Guidance Approach

Online Resource to Accompany
A Guidance Approach
for the
Encouraging Classroom
Third Edition
Dan Gartrell
PART ONE
FOUNDATON! OF A GUDANCE APPROAC"
Chapter One The Guidance Tradition
Chapter Two Child Development and Guidance
Chapter Three Mistaken Behavior
Chapter Four Guidance: The Bottom Line
Chapter One
The Guidance Tradition
I. ioneers o! the Guidance Tradition
". Friedrich Froe#el
B. Maria Montessori
C. $ohn Dewe%
II. Mid&'(th&Centur% In!luences: The Developmental and )el!&s%cholo*ists
". $ean ia*et
B. The )el!&s%cholo*ists
C. +udolph Dreikurs
D. ,aim Ginott
III. The -./(s: Guidance or O#edience&Based Discipline
". The ush&Down o! "cademics
B. "ssertive Discipline
-. 0!!ects on Children
'. 0!!ects on Teachers
I1. The Transition !rom Discipline to Guidance
". The Contri#ution o! 0arl% Childhood 0ducators
B. The Contri#ution o! Developmentall% "ppropriate ractice
C. Guidance De!ined
D. Guidance and the Con!lict Mana*ement Movement
1. arents and the Guidance Tradition
". Froe#el2s 3inder*artens
B. Montessori2s Children2s ,ouses
C. The 4urser% )chool Movement
D. ,ead )tart
0. The u#lic )chools
F. arents and Developmentall% "ppropriate ractice
Figure #$#
Pioneers of the Guidance Tradition
Frederich Froe#el -5/'6-/7' The teacher should see the natural impulses o! the child not as a
tendenc% toward evil #ut as the source and motivation !or development that with *uidance leads to
character in the adult.
Maria Montessori -/5(6-.7' The child is in a process o! d%namic development which the
adult has attained. Children educate themselves throu*h a#sorption in meanin*!ul tasks in a process o!
sel!&discipline8 leadin* to responsi#le decision&makin*.
$ohn Dewe% -/7.6-.7' Out o! the occupation8 out o! doin* thin*s that are to produce
results8 and out o! doin* these thin*s in a social and cooperative wa%8 there is #orn a discipline o! its own
kind and t%pe.
$ean ia*et -/.96-./( The modern ideal is cooperation:respect !or the individual and
!or *eneral opinion as ela#orated in !ree discussion. Children come to this spirit o! democrac% throu*h the
practice o! cooperation #% adults who are a#le to make autonomous ;intelli*ent and ethical< decisions
themselves.
Recommended Readings
Bakle%8 ). ;-..5<. Love a little more8 accept a little more. Young Children, 52;'<8 '-.
Carlsson&ai*e8 4.8 = Levin8 D. 0. ;-..'<. Makin* peace in violent times: " constructivist approach to
con!lict resolution. Young Children 48;-<8 >6-?.
Coleman8 M. ;-..5<. Families and schools: In search o! common *round. Young Children, 52;7<8 ->6'-.
Derman&)parks8 L. ;-..?<. 0mpowerin* children to create a carin* culture in a world o! di!!erences.
Childhood Education, 70;'<8 9965-.
De1ries8 +.8 = @an8 B. ;-..7<. Creatin* a constructivist classroom atmosphere. Young Children, 51;-<8
>6-?.
0licker8 $.8 = Fortner&Aood8 C. ;-..7<. "dult&child relationships in earl% childhood pro*rams. Young
Children, 50;-<8 9.65/.
Ga*e8 $.8 = Aorkman8 ). ;-..><. Creatin* !amil% support s%stems: ,ead )tart and #e%ond. Young
Children, 50;-<8 5>655.
Gandini8 L. ;-..?<. Fundamentals o! the +e**io 0milia approach to earl% childhood education. Young
Children, 49;-<8 >6/.
Gartrell8 D. ;'((-<. +eplacin* time&out8 part one: Bsin* *uidance to #uild an encoura*in* classroom.
Young Children, 56;-<8 /6-9.
orro8 B. ;-..9<. Talk it out: Conflict reolution in the ele!entar" claroo!# "leCandria8 1":
"ssociation !or )upervision and Curriculum Development.
Audio$%isual &aterials
$ote: The follo%ing lit of !aterial doe not necearil" indicate author endore!ent#
Co!!on Thread. This video chronicles the histor% o! education in the Bnited )tates !rom the colonial
period to the present. It eCamines how curricula have evolved8 how the purposes o! education have
chan*ed over time8 and how technolo*% a!!ects modern education. Insi*ht Media8 -'- Aest /7th )t.8 4ew
Dork8 4D -(('>. -&/((&'??&..-(.
The Creation of Childhood# This video eCplores childhood throu*hout histor%. Insi*ht Media8 -'- Aest
/7th )t.8 4ew Dork8 4D -(('>. -&/((&'??&..-(.
&'er(ing Children# This video emphasiEes the importance o! o#servin* children care!ull% and pinpoints
speci!ic o#serva#le #ehaviors. Insi*ht Media8 -'- Aest /7th )t.8 4ew Dork8 4D -(('>. -&/((&'??&..-(.
)hat * Thi Thing Called +elf,Etee!-.This video de!ines sel!&esteem and emphasiEes the a#ilit% to
distin*uish #etween #ehaviors that indicate low sel!&esteem and positive sel!&esteem. Creative 0ducation
1ideo8 O BoC 97'978 Lu##ock8 TF 9.>'>&7'97. -&/((&.''&..97.
Chapter Rele'ant (e) !ites
General +esourcesGFoundations
-. 4ational "ssociation !or the http:GGwww.nae%c.or*G
0ducation o! Doun* Children
'. 4orth Central +e*ional
0ducational Center http:GGwww.ncrel.or*GsdrsGareasGstwHes%sG7erl%Hch.htm
?. 0arl% Childhood 0ducation and Care http:GGhome.sprintmail.comGIpe**%riehlG
>. Children2s De!ense Fund http:GGwww.childrensde!ense.or*G
7. 0+IC Clearin*house on 0lementar% http:GGericps.crc.uiuc.eduGeece
and 0arl% Childhood 0ducation
9. Children8 Douth8 and Families Consortium http:GGwww.c%!c.umn.eduG
5. 4ational Black Child Development http:GGwww.n#cdi.or*G
Institute
/. "ssociation !or Childhood http:GGwww.udel.eduG#atemanGaceiG
0ducation International ;"C0I<
.. 4ational Institute on 0arl% Childhood http:GGwww.ed.*ovGo!!icesGO0+IG0CI
Development and 0ducation
-(. Canada2s )choolnet )ta!! +oom http:GGwww.schoolnet.caGhomeGeG
Chapter T*o
Child De'elopment and Guidance
I. ia*et: " Foundation !or the )tud% o! Child Development
". Developmental 0*ocentrism
B. "utonom%
II. 1%*otsk%: The +ole o! the "dult in ersonal Development
". @one o! roCimal Development
B. )ca!!oldin*
C. rivate )peech
D. 1%*otsk%2s Aork Considered
III. 0rikson: ersonal Development and the Classroom
". Trust versus Mistrust
-. )eparation "nCiet%
B. "utonom% versus )hame and Dou#t
C. Initiative versus Guilt
D. Initiative and Belon*in*
0. Industr% versus In!eriorit%
I1. Gardner and Goleman: 4ew 1iews a#out Mental "#ilities
". Multiple Intelli*ences
B. Implications o! Multiple Intelli*ences !or 0ducation
-. Multiple Intelli*ences and 0arl% Childhood 0ducation
C. The Matter o! "ssessment
D. Multiple Intelli*ences and Guidance
0. 0motional Intelli*ence
1. The Contri#utions o! Brain +esearch
1I. Brain +esearch and 0arl% Childhood 0ducation
". In!ants
B. Toddlers
C. Doun* Children
1II. Dr. BraEelton )a%s . . .
1III. " Climate !or artnership with arents
". Be!ore )chool Be*ins
B. "!ter )tart&Bp
Teaching Practices in &oral Classrooms that +uild Autonomy
The teacher:
JInvolves children in positive rule&makin*.
Jrovides support structures ;clear *uidelines8 eKuita#le s%stems !or takin* turns and per!ormin* tasks8
relia#le routines8 and so on<.
Jromotes *roup pro#lem solvin* and decision&makin*.
JBses spontaneous interpersonal con!licts to teach con!lict mana*ement skills.
JModels inclusion o! all children as !ull% participatin* mem#ers o! the class.
Jrevents eCclusion o! *roup mem#ers #% peers as a result o! #ehavioral8 ph%sical8 or socialGcultural
vulnera#ilities.
Jromotes the social and interpersonal aspects o! learnin*.
JBses non&competitive8 o#servation&#ased assessment s%stems.
Chart adapted !rom Charlesworth ;'(((< and De1ries = @an ;-..><.
Ta)le ,$#
Eri-son.s Childhood !tages and Corresponding /ife Conflicts
)ta*eG"pproCimate "*e Li!e Con!lict
-. In!anc%G Birth to -/ months Trust versus mistrust
'. ToddlerhoodG-/ months to >' months "utonom% versus shame and dou#t
?. reprimar%G>' months to 9 %ears Initiative versus *uilt
>. rimar%G9 to -' %ears Industr% versus in!eriorit%
"dapted !rom 0rikson8 -.9?.
Ta)le ,$,
Educational Practices that Foster &ultiple ntelligences
Musical 0Cpose children to various t%pes o! musicL use rh%thmic and melodic
instrumentsL encoura*e dancin*8 sin*in*8 and son* composin*
)patial rovide opportunities !or eCplorin* spaces8 var%in* arran*ements o! materials8 !ittin* materials
into spaces8 workin* puEEles8 mappin* and chartin*8 creative art eCperiences
Lin*uistic +ead to childrenL encoura*e readin*8 writin*8 oral eCpression8 voca#ular%
development8 learnin* other lan*ua*es
Lo*ical&mathematical rovide manipulatives !or mathL encoura*e puEEle and pro#lem solvin*L
encoura*e eCperimentation and prediction
Bodil%&kinesthetic 0ncoura*e dancin*8 creative movement8 makin* thin*s with hands8 runnin*8
clim#in*8 practicin* lar*e and small motor skills8 sports skills
Interpersonal 0ncoura*e social interactions8 personal pro#lem solvin*L con!lict mana*ementL
pla% *ames !i*urin* out intentions and emotions o! others and emphasiEin* cooperation
Intrapersonal 0ncoura*e eCpression o! emotions8 pre!erences8 and thinkin* strate*ies. ,elp
with understandin* o! wishes8 !ears8 and a#ilities
4aturalist 0ncoura*e o#servation skills on !ield trips8 in classroom activities8 with
classroom visitors. 0ncoura*e eCpression o! o#servations throu*h Mournals8 artwork8 discussions8 and
nonver#al creations
"dapted !rom Gardner ;-..7< and )hickedanE ;-../<.
