Behaviour Management

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Behaviour Management

• offering guidance

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Guidance definition

• the act of directingto a negotiated end
• based on human rights of
• fairness
• equality
• diversity
• justice

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Guidance-

• fosters inductive reasoning and problem solving
• uses respectful tones
• uses gentle actions
• offers fair and sensitive guidelines
• fosters an atmosphere of trust
• provides a warm nurturing, safe environment
• provides children with positive role models

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Guidance-

• uses good judgement
• offers empathy
• clearly indicates the desired behaviour for
  younger children when necessary
• example You need to use your words.
• non example Dont hit!
• builds upon our philosophy of education so we are
  congruent

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Guidance- Techniques

• thorough and creative program planning
• consistent, fair and logical
• few rules
• Children or adults cannot hurt themselves, others
  or things.
• observe
• know the children

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Guidance- Techniques

• stay calm and gentle
• listen
• communicate
• provide choices that are real choices
• use redirection and/or distraction for younger
  children
• use appropriate positive reinforcement

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Guidance- Techniques

• provide attention
• provide adequate time and space
• abandon your agenda
• model
• cue or prompt
• discuss the problem
• be open to their solutions

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Guidance- Techniques

• EFFECTIVE PRAISE OR ENCOURAGEMENT
• Hitz and Driscoll (1988,p.12)
• Daniel just finished a painting.
  He comes to you, the teacher,
  and says, Look at my
  painting. Isnt it beautiful?
• You reply, You look happy about your painting.
  Look at all the colours you used.
• How is this different from other praise?

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Guidance- Techniques

• EFFECTIVE PRAISE OR ENCOURAGEMENT
• Sue seldom talks in the group.
• Today she told a short story about
• Halloween.
• That was a very scary story you told. It gave me
  goose-bumps.
• How is this different from other praise?

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Guidance- Techniques

• INEFFECTIVE PRAISE
• I like the way you put up your hand. Why?
• This praise is manipulative, value laden and
  judgmental.
• We need to get in the habit of providing children
  with information about what they did coupled with
  WHY it made a difference, (the results of their
  choices).

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Guidance- Techniques Kohn

• Defending limits
• purpose
• Is the purpose protection or control?
• restrictiveness
• less is better for example quiet
• voices instead of no talking
• flexibility
• may need to modify timetable,
• assignment, etc.

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Guidance- Techniques Kohn

• developmental appropriateness
• Four year olds need guidance with
• appropriate outdoor dress. Do
• 10 year olds?
• presentation style
• non controlling manner acknowledging student
  feelings
• student involvement
• Do the students help set the rule or routine?

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Guidance- Techniques Kohn

• CLASS MEETING the place for
• sharing
• things of interest to students
• deciding
• things important to the class like how to help
  people in need or decorate the classroom
• planning
• important events such as field trips, class
  celebrations

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Guidance- Techniques Kohn

• reflecting
• what kind of place our classroom will be
• how we will treat each other
• how we will welcome guests, or newcomers
• how we will treat a substitute teacher when our
  teacher is absent
• what can we do when we dont agree

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Guidance on the playgroundPeacemaker model

• Teacher supervised but student run
• Would you like to talk to a teacher, the
  principal or me? If you then
• PEACEMAKER SCRIPT
• This is our format
• First we listen to both sides.
• Then we find 3 solutions to the problem.
• Next we choose one we can agree on.
• Finally we try out our solution.
• Are you ready to begin?

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Guidance on the playgroundPeacemaker model

• Peacemakers are taught mediation skills.
• Face the children you are helping
• E make eye contact
• Listen carefully to each side and repeat back
  what has been said
• Open body stance
• Recap the decision and wish them luck.

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Guidance on the playgroundPeacemaker model

• Peacemaker programs are being used throughout the
  province.
• They provide the shirt, and training kit to
  schools and other groups.
• A teacher has to take the initiative to do the
  training and monitor the program, wash the
  shirts, make the certificates.
• Like all programs, some student loose interest
  quickly because it cuts into their
  playtime.
• Other students become excellent mediators.

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Kindergarten Behaviour Management

• few rules
• enforce them
• Use verses, music, action poems for transitions
  and to focus attention.

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Kindergarten Behaviour Management

• Its time to tidy up, (tune, Farmer in the Dell)
• Its time to tidy up,
• Everybody lend a hand
• Its time to tidy up.
• Lets put our toys away,
• Lets put our toys away,
• Everybody lend a hand
• Lets put our toys away.

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Kindergarten Behaviour Management

• Roll your hands so slowly
• As slowly as can be
• Roll your hands so slowly
• And fold them just like me.
• Roll your hands so quickly
• As quickly as can be
• Roll your hands so quickly
• And fold them just like me.

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Kindergarten Behaviour Management
You may change the words to Lets all move for
story, show me how. Lets make a circle, Its
story time. (Its time for math, its time to
read etc.)
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Kindergarten Behaviour Management

• Everybody do this, do this, do this,
• Everybody do this, just like me.
• Everybody bend and stretch, bend and stretch,
  bend and stretch,
• Everybody bend and stretch, just like me.
• Everybody patsch and clap
• Everybody patch and stamp
• Everybody sitting, sitting, sitting
• Everybody sitting, quietly.