent
8. Provide time for change
9. Consider feelings
10. Intervene when necessary
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Indirect Guidance
Environment- should be set up to easily supervise
and be healthy and safe
Encourage independence
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Techniques for effective guidance
1. Positive reinforcement- molding children's
behavior by rewarding positive behavior
2. Using consequences consequences- result that
follows an action or behavior natural
consequences- those experiences that follow
naturally as a result of a behavior artificial
consequences (logical consequences) those set up
deliberately by an adult to show what will happen
if a limit is not followed
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3. Warning State the behavior then the
consequence firm voice displeasure should be
evident
4. Time out- guidance technique that involves
moving a child away from others for a short
period of time
5. I-messages- tells the child how you feel
about his or her behavior 1. Childs
behavior 2. Your feelings about the behavior 3.
Effects of the behavior 4. State what want done
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6. Effective praise- specific and individualized
to fit the situation and child make age
appropriate give immediately Establish eye
contact do not overuse praise use
Affirmations
7. Suggesting- placing thoughts for consideration
into childrens minds make positive
8. Prompting- used to stop an unacceptable
action or start an acceptable one response
required
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9. Persuading- encourage children to act or
behave in way by appealing to basic needs and
wants link behavior with feelings
10. Redirecting- turn attention in different
direction
11. Modeling- how you speak and move in front of
children
12. listening- giving children full
attention active listening- first listen to
child then restate what child is saying to you
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13. Ignoring avoid acknowledging inappropriate
behavior praise when model acceptable
behavior can not ignore if it is a safety
concern tell child behavior you are ignoring and
what behavior you desire
14. Encouraging recognize efforts and
improvements e.g. You can do it all by
yourself! You were able to do it last
week. You know how it works.
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Promoting a Positive Self-Concept
Self-concept- includes the qualities the child
believes he or she possesses
Can promote or undermine by your words and
actions!!