Top !i0 !uggestions for Easing !eparation An0iety
9. 0ncoura*e parent to *ive re*ular and !ull eCplanations o! the situation to help the child understand.
Aarml% take the child !rom the parent and reassure that NAe2ll #e !ine.O
7. +emain calm and positive. Interest the child in an activit%8 perhaps with a !riend that ma% #e intri*uin*
or at least divertin*.
>. 0Cplain to the child that his or her parent has to *o to work8 school8 and so on8 and will #e #ack later. I!
old enou*h8 *ive a time or later activit% as a marker !or the parent2s return. +e!er to the time or activit% in
later discussions durin* the da%.
?. "sk parent to #rin* a photo o! himsel! or hersel! ;perhaps with the child<. Let the child look at the
photo when the need arises.
'. Let the child #rin* a Nlove%O ;!avorite stu!!ed to% or #lanket<L over time esta#lish a place where the
child can keep the love% as he or she needs it less.
-. 0ncoura*e the child to write letters to his or her parent:whether the child uses art8 personal script8 or
cursive writin*. Invite the child to read the letter to %ou andGor the parent.
Berk8 L. 0.8 = Ainsler8 ". ;-..7<. +caffolding children/ learning: 0"gotk" and earl" childhood
education# Aashin*ton8 DC: 4ational "ssociation !or the 0ducation o! Doun* Children.
BraEelton8 T. B.8 = Greenspan8 ). ;'(((<. The irreduci'le need of children.%hat e(er" child !ut ha(e
to gro%, learn, and flourih# Cam#rid*e8 M": erseus u#lishin*.
Diamond8 M.8 = ,opson8 $. ;-../<. 1agic tree of the !ind: 2o% to nurture "our child/ intelligence,
creati(it", and health" e!otion fro! 'irth through adolecence# 4ew Dork: Dutton.
0lkind8 D. ;-..5<. The death o! child nature: 0ducation in the postmodern world. 3hi 4elta 5a66an, 79,
'>-6'>7.
Gardner8 ,. ;-..?<. 1ulti6le intelligence: The theor" in 6ractice# 4ew Dork: erseus Book Group.
Goleman8 D. ;-..7<. E!otional intelligence# 4ew Dork: Bantam Books.
Goleman8 D. ;-../<. )orking %ith e!otional intelligence# 4ew Dork: Bantam Books.
3a*an8 $. ;-..5<. Temperament and the reactions to un!amiliarit%. Child 4e(elo6!ent8 -?.6->?.
Lollis8 ). . ;-.((<. 0!!ects o! maternal #ehavior on toddler #ehavior durin* separation. Child
4e(elo6!ent, 61, ..6-(?.
4ew#er*er8 $. ;-..5<. 4ew #rain development research:" wonder!ul window o! opportunit% to #uild
pu#lic support !or earl% childhood education# Young Children, >6..
)hores8 0. F. ;-..7<. Interview with ,oward Gardner. 4i!enion of Earl" Childhood, 27;><8 765.
Aol!e8 .8 = Brandt8 +. ;-../<. Ahat do we know !rom #rain researchP Educational 8eaderhi6, 56, /6
-?.
10 Thing E(er" Child $eed# In this video8 eCperts such as Dr. T. Berr% BraEelton8 Dr. Bruce err%8 and
Bar#ara Boweman discuss Nten simple thin*s shown to help children2s Brain Development.O Aell&
known8 watcher&!riendl% 9(&minute video. +o#ert +. McCormick Tri#une Foundation8 -..5. Chica*o8
Illinois. ?-'&??5&(>/(.
2o%ard 9ardner, *nto the Claroo!: *ntelligence, :ndertanding, and the 1ind# 0ideo. )econd o! two&
video series. Into the Classroom Media8 -(75? Aest ico BlvdG Q -9'8 Los "n*eles8 C" .((9>. -&/((&
5?'&5.>9.
1ulti6le *ntelligence# In this video pro*ram8 educator David LaEaer ar*ues that !or all children to
succeed instructors must adapt their teachin* st%les to multiple intelli*ences. ,e de!ines seven cate*ories
o! intelli*ence: lo*ical&mathematical8 ver#al&lin*uistic8 visual&spatial8 intrapersonal8 kinesthetic8
interpersonal8 and musical. QB+5/>. Insi*ht Media8 '-9' Broadwa%8 4ew Dork8 4D -(('>. '-'&5'-&
9?-9.
$urturing 9ro%th.Child 9ro%th and 4e(elo6!ent. In this video8 a child2s development takes place in
the conteCt o! the child2s culture and !amil%. This video eCamines how earl% childhood pro*rams
incorporate all the developmental domains and how teachers plan !or the interaction o! these domains to
support the development o! the whole child. Q/97. 4ational "ssociation !or the 0ducation o! Doun*
Children8 -7(. -9th )treet 4A8 Aashin*ton8 DC '((?9. /((&>'>&'>9(.
Child Development
-. reschool Brain Growth http:GGwww.preschoolrain#ow.or*G#rainH*rowth.html
and Development
'. @ero to Three http:GGwww.Eerotothree.or*G#rainwondersGF"R.html
?. 0arl% Childhood 0ducational http:GGwww.hi*hscope.or*G
+esearch Foundation
>. 0arl% Childhood +esearch = ractice http:GGwww.ecrp.uiuc.eduG
7. 4ational "cadem% !or Child http:GGwww.nacd.or*G
Development
9. 0arl% Child Development http:GGwww.ume.maine.eduG&co!edGeceolGcurr.html
5. 0arl% Childhood Care and http:GGwww.ecd*roup.com
Development
Brain +esearch
/. Aorld Bank Or*aniEation http:GGwww.world#ank.or*GchildrenGwh%G#rain.html
Chapter Three
&ista-en +eha'ior
I. Be%ond Mis#ehavior
II. The Concept o! Mistaken Behavior
III. +elational atterns: " Model !or )ocial Development in the Classroom
I1. Three Levels o! Mistaken Behavior
". Common )ources o! Motivation
B. Level One: 0Cperimentation Mistaken Behavior
C. Level Two: )ociall% In!luenced Mistaken Behavior
-. )uperheroes and )ociall% In!luenced Mistaken Behavior
D. Level Three: )tron* 4eeds Mistaken Behavior
-. ,ealth Factors and Level Three Behaviors
'. 0motional Factors and Level Three Behaviors
?. +espondin* to Level Three Mistaken Behavior
1. Mistaken Behavior and Intentionalit%
1I. 1isual )ummar%: Three Levels o! Mistaken Behavior
1II. Communicatin* with arents a#out Mistaken Behavior
Ta)le 1$#
Common !ources of &oti'ation
+elational atterns and Levels o! Mistaken Behavior
Level o!
Motivational )ource +elational attern Mistaken Behavior
Desire to eCplore the 0ncounterer One: 0Cperimentation
environment and en*a*e
in relationships and activities
Desire to please and "dMustor Two: )ociall% in!luenced
identi!% with si*ni!icant
others
Ina#ilit% to cope with )urvivor Three: )tron* needs
pro#lems resultin*
!rom health conditions
and li!e eCperiences
Ta)le 1$,
Using Comprehensi'e Guidance to Assist (endy
a. O#tain more in!ormation Teacher contacted parent
#. Build a relationship with child Teacher #ecame more understandin* and less Mud*mental
c. revent pro#lem situations arents helped child understand situation
d. Intervene in non&punitive wa%s Teacher activel% supported child durin* transition da%s
e. Teach child alternatives Child was a#le to show alternatives as her stress levels decreased
Ta)le 1$1
!ample &ista-en +eha'iors )y /e'el
Incident o! Level o!
Mistaken Behavior Motivational )ource Mistaken Behavior
Child uses eCpletive Aants to see teacher2s reaction One
Aants to emulate important others Two
0Cpresses deepl% !elt hostilit% Three
Child pushes another o!! trike Aants trikeL has not learned to ask in words One
Follows a**randiEement practices Two
modelled #% other children
Feels need to act out a*ainst world Three
#% assertin* power
Child re!uses to Moin in Does not understand
*roup activit% rules or teacher2s eCpectations One
,as N*otten into the ha#itO o! not Moinin* in Two
Is not !eelin* well or !eels eCtreme Three
anCiet% a#out participatin*
Guidance Tip for Tal-ing (ith Parents a)out their Children
;Bsin* revious "necdote Involvin* Aend%<
"dults and children have an easier time with reKuests !or chan*e and improvement when the teacher
reco*niEes their e!!orts8 pro*ress8 and achievements. The compliment sandwich helps the teacher keep
this *oal in mind and is an important techniKue in *eneral communication ;see Chapter 0i*ht<. Aith
parents a triple&decker compliment sandwich is the *oal.
JThe teacher compliments two indicators o! e!!orts8 pro*ress8 or achievement: Aend% likes #ooks and
readin* and has close !riends. ;The compliments are discussed.<
JThe teacher mentions the point needin* discussion: Ae2ve noticed that on Monda%s and Frida%s she has
a !ew di!!iculties concentratin* and *ettin* alon*. Is there an%thin* %ou could share to help us understand
this patternP ;Discussion !ollows.<
JThe teacher !ollows up with another compliment: Aend% is so open and honest with her !eelin*s. Ae
reall% enMo% havin* her in class8 and like %ou we want her to !eel *ood a#out all she is accomplishin*.
Compliment sandwich&con!erences need to #e sincere8 and the% should alwa%s conve% the teacher2s
interest in workin* with the parent. )ee Chapter 0i*ht !or a more detailed discussion o! conductin*
parent&teacher con!erences.
Bernal8 G. +. ;-..5<. ,ow to calm children throu*h massa*e. Childhood Education, 74;-<8 .6->.
Froschl8 M.8 = )prun*8 B. ;-...<. On purpose: "ddressin* teasin* and #ull%in* in earl% childhood.
Young Children, 54;'<8 5(65'.
Gartrell8 D. $. ;-..7<. Mis#ehavior or mistaken #ehaviorP Young Children 50;7<8 '56?>.
Gartrell8 D. ;'(((<. )hat the kid aid toda"# )t. aul: +edlea! ress.
Gurham8 . $.8 = 4ason8 . 4. ;-..5<. Ah% make teachers2 work more visi#le to parents. Young Children
52;7<8 ''6'9.
3antrowitE8 B.8 = 3al#8 C. ;-../<. Bo%s will #e #o%s. $e%%eek, 7>69(.
arr%8 ". ;-..?<. Children survivin* in a violent world:Choosin* nonviolence. Young Children 48;9<8
-?6-7.
)la#%8 +. G.8 +oedell8 A. C.8 "reEEo8 D.8 = ,endriC8 3. ;-..7<. Earl" (iolence 6re(ention# Aashin*ton8
DC: 4ational "ssociation !or the 0ducation o! Doun* Children.
)tuder8 $. +. ;-..?<. Listen so that parents will speak. Childhood Education, 70;'<8 5>659.
Ae#er&)chwartE8 4. ;-./5<. atience or understandin*P Young Children, 42;?<8 7'67>.
@atorski8 $. ;-..7<. I am a mirror8 I am a window8 !or a child who needs me. Young Children, 48;9<8 -/6
-..
Childhood 4e6reion# This video pro!iles a three&%ear&old #o% and his motherL emphasiEes the
importance o! encoura*in* %oun* children to eCpress their !eelin*s. Films !or the ,umanities and
)ciences8 O BoC '(7?8 rinceton8 4D (/7>?. -&/((&'75&7-'9.
Earl" ;elationhi6: 2a'it of the 2eart# The importance o! attachments earl% in li!e and the di!!erence
#etween secure and insecure attachments are investi*ated in this video. Insi*ht Media8 -'- Aest /7th )t.8
4ew Dork8 4D -(('>. -&/((&'??&..-(.
;efra!ing 4ici6line<4oing the 9round%ork: :nit 1, =ro! +to66ing 1i'eha(ior to Teaching +kill#
This video is the !irst o! three units that make up the +0F+"MI4G DI)CILI40 )eries. Doin* the
Groundwork is a practical visual approach to help teachers in re!ramin* their responses to t%pical
classroom con!licts !rom conventional discipline to a *uidance8 teachin* skills approach. Includes a
teachin* video and interactive practice video8 each '> minutes. 0ducational roductions8 -..5. .((( )A
Gemini Dr8 Beaverton8 O+ .5((/. -&/((&.7(&>.>.. http:GGwww.edpro.com
>?uthor co!!ent: Bi* #ucks8 #ut worth it.<
)ocial Development In the Classroom
-. 0arl% Childhood Ae# Guide http:GGwww.ecewe#*uide.comG
'. 4ational Center !or 0ducation in http:GGwww.ncemch.or*G
Maternal and Child ,ealth
?. Federation o! Families !or http:GGwww.!!cmh.or*G0n*Hone.htm
Children2s Mental ,ealth
>. Dr. Bruce err%: http:GGteacher.scholastic.comGpro!essionalG#ruceperr%GindeC.htm
Children2s )el! +e*ulation
Chapter Four
Guidance2 The +ottom /ine
I. Guidance Means the Teacher Is a ro!essional8 4ot a Technician
II. Guidance Depends on ositive Teacher&Child +elations
". Bnconditional ositive +e*ard
B. The ro#lem with Discipline
C. Buildin* ositive Teacher&Child +elations
D. rotectin* ersonalit%
0. La#elin*
F. Firm and Friendl%
III. Guidance +educes Mistaken Behavior
". The Challen*es o! Childhood
B. The Match o! the Child and the ro*ram
C. Improvin* the Match
I1. Guidance Takes a )olution&Orientation
". Con!lict Mana*ement
B. The Teacher as +esponsive Leader
C. Crisis Intervention
D. Learnin* Ahile Teachin*
0. "cceptin* Our ,umanness
1. Guidance Included Li#eration Teachin*
1I. Guidance +eKuires artnerships with arents
+ottom /ine Guidance Principles
Guidance:
-. depends on positive teacher&child relations.
'. reduces the need !or mistaken #ehavior.
?. takes a solution orientation.
>. means teamwork with sta!! and other pro!essionals.
7. involves parent&teacher partnerships.
(ord !election to Address +eha'iors *hile Protecting Personalities
4ot this: But this:
N3%le8 %ou are #ein* rowd%. I! %ou NThe talkin* is too loud. Dou choose8 3%le:
don2t work more Kuietl%8 I will work more Kuietl% or !ind a di!!erent seat.O
move %ou.O
N@ach8 don2t %ou #e laE%. Dou used N@ach8 all who used the #locks need
the #locks. I! %ou don2t put them to put them awa%. "s soon as the%2re
awa%8 %ou won2t *o outside.O awa%8 %ou can *o out.O
NClass8 %ou are #ein* too ants%. NO38 ever%#od%8 we need a #reak.
)tor% time is now overL *o Let2s stand up and stretch. Ahen the
and take %our seats.O music starts8 let2s all S*et the wi**les out2OT
Brand8 ). ;-..9<. Makin* parent involvement a realit%: ,elpin* teachers develop partnerships with
parents. Young Children, 51;'<8 596/-.
Carlsson&ai*e8 4.8 = Levin8 D. 0. ;'(((<. @efore 6uh co!e to ho(e: @uilding conflict reolution kill
%ith "oung children# )t. aul: +edlea! ress.
Gartrell8 D. ;'(('<. +eplacin* time outs8 part two: Bsin* *uidance to maintain an encoura*in* classroom.
Young Children, 57;'<8 ?96>?.
3astin*8 ". ;-..><. +espect8 responsi#ilit%8 and reciprocit%: The ?+s o! parent involvement. Childhood
Education, 70;?<8 ->96-7(.
3osnik8 C. ;-..?<. 0ver%one is a 1.I.. in this class. Young Children, 49;-<8 ?'6?5.
4"0DC. ;-./.<. The $ational ?ociation for the Education of Young Children code of ethical conduct#
Aashin*ton8 DC: 4"0DC.
Ae#er&)chwartE8 4. ;-./5<. atience or understandin*. Young Children, 42;?<8 7'67>.
Aillis8 ). ;-..?8 4ovem#er<. Teachin* %oun* children: 0ducators seek Sdevelopmental appropriateness.2
Curriculu! :6date, "ssociation !or )upervision and Curriculum Development8 -6/.
Aittmer8 D. ).8 = ,oni*8 ". ). ;-..><. 0ncoura*in* positive social development in %oun* children.
Young Children, 49;7<8 >6-'.
Culti(ating ;oot: 3artnerhi6 %ith 3arent# In this video8 %oun* children #ene!it !rom a partnership
that is a two&wa% process o! colla#oration and communication. Dou will learn how #est practices in earl%
childhood pro*rams !oster partnerships8 includin* communication8 support8 learnin*8 teachin* one
another8 child advocac%8 and decision&makin*. '' minutes. From 4"0DC: The 0arl% Childhood ro*ram
)eries. 4ational "ssociation !or the 0ducation o! Doun* Children8 -7(. -9th )t.8 4A8 Aashin*ton8 DC
'((?9&->9(. -&/((&>'>&'>9(.
3re(enting 4ici6line 3ro'le!<@uilding a 3re(ention +trateg": 9etting 3roacti(e.9etting ;eult#
Three classrooms are shown that take a proactive8 preventive approach to con!licts in the classroom.
Includes a teachin* video and interactive practice video8 each '5 minutes. -.... 0ducational roductions8
.((( )A Gemini Dr8 Beaverton8 O+ .5((/. -&/((&.7(&>.>.. http:GGwww.edpro.com
+educin* Mistaken Behavior
-. Child Trends http:GGwww.childtrends.or*G,ome*.asp
'. 4ational 4etwork !or Child Care http:GGwww.nncc.or*GGuidanceG*uide.disc.pa*e.html
PART T(O
+U/DNG T"E ENCOURAGNG C/A!!ROO&
Chapter Five Or*aniEin* the 0ncoura*in* Classroom
Chapter )iC Mana*in* the 0ncoura*in* Classroom
Chapter )even Leadership Communication with the Group
Chapter 0i*ht Leadership Communication with the Individual
Chapter Fi'e
Organi3ing the Encouraging Classroom
I. The 0ncoura*in* Classroom
II. Developmentall% "ppropriate ractice and the 0ncoura*in* Classroom
". )chool +eadiness and la%
B. D" in the rimar% Grades
C. Aorkin* To*ether !or Chan*e
D. +ole o! the rincipal
0. )chool "nCiet%
III. Learnin* Centers in the 0ncoura*in* Classroom
". Learnin* Centers and Guidance
-. Consider Tra!!ic atterns and 4oise Levels
'. "ccommodate the "ctive 4ature o! Doun* Children
?. Build Centers "round the Interests o! Children
>. 0sta#lish +outines !or Center )election and Bse
I1. Centers at the rimar% Level
". Independent "ctivit% at the rimar% Level
B. Learnin* Centers and Inte*rated Curriculum
1. Theme&Based Instruction in a )econd Grade: " Case )tud%
". )i*ns o! )prin*
1I. 0ncoura*in* arents to #e Classroom 1olunteers
". +oad#locks to Involvin* arents
B. ,elpin* arents Feel Com!orta#le
Fi'e Considerations for Creating an Encouraging Classroom
-. The teacher is a pro!essional8 not a technician.
'. Teachers support the learnin* d%namic that is intrinsic to %oun* children.
?. The teacher uses developmentall% appropriate practice to improve teacher&child relations.
>. Li#eration teachin* is !undamental to the encoura*in* classroom.
7. The teacher creates a climate !or partnerships with parents.
Ta)le 4$#
ncreasing Appropriate Practice to Reduce &ista-en +eha'ior
Movin* !rom To +educes
Inappropriate "ppropriate Mistaken
ractice ractice Behavior
rolon*ed sittin* "ctive8 concise +estlessness8
and listenin* in lar*e *roupsL #otherin*
lar*e *roups increased use nei*h#ors8
o! small *roups con!rontations with
adults
rescri#ed activities Child&choice8 creative8 "ctin* out o!
done to eCactin* Nno one ri*ht answerO !eelin*s o! !ailure8
standards activities !rustration8 in!eriorit%8 #oredom
Critical evaluation )upportive evaluation MiC o! reactions to
o! children2s work o! children2s work lowerin* o! sel!&esteem
Ostracism o! some "cceptance o! all children "ctin* out o!
children due to as *roup mem#ers !eelin*s o! reMection
mistaken #ehavior
Range of Noise /e'els in Typical Classroom Centers
Center +an*e o! 4oise Levels
;T%pical activit% level *iven !irst<
Li#rar%8 science8 technolo*%8 ;-< #ucolic to ;'< #us%
writin*8 music ;headphone use<
"rt8 cookin*8 sensor% ta#le ;'< #us% to ;-< #ucolic
BlockG#uildin*8 carpentr%8 ;'< #us% to ;?< #oisterous
music ;with instruments<8
housekeepin*8 theme&#ased
dramatic pla%
"ctive pla% center ;clim#er8 ;?< #oisterous to ;'< #us%
mini&trampoline8 #alance #eam8
lar*e construction to%s8
hoppit% hops8 indoor swin*<
Burch!ield8 D. A. ;-..9<. Teachin* all children. Four di!!erent curricular and instructional strate*ies in
primar% *rade classrooms. Young Children, 52;-<8 >6-(.
Di!!il%8 D. ;-..9<. The proMect approach: " museum eChi#it created #% kinder*artners. Young Children,
51;'<8 5'657.
Gronlund8 G. ;'((-<. +i*orous academics in preschool and kinder*artenP DesT Let me tell %ou how.
Young Children, 56;'<8 >'6>?.
3ohn8 ". ;'((-<. Fi*htin* the tests: Turnin* !rustration into action. Young Children, 56;'<8 -.6'>.
erlmutter8 $. C. ;-..7<. Sla%2 as well as Swork2 in the primar% *rades. Young Children, 50;7<8 ->6'-.
+eisner8 T. ;'((-<. Learnin* to teach readin* in a developmentall% appropriate kinder*arten. Young
Children, 56;'<8 >>6>/.
+osenthal8 D. M.8 = )aw%ers8 $. D. ;-..9<. Buildin* success!ul homeGschool partnerships: )trate*ies !or
parent support and involvement. Childhood Education, 72;><8 -.>6'((.
)tipek8 D.8 +osen#latt8 L.8 = Di+occo8 L. ;-..><. Makin* parents %our allies. Young Children, 49;?<8 >6..
Aesson8 3. ". ;'((-<. The N1olvo 0!!ectO:Kuestionin* standardiEed tests. Young Children, 56;'<8 -96
-/.
Aillis8 ). ;-..?<. Teachin* %oun* children: 0ducators seek Sdevelopmental appropriateness.2 Curriculu!
:6date, -6/.
Aorkman8 ).8 = "nEiano8 M. C. ;-..?<. Curriculum we#s: Aeavin* connections !rom children to
teachers. Young Children, 48;'<8 >6..
$ote: The follo%ing lit of a(aila'le !aterial doe not necearil" indicate author endore!ent#
Creating a Co!!unit" of 8earner. This video emphasiEes that schools need to !oster communities o!
learners dedicated to the continuous improvement o! the learnin* environment. It pro!iles one school
whose educational decisions are driven #% the *oals o! continuous learnin*.
The Creati(e Curriculu!# This d%namic8 ?5&minute video e!!ectivel% conve%s what a Kualit%8
developmentall% appropriate pro*ram should look like. Filmed in a variet% o! earl% childhood settin*s8 the
videotape !ollows the structure o! The Creati(e Curriculu! for Earl" Childhood# -.//. Teachin*
)trate*ies8 Inc.8 O BoC >''>?8 Aashin*ton8 DC '((-7. -&/((&9?5&?97'.
4e(elo6!entall" ?66ro6riate =irt 9rade: ? Co!!unit" of 8earner# )pend a da% in David Burch!ield2s
!irst&*rade classroom in a pu#lic school in rural 1ir*inia throu*h this video. ,e translates the concept o!
developmentall% appropriate practice into a thematic8 interactive learnin* eCperience !or children 7
throu*h 5 %ears old. Q/'7. 4ational "ssociation !or the 0ducation o! Doun* Children8 -7(. -9th )treet8
4A8 Aashin*ton8 DC '((?9. /((&>'>&'>9(.
4ici6line +erie: 4ici6line and the 3h"ical En(iron!ent# 4ot speci!icall% *eared to earl% childhood
education8 this newer video nonetheless shows how desi*n o! the ph%sical environment can reduce
mistaken #ehavior in the classroom8 with ideas adapta#le to earl% childhood. DelmarGThompson Learnin*8
0Cecutive Aoods8 7 MaCwell Dr.8 Cli!ton ark8 4D -'(97. -&/((&../&5>./.
The $e% ;oo! ?rrange!ent a a Teaching +trateg"# This video illustrates with still photos room
arran*ement ideas to reduce con!licts and enhance productive activit% in earl% childhood classrooms.
-..-. Teachin* )trate*ies8 Inc.8 O BoC >''>?8 Aashin*ton8 DC '((-7. -&/((&9?5&?97'.
$ote: The follo%ing lit of a(aila'le !aterial doe not necearil" indicate author endore!ent#
Developmentall% "ppropriate ractice
-. The Idea BoC: 0arl% Childhood 0ducation http:GGwww.theidea#oC.com
and "ctivities
'. ,ummin*#ird 0ducational +esources http:GGwww.hummin*#irded.comG
?. 0arl% Childhood +esource: +esources http:GGwww.earl%childhood.comG
!or arents and Teachers
>. The 0arl% Childhood Ae#links roMect http:GGwww.ali.apple.comGnae%cG
7. Mc+0L Institute http:GGwww.mcrel.or*GresourcesGliterac%GelaGindeC.asp
9. +e**io 0milia http:GGericps.ed.uiuc.eduGeeceGre**io.html
Teacher +esources
-. 4uttin2 But 3ids http:GGwww.nuttin#utkids.comG
'. 0duupp%: 0ducational +esources http:GGwww.edupupp%.comG
?. 0arl% Connections: Technolo*% http:GGwww.netc.or*Gearl%connectionsG
>. 0arl% Childhood Connection http:GGwww.#irdnest.or*Gro#ertsona'G
7. 3ids2Castle: +esources !or Teachers www.kidscastle.si.edu
9. 0arl% Childhood Online http:GGwww.ume.maine.eduGIco!edGeceolGcurr.html
5. Teachin* )trate*ies8 Inc. http:GGwww.teachin*strate*ies.com
/. erpetual reschool http:GGwww.perpetualpreschool.comG
.. hi Delta 3appa http:GGwww.pdkintl.or*
-(. "wesome Li#rar% !or Teachers http:GGwww.neat&schoolhouse.or*Gteacher.html
Chapter !i0
&anaging the Encouraging Classroom
I. The Dail% ro*ram
". Three )ample )chedules
B. Trackin* the Dail% )chedule
C. MiCin* "ctive and Ruiet Times
-. +est and +elaCation
'. "ctive la%
II. The Limits o! Lar*e Groups
". Takin* "ttendance
B. Calendar and the Aeather
C. )how and Tell
D. Bsin* )tories with Children
-. +eadin* to 0ncoura*e "ppreciation
'. +eadin* to 0ncoura*e ersonal 0Cpression
0. Lar*e Group Instruction
III. Mana*in* Transitions
". Aaitin*
B. Bu!!er "ctivities
C. Learnin* to Live with Lines
I1. +outines in the 0ncoura*in* Classroom: " Teacher2s erspective
1. Guidance Means Teamwork with Other "dults
". Team&Teachin*
B. The Teachin* Team
-. The Teachin* Team in the rimar% Grades
'. Teacher as Team Leader
?. Aorkin* with Other ro!essionals
1I. arents and Other Classroom 1olunteers
". ,elpin* arent 1olunteers Feel Aelcome
-. +e*ular 1olunteers
Ta)le 5$#
Pre-indergarten !chedule
;)iC&hour schedule8 as in some ,ead )tart pro*rams. ,al!&da% and !ull&da% pro*rams can #e adapted.<
Time "ctivit%
/:((6/:?( "rrival. Teacher *reets each child. In!ormal child&choice activit% until all children arrive.
/:?(6.:(( Break!ast in !amil% *roups o! /6-(8 each with a care*iverGteacher. "t ta#les8 the
care*iverGteacher previews eventsL plan8 do and review seKuence used.
.:((6-(:-7 Center time. )el!&directedGopen&ended activit%. "ll centers open. Clean up.
-(:-76-(:?7 )nack in !amil% *roups. +eview o! Nspecial thin*sO done durin* center time.
-(:?76--:(( "ctive pla%8 inside or out.
--:(( 6--:-7 Lar*e *roup: music8 stor%8 movement activit%8 occasional *uest ;sometimes replaced #%
lon*er *roup activit% that !ollows<.
--:-76--:>7 )mall *roup activities:art8 cookin*8 creative drama8 or walk outside.
--:>76-:(( Lunch in !amil% *roups. +est.
-:((6':(( Center time. )el!&directedGopen&ended activit%. "ll centers open. Clean up.
':((6':?( Class meetin*8 son*s8 and review o! da%. Get read% to *o home.
Ta)le 5$,
6indergarten !chedule 7re'ised8
;Full&da% schedule. ,al!&da% schedule can #e adapted.<
Time "ctivit%
/:?(6.:(( "rrival. Teacher *reets each child. Break!ast availa#le !or all children. In!ormal child&
choice activit% as children arrive.
.:((6.:-7 Mornin* class meetin*. Ruick preview o! da%.
.:-76.:?( Lar*e *roup lead&in to center theme activities throu*h use o! discussion8 stor%8 son*8
o#Mect8 or picture.
.:?(6-(:-( )mall *roup theme activities usin* learnin* centers.
-(:-(6-(:>( )nack time. "ctive pla% outside or inside.
-(:>(6--:>7 Center time. )el!&directedGopen&ended activit% at centers. Clean up.
--:>76-':?( Lunch and child&choice activit% inside8 or active pla% outside8 dependin* on the weather.
-':?(6-:(( )tor%. +eadin*8 relaCin*8 restin*.
-:((6-:>7 )pecial "ctivit%66*%m8 art8 music8 li#rar%8 or computer. ;)pecialists eCtend these
activities.<
-:>76':?( )el!&directedGopen&ended activit%L all centers open. Clean up. Occasional special event
durin* part o! this time.
':?(6?:(( "!ternoon circle time66son*s8 movement activities8 !in*er pla%s8 and review o! da%. Get
read% to *o home.
Ta)le 5$1
Primary !chedule 7re'ised8
Time "ctivit%
/:-76/:>7 "rrival. Teacher *reets each child. Break!ast availa#le !or all
children. In!ormal child&choice activit% as children arrive.
/:>76.:(( Mornin* class meetin*: #usiness8 discussion o! important events and issues:#rou*ht up
#% children or teacher. review o! language arts focus ;time #lock<. "ssi*nment o! small *roups to
centers.
.:((6-(:(( Inte*rated lan*ua*e arts time #lock in small *roups: #ook&read and shareL Mournalin*L
lan*ua*e skills instructionL lan*ua*e skills !ollow&upL lan*ua*e arts choice:readin*8 Mournalin*8 or
creative drama. ;Groups rotate each da%.<
-(:((:-(:?( +estroom8 snack8 and #reakGrecess.
-(:?(6-(:>7 Transition lar*e *roup:active to KuietL review o! lan*ua*e !ocus8 preview o! math !ocus.
-(:>76--:?( Math skill activities:manipulatives&#ased8 in small *roupsL one small *roup each da%
has supervised computer useL ever% Aednesda%8 art specialist.
--:?(6--:>7 +eview o! math !ocus8 stor%8 and transition to lunch.
--:>76-':?( Lunch and recess.
-':?(6-:(( +elaCation:relaCation activit% or another stor%8 Kuiet music8 and readin*L sometimes
option o! educational video.
-:((6':(7 Lar*e and small *roups work on inte*rative themes havin* a social studiesGscience
emphasis. ;)ee Mrs. +%an case stud% in Chapter Five<.
':(76':-7 Break8 restroom8 movement activit%8 and review o! theme activities.
':-76?:(( Monda%: Continue work on themesL sel!&directin*Gopen&ended activities.
Tuesda%: "lternatin* music and ph%sical education specialist.
Aednesda%: Continue work on themesL sel!&directin*Gopen&ended activities.
Thursda%: Continue work on themesL sel!&directin*Gopen&ended activities.
Frida%: Theme presentations #% small *roups to classL sel!&directedGopen&ended activities.
?:((6?:-7 "!ternoon class meetin*. ,appenin*s o! the da%:pro#lems and accomplishments8
#rou*ht up #% children or teacherL !uture events introducedL preparations to *o home.
Ta)le 5$9
Fingertip Guide to "appy Napping
Challen*e )u**estion
Man% children have trou#le settlin* down.
Children rest8 #ut man% are read% to rise too earl%.
Older children donUt sleepL read% to rise #e!ore others.
Individual child doesnUt sleepL read% to rise. DoesnUt seem tired.
Individual child doesnUt sleepL read% to rise. Does seem tired.
Individual child not read% to rise with others.
0arl% risers in #u!!er activit% *et too active.
+eview: ;a< "ctivit% level prior to nap:relaCin*8 KuietP ;#< Method o! creatin* mood:stor%8 music8
relaCation activit% usedP ;c< 0nvironment:com!orta#le temperature8 low li*htin*8 enou*h spaceP ;d<
+ole o! adults:present8 speakin* Kuietl%8 l%in* with children8 ru##in* #acksP
"ssess len*th o! nap time. Consider shortenin*. )tart earl% risers doin* Kuiet activities.
Move older children to di!!erent room or separate area. "llow to read #ooks on mats. "llow to rise earl%
and do Kuiet activities.
Check with parent a#out childUs sleep schedule and ha#its. )ome children need less sleep than others. I!
willin*8 tr% solution a#ove !or older childrenL note how child responds.
)eparate !rom others. rimar% care*iver ru#s #ack8 lies #% child. "t another time talk with child a#out
pro#lem. Talk with parent a#out childUs sleepin* ha#its.
Let child sleep. Monitor health o! child. I! pattern continues8 talk with parent a#out possi#le reasons.
+eview selection o! activities. "llow to read #ooks or make pictures8 #ut not watch videos. Doun*
children watch hours each da% at home as it is. +eview placement o! children: too near sleepersP too close
to*etherP
Figure 5$#
Top Ten Techni:ues for Encouraging Appreciation of +oo-s and !tories
-. Choose )oo-s carefully; )elect #ooks appropriate !or the a*e and #ack*rounds o! the children and that
will en*a*e and hold their interest. Think a#out the children2s attention spans and interests when
previewin* #ooks %ou will read. Consider whether stories rein!orce or *o #e%ond stereot%pes pertainin*
to culture8 *ender8 and disa#ilit%.
'. !elect )oo-s that match themes and special e'ents; Man% Nread aloud8O Nstor% stretchin*8O and
theme #ooks have #i#lio*raphies o! relevant #ooks. reread such #ooks !or appropriateness to a*es and
interests o! *roup. Discuss with the children whether or not the% like a #ook %ou have Must read.
?. Use <)ig=> o'ersi3ed picture )oo-s so that all can see the important details. 1ideos o! children2s
literature 6erha6 also have their place8 #ut the% cannot #e as easil% personaliEed #% the teacher.
>. !elect )oo-s you can read *ith e0pression; I! %ou are not !amiliar with the stor%8 practice readin* it
aloud !irst. Bse dramatic tones when %ou readL animate %our usual speakin* voice. Ahen %ou are NintoO
the stor%8 the children will #e.
7. !tation co$teachers and 'olunteers near certain children *ho may need e0tra support to stay
engaged; I! other adults are not availa#le8 Kuietl% seat children who need eCtra support close to %ou.
0sta#lish that all can see and that children need to sta% seated where the% are so that the% can continue to
see.
9. Use a )rief finger play= mo'ement acti'ity= or engaging introduction to help children get ready
for the story; I! an anticipator% set is not esta#lished8 some children ma% not !ocus enou*h to pick up the
stor% line. "void simpl% startin* the #ook without !irst *ainin* the children2s attentionL otherwise8 %ou
ma% never have it.
5. Allo* children to read their o*n )oo-s *hile you read; Man% children can attend to two thin*s at
once8 and this will help inde6endent learner keep occupied. The practice sounds unorthodoC8 #ut it is in
line with the outcome o! appreciation !or readin* and #ooks. T%picall%8 onl% some children choose to read
their own #ooksL these readers sta% with their #ooks until the teacher *ets to a N*ood part.O Then the%
look up and !ollow the teacher2s stor%. These children are o!ten the ones who have trou#le attendin* in a
lar*e *roup.
/. Tell stories as *ell as read them; )ome current or historic !olktales o! cultural relevance to %our
*roup ma% not #e accessi#le in written !orm. Tellin* stories takes !ortitude the !irst !ew times8 #ut
children adMust Kuickl% to this Nradio wa% o! learnin*.O "sk children to close their e%es and see the
pictures in their minds. ,avin* children spread out and lie down adds to the success o! this eCperience
and makes the techniKue use!ul at rest time.
.. Gauge your time; "void selectin* #ooks that will #e too lon* !or the availa#le time #lock. Dou can
sometimes shorten stories to !it the time #ut #e prepared to #e corrected i! the children know the stor%
alread%.
-(. "a'e )ac-$up acti'ities planned; Be read% to shorten the eCperience8 chan*e #ooks8 or switch to
another activit% i! man% children lose interest.
Recommended Reading
Bar#our8 4. ,.8 = )ee!eldt8 C. ". ;-..'<. Developmental continuit%: From preschool throu*h the primar%
*rades. Childhood Education, 68;7<8 ?('6?(>.
0ducational roductions Inc. ;-..(<. 1ideo: Give %oursel! a hand: NGuidance TechniKues !or )uccess!ul
Group Times8O ro*ram ' in video trainin* series: )uper *roups: Doun* children learnin* to*ether.
ortland8 O+: 0ducational roductions Inc.
0dwards8 L. C.8 = 4a#ors8 M. L. ;-..?<. The creative art process: Ahat it is and what it is not. Young
Children, 48;?<8 556/-.
Gottschall8 ). M. ;-..7<. ,u*&a&Book: " pro*ram to nurture a %oun* child2s love o! #ooks and readin*.
Young Children, 50;><: '.6?7.
Gronlund8 G. ;-..7<. Brin*in* the D" messa*e to kinder*arten and primar% teachers. Young Children,
50;7<8 >6-?.
3astin*8 ". ;-..><. +espect8 responsi#ilit%8 and reciprocit%: The ?+s o! parent involvement. Young
Children, 70;?<8 ->96-7(.
ica8 +. ;-..5<. Be%ond ph%sical development: Ah% %oun* children need to move# Young Children,
52;9<8 >6--.
+ockwell8 +. 0.8 "ndre8 L. C.8 = ,awle%8 M. 3. ;-..9<. 3arent and teacher a 6artner: *ue and
challenge# Fort Aorth8 TF: ,arcourt Brace Colle*e u#lishers. ;)ee Chapter -(8 arent and Communit%
1olunteers.<
1an )co%8 I. $.8 = Fairchild8 ). ,. ;-..?<. It2s a#out timeT ,elpin* preschool and primar% children
understand time concepts. Young Children, 48;'<8 '-6'>.
Aillis8 ). ;-..?<. Teachin* %oun* children: 0ducators seek Sdevelopmental appropriateness.2 Curriculu!
:6date, -6/.
Creating the Coo6erati(e Claroo!# This video eCamines the teacher2s role in shapin* the learnin*
environment8 or*aniEin* instruction8 and *roupin* diverse students. ractical strate*ies #ased on real
classroom eCperiences help teachers create their own cooperative classrooms. QB+5-?. Insi*ht Media8
'-9' Broadwa%8 4ew Dork8 4D -(('>. '-'&5'-&9?-9.
Educational 3roduction, *nc# ;-..(<. 1ideo -: Come $oin In8 1ideo ': Give Doursel! a ,and. )uper
Groups: Doun* Children Learnin* To*ether series. 1ideo - *ives clear eCamples and ideas !or or*aniEin*
and conductin* positive lar*e *roups. 1ideo ' *ives eCamples and ideas !or helpin* teachers to solve
pro#lems when plannin* and doin* lar*e *roups. ortland8 O+: 0ducation roductions Inc.
Ena'ling Teaching ?itant# Desi*ned !or teachin* assistants and their supervisors8 this video descri#es
the policies and environments that ena#le teachin* assistants to !unction e!!ectivel%. Insi*ht Media8 '-9'
Broadwa%8 4ew Dork8 4D -(('>. '-'&5'-&9?-9.
9etting ;ead"# The video pro*ram eCplores how teachers plan ahead to create a classroom that is read%
!or students and conducive to learnin*. In interviews and in the classroom8 teachers show how the% set up
the room in advance8 introduce themselves to students8 set out and meet o#Mectives8 and !ul!ill the needs
o! their students. Q"R3>7-(. Films !or the ,umanities and )ciences8 O BoC '(7?8 rinceton8 4$
(/7>?&'(7?. /((&'75&7-'9.
Mana*in* the Classroom
-. Classroom Mana*ement http:GGwww.stemnet.n!.caGIt#ullGmana*e'.htm
'. Center !or 0!!ective Discipline http:GGwww.stophittin*.comG
?. Child Ael!are Lea*ue http:GGwww.cwla.or*G
>. 0arl% Intervention )olutions http:GGearl%intervention.com
Chapter !e'en
/eadership Communication *ith the Group
I. 0sta#lishin* Leadership
". Guidance and +outines
II. Guidelines8 4ot +ules
". Lo*ical ConseKuences
B. The Bene!its o! Guidelines
C. Guidelines and Di!!erent "*e Levels
D. Creatin* Guidelines
III. 0ncoura*ement
". 0ncoura*ement More than raise
B. u#lic 0ncoura*ement Directed to the Group
C. 0ncoura*ement:Ahat to )a%
D. )tickers and )mile% Faces: Basicall% Bri#es
0. Ahen raise Is "ppropriate
I1. Discussin* Inclusivel%
1. The Class Meetin*s: ,ow The% Build the 0ncoura*in* Classroom
". Class Meetin*sGMa*ic Circles
B. ,oldin* Class Meetin*s
C. Meetin* to )olve ro#lems
D. Class Meetin*s and Level Three Mistaken Behaviors
0. The 1alue o! Class Meetin*s
1I. 0ncoura*in* Friendliness
". Friendships and Friendliness
-. "ddressin* CliKues and )Kua##lin*
'. The Di!!erence Between Bein* Friends and Bein* Friendl%
B. ,ow One Teacher Brou*ht Friendliness to ,er Classroom
1II. Leadership Communication with arents
". Aritten 4otes
B. 0&mail and Ae# )ites
-. 0&mail
'. Ae# )ites
C. Telephone Calls
D. arent Meetin*s
0. arent&Teacher Con!erences
Guidelines for Gi'ing PU+/C Encouragement
-. Give clear8 speci!ic !eed#ack so the class mem#ers know their e!!orts and pro*ress are reco*niEed.
'. In *ivin* !eed#ack to the *roup8 avoid value Mud*mentsL instead8 provide sel!&reports that descri#e
events and *ive personaliEed eCpression o! !eelin*s.
?. In all situations8 avoid pu#lic criticism to protect the esteem o! individuals and ne*ative !eelin*s toward
the individual and the teacher #% the *roup.
>. In almost all situations8 avoid sin*lin* out an individual !or praise to prevent !eelin*s o! em#arrassment
and am#ivalence in the individual8 and !eelin*s o! !rustration and resentment in the *roup.
7. In special situations8 ask the *roup to reco*niEe the pro*ress o! individuals. Do so when the child has
overcome a challen*e well known to the *roupL the child will *ain in esteem !rom the reco*nition8 and the
*roup will *ain in level o! empath%.
Guidelines for Gi'ing PR%ATE Encouragement
-. The teacher understands that the speci!ic reco*nition o! e!!ort and pro*ress is more important !or
continued learnin* than the *eneraliEed praise o! accomplishments.
'. The teacher *ives reco*nition !or e!!orts and pro*ress to the individual child privatel%L then the child
knows the encoura*ement is trul% meant.
?. The teacher *ives encoura*ement #% noticin* and acknowled*in* success!ul details in the child2s
e!!orts.
>. )tarter sentences8 such as NDou are reall% ... workin* hard at ... G usin* lots o! ... G *ettin* the idea o! ...O
#e*in encoura*in* conversations.
7. The teacher understands that encoura*ement happens #est in conversations8 even i! #rie!8 more than in
sin*le sentence eCpressions8 like N*ood Mo#.O
Barkle%8 ). ;-../<. On teasin*8 tauntin*8 and NI can do it m%sel!.O Young Children, 57;'<8 >'.
Burk8 D. I. ;-..9<. Bnderstandin* !riendship and social interaction. Childhood Education, 72;7<8 '/'6
'/7.
Castle8 3.8 = +o*ers8 3. ;-..?<. +ule&creatin* in a constructivist classroom communit%. Childhood
Education, 70;'<8 5>6/(.
Foster8 ). M. ;-..><. lannin* success!ul parent meetin*s. Young Children, 50;-<8 5/6/-.
,arris8 T. T.8 = FuKua8 $. D. ;'(((<. Ahat *oes around comes around: Buildin* a communit% o! learners
throu*h circle times. Young Children, 55;-<8 >>6>5.
3ohn8 ". ;-...<. 3unihed '" re%ard: The trou'le %ith gold tar, incenti(e 6lan, ?/, 6raie, and
other 'ri'e# )omerville8 4$: +eplica Books.
Lawhon8 T. ;-..5<. 0ncoura*in* !riendships amon* children. Childhood Education, 77;><8 ''/6'?-.
Lo*an8 T. ;-../<. Creatin* a kinder*arten communit%. Young Children, 57;'<8 ''6'9.
McClur*8 L. G. ;-../<. Buildin* an ethical communit% in the classroom: Communit% meetin*. Young
Children, 57;'<8 ?(6?7.
Mecca8 M. 0. ;-..9<. Classrooms where children learn to care. Childhood Education, 72;'<8 5'65>.
+ockwell8 +. 0.8 "ndre8 L. C.8 = ,awle%8 M. 3. ;-..9<. 3arent and teacher a 6artner: *ue and
challenge# Fort Aorth: ,ou*hton Mi!!lin.
parent support and involvement. Childhood Education, 72;><8 -.>6'((.
)charmann8 M .A. ;-../<. Ae are !riends when we have memories to*ether. Young Children, 57;'<8 '56
'..
Ain*8 L. ". ;-..'<. The interestin* Kuestions approach to learnin*. Childhood Education, 69;'<8 '?6'9.
Claroo! 1anage!ent: +etting the Tone# This video is desi*ned to help teachers eCamine their
classroom mana*ement st%les. 1iewers o#serve ei*ht 36-' teachers on the !irst da% o! school as the% set
the tone !or the %ear8 discussin* what the% eCpect o! students8 what students can eCpect o! them8 and the
reasons !or those eCpectations. Teachers model speci!ic techniKues !or creatin* a positive classroom
environment. QB+9'(. Insi*ht Media8 '-9' Broadwa%8 4ew Dork8 4D -(('>. '-'65'-&9?-9.
Connecting %ith 5id# This pro*ram talks to teachers a#out how the% keep the lines o! communication
open #% showin* the% care and takin* an active interest in their students2 lives. In the classroom8 teachers
demonstrate wa%s o! #uildin* a team !eelin* and makin* students !eel success!ul without compromisin*
standards. Q"R3>7-'. Films !or the ,umanities and )ciences8 O BoC '(7?8 rinceton8 4$ (/7>?&'(7?.
/((&'75&7-'9.
*ndiana +te6 ?head: 3ainting a 3oiti(e 3icture: 3roacti(e @eha(ior 1anage!ent# Classroom
mana*ement is ever% teacher2s concern. This video shows how adults help children mana*e their
#ehavior in an encoura*in*8 nurturin*8 and positive manner while supportin* each child2s sel!&esteem.
Q//-. 4ational "ssociation !or the 0ducation o! Doun* Children8 -7(. -9th )treet8 4A8 Aashin*ton8 DC
'((?9. /((&>'>&'>9(.
1anaging +tudent )ithout Coercion# resentin* a variet% o! methods desi*ned to improve classroom
mana*ement8 this video eCplains wh% authoritarianism and coercive approaches are not e!!ective. It
discusses how a colla#orative approach teaches students to accept responsi#ilit% !or their actions and
learnin*. QB+>>(. Insi*ht Media8 '-9' Broadwa%8 4ew Dork8 4D -(('>. '-'65'-&9?-9.
Teaching +ocial +kill# This pro*ram eCamines the importance o! structurin* lessons to include social
skills. Teachers are o#served in their classrooms talkin* a#out wh% social skills are meanin*!ul and
encoura*in* students to cooperate with each other in planned activities. Q"R3>7-?. Films !or the
,umanities and )ciences8 O BoC '(7?8 rinceton8 4$ (/7>?&'(7?. /((&'75&7-'9.
Group Communication
-. Child Friendl% Initiative http:GGwww.child!riendl%.or*G
'. Famil% rocesses http:GGwww.!indarticles.comGc!H(Gm("@1G-H>(G5?'??((5Gp-Garticle.MhtmlP
termVdisciplineWapproaches
Chapter Eight
/eadership Communication *ith the ndi'idual
I. Listenin* to Li!e 0Cperiences
". Listenin* !or )chool&+elated )tress
B. Listenin* !or )tress +elated to the ,ome and 4ei*h#orhood
C. Bsin* Greetin*s to +ead Children2s Feelin*s
II. Contact Talk
". Contact Talks at the reschool Level
B. Contact Talks in the rimar% Grades
III. The Compliment )andwich
I1. Friendl% ,umor
1. Friendl% Touch
1I. Be There !or the Children8 Be There !or Doursel!
1II. Leadership Communication in the arent&Teacher Con!erence
". $oinin* with arents
B. Listenin* to arents
Fi'e /eadership Communication !-ills *ith the ndi'idual
Communication )kill )u**estions !or Bse
/istening to life e0periences -. Greet children individuall% to assess
urpose: to reduce stress com!ort6stress levels.
levels the child #rin*s into the '. Make time to listen to children in need
classroom that ma% prevent as soon as possi#le a!ter arrival.
productive #ehavior ?. Bse re!lective listenin* to a!!irm child.
Contact tal-s -. Bse chart o! names to assure contact
urpose: to ena#le child and talks with all on a re*ular #asis.
teacher to *et to know each '. Take steps such as ph%sical positionin*
other #e%ond the classroom to ensure talk occurs.
situation ?. Follow child2s leadL discuss what is
interestin* to child to talk a#out.
Compliment sand*iches -. )tart transaction with one ;#etter two<
urpose: to *uide individual positive comments a#out e!!ort or
to productive #ehavior #% pro*ress the child has shown.
*ivin* encoura*ement !or '. O!!er one speci!ic su**estion or reKuest
e!!ort and pro*ress alread% !or continued pro*ress !or each set o!
evident and directin* to compliments *iven.
!urther pro*ress ?. 0nd transaction a*ain with one or two compliments.
"umor -. )eek to enMo% the uneCpected in words8
urpose: to eCperience and #ehaviors8 and situations.
share enMo%a#le moments '. )hare deli*ht!ul moments with children
with children and !ellow and adults in !riendl% wa%s that include
adults rather than eCclude others.
Touch -. Discuss8 set8 know8 and !ollow policies
urpose: to provide reassurance in the school or pro*ram re*ardin* the
and a!!irmation to children in use o! touch with children.
wa%s that words cannot '. Ahere possi#le8 discuss the use o! touch
with parents and reach a*reements
with them re*ardin* touch and their child.
"lmeida8 D. ". ;-..7<. Behavior mana*ement and Nthe !ive C2s.O Teaching 3re5A8, //6/..
Bowlin*8 ,. $.8 = +o*ers8 ). ;'((-<. The value o! healin* in education. Young Children, 56;'<8 5.6/-.
Bullock8 $. +. ;-..?<. Lonel% children. Young Children, 48;9<8 7?675.
Furman8 +. ". ;-..7<. ,elpin* children cope with stress and deal with !eelin*s. Young Children, 50;'<8
??6>-.
Gootman8 M. 0. ;-..?<. +eachin* and teachin* a#used children. Childhood Education, 70;-<8 -76-..
Gruen#er*8 ". ;-../<. Creative stress mana*ement: ut %our own oC%*en mask on !irst. Young Children,
57;-<8 ?/6>'.
Minnesota "ssociation !or the 0ducation o! Doun* Children. ;-..-<. 4e(elo6!entall" a66ro6riate
guidance# )t. aul8 M4: M"0DC. ;)ee "ppendiC 0.<
4ovick8 +. ;-../<. The com!ort corner: Fosterin* resilienc% and emotional intelli*ence. Childhood
Education, 74;><8 '((6'(>.
+ich8 B. ". ;-..?<. Listenin* to ,arr% ;and solvin* a pro#lem< in m% kinder*arten classroom. Young
Children, 48;9<8 7'.
+o#inson8 B. 0. ;-.//<. 1anishin* #reed: Men in child care pro*rams. Young Children, 47;9<8 7>675.
)an*8 D. ;-..><. The worr% teacher comes on Thursda%s. Young Children, 49;'<8 '>6?-.
)trum8 C. ;-..5<. Creatin* parent&teacher dialo*ue: Intercultural communication in child care. Young
Children, 52;7<8 ?>6?/.
)tuder8 $. +. ;-..?G.><. Listen so that parents will speak. Childhood Education, 70;'<8 5>655.
The Child )ho ?66ear ?nBiou# Children who appear anCious are shown han*in* around the ed*es o!
pla% or simpl% una#le to pla% at all. This video teaches how to use interventions that #uild trust8 nurture
pla%!ulness8 and entice children to en*a*e with materials and with peers. 0ducational roductions Inc.8
5>-' )A Beaverton ,illsdale ,w%8 )uite '-(8 ortland8 O+ .5''7. /((&.7(&>.>..
Co!!unicating %ith 3rechooler# This video presents techniKues !or improvin* communication with
%oun* children. Development eCperts discuss the level o! understandin* o! preschoolers8 how to talk with
them a#out what is #otherin* them8 and illustrate wa%s to teach them to eCpress !eelin*s. QT+57/. Insi*ht
Media8 '-9' Broadwa%8 4ew Dork8 4D -(('>. '-'65'-&9?-9;
1en Caring for Young Children# This video cele#rates a diverse *roup o! men in careers workin* with
in!ants8 toddlers8 preschoolers8 and %oun* school&a*e children in a variet% o! educational environments.
Q/-'. 4ational "ssociation !or the 0ducation o! Doun* Children8 -7(. -9th )treet 4A8 Aashin*ton8 DC
'((?9. /((&>'>&'>9(.
;elationhi6# This video !ocuses on the essential in*redient o! Kualit% child care:the importance o!
relationships8 especiall% the teacher&child relationship. It also addresses di!!erent temperaments and st%les
in in!anc%. 4ational "ssociation !or the 0ducation o! Doun* Children8 -7(. -9th )treet 4A8
Aashin*ton8 DC '((?9. /((&>'>&'>9(.
Teacher Coaching 3arent ;egarding 2o!e%ork and 4ici6line# This video shows teachers how to
coach parents in several ke% skills. It eCplains how to encoura*e parents to !ollow throu*h at home when
students mis#ehave in school8 help parents motivate their children to do homework8 and teach parents to
esta#lish an environment that is conducive to stud%in*. QB+/?'. Insi*ht Media8 '-9' Broadwa%8 4ew
Dork8 4D -(('>. '-'65'-&9?-9.
Individual Communication
-. 4atural Child roMect http:GGwww.naturalchild.or*G
'. Men Teachers in 0arl% http:GGwww.menteach.or*
Childhood 0ducation
PART T"REE
!O/%NG PRO+/E&! N T"E C/A!!ROO&
Chapter 4ine Bsin* Con!lict Mana*ement to )olve )ocial ro#lems
Chapter Ten ro#lem&)olvin* Mistaken Behavior
Chapter 0leven Guidance Throu*h Intervention
Chapter Twelve Li#eration Teachin*: " Guidance +esponse to 1iolence in )ociet%
Chapter Nine
Using Conflict &anagement to !ol'e !ocial Pro)lems
I. Con!lict Mana*ement: The Basics
". Guidelines !or Bsin* Con!lict Mana*ement
II. Developmental Considerations in Bsin* Con!lict Mana*ement
". eace rops
III. The Five Fin*er Formula !or Con!lict Mana*ement
I1. Teachin* Con!lict Mana*ement )kills
". ,i*h&Level Teacher Mediation
-. De!inin* the ro#lem
'. +eachin* a )olution
?. Brin*in* )uccess!ul Closure
B. Low&Level Teacher Mediation
C. Child 4e*otiation
1. arent Involvement at )t. hilip2s: Buildin* a eacea#le )chool Communit%
". First Dear
B. )econd Dear
C. Third Dear
D. Fourth Dear
0. Fi!th Dear
Peace Education
)ocial pro#lem solvin* is o!ten tau*ht as a part o! a philosophical approach called peace education.
$anke and eterson ;-..7< set out ei*ht tasks o! peace education. eace education:
-. draws out !rom people their desires to live in peace.
'. provides awareness o! alternatives to violence.
?. consists o! teachin* skills8 content8 and a peace!ul peda*o*%.
>. eCamines the roots and causes o! violence.
7. empowers students to con!ront their !ears o! violence.
9. helps #uild a peace!ul culture to counteract militarism.
5. challen*es violent wa%s o! thinkin* and actin*.
/. promotes lovin* #ehavior toward onesel!8 others8 and the environment.
Carlsson&ai*e8 4.8 = Levin8 D. 0. ;'(((<. @efore 6uh co!e to ho(e: @uilding conflict reolution kill
%ith children# )t. aul8 M4: +edlea! ress.
Dinwiddie8 ). ". ;-..><. The sa*a o! )all%8 )amm%8 and the red pen: Facilitatin* children2s social
pro#lem solvin*. Young Children, 49;7<8 -?6-..
Gartrell8 D. $. ;'(('<. +eplacin* time&out8 art ': Bsin* *uidance to maintain the encoura*in* classroom.
Young Children, 56;?<8 R".6-'.
Guth8 $. T. ;-..7<. Teacher 3#?#8#+# ? claroo! guide to the 6eaceful alternati(e and life kill
6rogra!# Brainerd8 M4: Mid&Minnesota Aomen2s Center8 Inc.
,ead )tart Bureau. ;-..5<. 2ead +tart @ulletin: Conflict 1anage!ent *ue, )prin* -..5 ;9-<.
Aashin*ton8 DC: B.). Department o! ,ealth = ,uman )ervices.
$anke8 +. ".8 = enshorn eterson8 $. ;-..7C# 3eace!aker/ ?,@,C for "oung children# Marine on )t.
CroiC8 M4: Growin* Communities !or eace.
3reidler8 A. $. ;-..><. Teaching conflict reolution through children/ literature# 4ew Dork: )cholastics
ro!essional Books.
irtle8 ). ;-..5<. 8inking u6: @uilding the 6eacea'le claroo! %ith !uic and !o(e!ent# Boston:
0ducators !or )ocial +esponsi#ilit%.
)la#%8 +. G.8 +oedell8 A. C.8 "reEEo8 D.8 = ,endriC8 3. ;-..7<. Earl" (iolence 6re(ention# Aashin*ton8
DC: 4ational "ssociation !or the 0ducation o! Doun* Children.
Aichert8 ). ;-./.<. 5ee6ing the 6eace# hiladelphia: 4ew )ociet% u#lishers;
?(oiding ConflictD 4i6ute ;eolution )ithout 0iolence. This pro*ram details wa%s o! stemmin* the
risin* tide o! a**ression in our schools and pla%*rounds8 our streets and homes. It shows ordinar%
pro#lems that can i*nite into violence8 and how the pro#lems can #e resolved peace!ull%. Q"R3755-.
Films !or the ,umanities and )ciences8 O BoC '(7?8 rinceton8 4$ (/7>?&'(7?. /((&'75&7-'9.
Conflict ;eolution +trategie in +chool# Dr. atti Chance draws upon her work as a principal and
classroom teacher in this video lecture on the cause o! con!licts in schools. )he di!!erentiates #etween
constructive and destructive con!lict8 presents strate*ies !or resolvin* con!lict8 and provides a model !or
student mediation pro*rams that can #e implemented in elementar% and secondar% schools. QB+5>>.
Insi*ht Media8 '-9' Broadwa%8 4ew Dork8 4D -(('>. '-'65'-&9?-9.
+un'urt 0ideo o!!ers a wide selection o! videos on con!lict resolution and character education8
includin* the !ollowin* at the kinder*artenGprimar% level: Ten Thing to 4o *ntead of 2itting, *t/ &ka"
to +a" $o, $o =airE, +to6 Teaing 1eE, :e Your )ordE, 8et/ 3ractice: )orking *t &ut, )e Can )ork
*t &utE, Conflict ;eolution, * 9et +o 1adE, 5elo/ Choice: Conflict 1anage!ent +kill, 8et/ )ork it
&utE, Conflict ;eolution, */! +o =rutratedE, E(er"one 1ake 1itake, * 5no% 2o% to 8iten,
=eeling: 9lad, 1ad, +ad, =ace to =ace: Conflict ;eolution in +chool# For catalo* and !ree ?(&da%
preview contact: )un#urst Communications8 Dept 0'58 -(- Castleton )t.8 O BoC >(8 leasantville8 4D
-(75(. /((&>?-&-.?>.
Chapter Rele'ant (e) !ite
Con!lict Mana*ement
-. Con!lict +esolution Center International http:GGwww.con!lictres.or*G
Chapter Ten
Pro)lem$!ol'ing &ista-en +eha'ior
I. The Decision to Intervene
". Ahether to Intervene
-. Mar*inal Mistaken Behaviors
'. Bossiness
?. "r*uments
B. Firmness o! Intervention
II. Ruick Intervention )trate*ies
". 4e*otiation +eminders
B. ,umor as Tension +eliever
C. 4onver#al TechniKues
D. Brevit%
0. Bein* Direct
-. Descri#e Aithout La#ellin*
'. 0Cpress Displeasure Aithout Insult
?. Correct #% Direction
>. Bsin* the Ideas To*ether
III. Behaviors +eported #% Other Children
I1. Intervention when Follow&up Is 4eeded
". 4e*otiatin* Teacher&Child Con!licts
B. Bsin* +e!lective Listenin* to Teach Impulse Control and )el!&Calmin*
C. Includin* Children2s Ideas
-. +econciliation
1. Ah% Take the TimeP
". " Matter o! 0thics
-. The Code o! 0thical Conduct
1I. Buildin* Cooperation with arents
". Create a Team Concept
B. Dour Feelin*s Toward the Famil%
C. Bnderstandin* arent Development
D. Choose Aords That "void 1alue $ud*ments
0. Bse )upport )ervices
F. ro#lem&)olvin* with arents
Ta)le #?$#
Pro)lem !ol'ing Classroom Arguments *ith Children Aged Three to Eight
!ituation Teacher Response
-. +easona#le chance Monitors8 #ut ma% not intervene. I!
children can work out needed8 uses low&level mediation.
di!!icult%.
'. "r*ument provin* Teacher intervenes. +edirects parties
disruptive to a !ocused to class activit%. )tates that he will
*roup activit%. help them solve pro#lem later.
Teacher !ollows up.
?. "r*ument #ecomin* Teacher mediates. Ma% use props like
heated. Children don2t tal-ing stic-s= talk&and&listen chairs8 or
seem a#le to resolve on puppets. ,as each talk in turn and uses
own. erhaps one child hi*h&level mediation to assist children
dominatin*. to resolve pro#lem.
>. One child reports Teacher avoids takin* sides.
ar*ument to teacherL Determines whether Q-8 Q'8 or Q?
wants assistance. a#ove applies. +esponds accordin*l%.
7. One or #oth have lost Teacher intervenes. )eparates
controlL children are children !or cool$do*n time;
%ellin* or !i*htin*. Bses hi*h&level mediation and o!ten *uidance
talks when tempers have cooled.
Ta)le #?$,
E0amples of @uic- Encouragement to Reinforce Guidelines
In!ants: Dou are reall% eatin* %our peaches:wipe8 chew and swallowT ;"s adult swipes !ace with spoon
and o!!ers another spoon!ul.<
Toddlers: Dou made it all the wa% to the pott% chair. 4eCt time I #et %ou2ll *et %our pull&ups downT
;"s adult com!orts toddler who was intent on usin* the pott% chair.<
reschoolers: Dou two are #oth holdin* on to the tra%. $ust have to keep it stead% while %ou walk. ;"s
teacher *entl% steadies tra% that the children were startin* to rock.<
rimar% *rade
children: Decide at #reak whose pencil it is. Bse m% NloanerO pencil !or now so %ou can
#oth *et started. ;"s teacher approaches two children ar*uin* over a pencil at
start o! assi*nment.<
Ta)le #?$1
Using Directness to Guide to Redirect &ista-en +eha'ior
T%pe o! Intervention 0Camples o! TechniKue
Descri#e6Direct JMan% outside voices are #ein* used.
Inside voices instead please.
JIt sounds like a #unch o! pro!essional wrestlers over here. lease solve
the pro#lem Kuietl%.
Descri#e60Cpress6Direct JI have di!!icult% listenin* when man% children
are usin* outside voices. I am #othered
#% the noise. Inside voices onl%.
JDou two are ar*uin* like ,ulk and the +ock on a #ad ni*ht. I am reall%
upset a#out this. Dou choose. Dou pla% the *ame peace!ull% or choose separate
activities.
Ta)le #?$9
Teacher Responses to Child Report
!uspected &oti'e of the Child !uggested Response of Teacher
Child has le*itimate di!!icult% Teacher encoura*es children to solve on own
with another child. 66Ntell him how %ou !eel a#out thatO:or mediates
to eCtent necessar%.
Child honestl% reports Teacher thanks child !or #ein* a Ncarin*
pro#lem situation involvin* citiEen.O Monitors situation. I! necessar%8
other children. intervenes takin* a *uidance approach.
Child reports onl% once or twice to Teacher reassures child that thin*s are
*et teacher2s attention or see what under control. Monitors situation in low&
teacher will do ;Level One pro!ile manner NMust in case.O 4otices
mistaken #ehavior<. whether reportin* child seeks attention
in other wa%s. Aorks on #uildin* relationship with child.
Gives attention in other wa%s.
Child reports minimal pro#lems Teacher thanks child !or concern #ut eCplains
on a re*ular #asis ;Level Two that teacher is watchin* and other children can take mistaken
#ehavior<. care o! themselves. Tells child what the serious
pro#lems are that child can report. Builds
relationship. Gives attention in other wa%s.
Child reports either to "s in all cases8 teacher avoids
manipulate teacher or Nchar*in* into the situation.O 3eeps
*et another child in open mind a#out children involved.
trou#le.O Does so on a re*ular Monitors NreporterO !or other Level Three
#asis. ;Level Three mistaken mistaken #ehavior. I! necessar%8 !ollows
#ehavior<. procedures !or workin* with this level.
Ta)le #?$5
!teps in Pro)lem$!ol'ing Conflicts
". Identi!% the pro#lem.
-. Decide that time should #e taken to solve the pro#lem.
'. 0sta#lish that the purpose is to resolve a pro#lem8 not #lame or la#el individuals.
?. 0na#le each part% to eCpress views and !eelin*s a#out the pro#lem8 usin* re!lective listenin* to clari!%
points.
>. )ummariEe di!!erin* viewpoints8 checkin* !or accurac% o! interpretation with participants.
B. Generate possi#le solutions.
-. +eKuest cooperation in seekin* a solution.
'. 0ncoura*e the su**estion o! solutions.
?. "ppreciate that each su**estion was made8 even i! others have di!!icult% with it.
C. "*ree on a solution to #e tried.
-. Aork !or consensus on a course o! action.
'. "void accusation o! vested interest. Instead8 point out that Nothers see the situation di!!erentl%O and
encoura*e !urther discussion.
?. I! necessar%8 point out that per!ect solutions are not alwa%s possi#le8 #ut this one is worth tr%in*.
D. +each success!ul closure.
-. Facilitate implementation o! the solution.
'. rovide encoura*ement ;compliment sandwich i! necessar%<.
?. "!!irm the participant;s< !or reachin* the solution.
>. Discuss alternative #ehaviors !or neCt time.
Pro)lem !ol'ing *ith Parents
Galinsk% su**ests a siC&step approach to teacher$parent pro)lem sol'ing. The steps include:
-. Descri#e the situation as a pro#lem out in !ront. "void accusations or the implications that the source
o! the pro#lem resides in the personalit% o! the parent or the child.
'. Generate multiple solutions. arents and pro!essionals should #oth do this8 and no one2s su**estions
should #e i*nored8 put down8 or denounced.
?. Discuss the pros and cons o! each su**estion.
>. Come to a consensus a#out which solutions to tr%.
7. Discuss how %ou will implement these solutions.
9. "*ree to meet a*ain to evaluate how these solutions are workin* so that %ou can chan*e %our approach8
i! necessar% ;Galinsk%8 -.//8 p. --<.
Curr%8 4. 08 = "rnaud8 ). ,. ;-..7<. ersonalit% di!!iculties in preschool children as revealed throu*h
pla% themes and st%les. Young Children, 50;><8 >6..
Galinsk%8 0. ;-.//<. arents and teachers: )ources o! tension8 sources o! support. Young Children 47;?<8
>6-'.
Gartrell8 D. $. ;'(((<. )hat the kid aid toda"# )t. aul8 M4: +edlea! ress.
,eath8 ,. 0. ;-..><. Dealin* with di!!icult #ehaviors:Teachers plan with parents. Young Children,
49;7<8 '(6'>.
3och8 . 3.8 = McDonou*h8 M. ;-...<. Improvin* parent&teacher con!erences throu*h colla#orative
conversations. Young Children8 54;'<8 --6-7.
Lo*an8 T. ;-../<. Creatin* a kinder*arten communit%. Young Children8 57;'<8 ''6'9.
McClur*8 L. G. ;-../<. Buildin* an ethical communit% in the classroom: Communit% meetin*. Young
Children8 57;'<8 ?(6?7.
parent support and involvement. Childhood Education, 72;><8 -.>6-...
Aichert8 ). ;-..-<. )olvin* pro#lems to*ether. +cholatic 3rekindergarten Toda", >967'.
@od" 8anguage: *ntroduction to $on(er'al Co!!unication# In this clear8 !ast&paced introduction video8
viewers learn how *estures mirror inner !eelin*s and how posture sends messa*es. This video eCamines
e%e contact and the concepts o! personal and pu#lic space. It also considers how these concepts di!!er
across cultures. QB+>5/. Insi*ht Media8 '-9' Broadwa%8 4ew Dork8 4D -(('>. '-'&5'-&9?-9.
@uilding 3arent *n(ol(e!ent: Ele!entar" +chool# 1ideo8 handouts8 and Leader2s *uide in three&rin*
#inder. Q'>>7&0. )un#urst Communications8 Dept. 0'58 -(- Castleton )t.8 O BoC >(8 leasantville8
4D -(75(. /((&>?-&-.?>.
Culti(ating ;oot.2o!e<+chool 3artnerhi6# Doun* children #ene!it when relationships #etween
parents and teachers are a two&wa% process o! colla#oration and communication. In this video8 %ou will
learn wa%s to !oster partnerships8 includin* communication8 support8 learnin*8 teachin* one another8 child
advocac%8 and decision&makin*. Q/5(. 4ational "ssociation !or the 0ducation o! Doun* Children8 -7(.
-9th )treet 4A8 Aashin*ton8 DC '((?9. /((&>'>&'>9(.
*/! Telling: ? Tattler/ Tale# This com#ination o! video8 audiocassette8 teacher2s *uide8 and work#ooks
helps the %oun*est students understand the di!!erence #etween appropriate tellin* and inappropriate
tattlin*. )un#urst Communications8 Dept. 0'58 -(- Castleton )t.8 O BoC >(8 leasantville8 4D -(75(.
/((&>?-&-.?>.
3oiti(e 4ici6lineF3oiti(e Children# " #asic and traditional approach to positive discipline8 this video
is *eared to preschool and child care settin*s. )trai*ht!orward discussion and illustration approach. Q-&
75(5/&7.'&.. Discipline )eries8 DelmarGThompson Learnin*. Delmar Learnin*8 0Cecutive Aoods8 7
MaCwell Dr.8 Cli!ton ark8 4D -'(97. -&/((&../&5>./.
3re(enting Claroo! 4ici6line 3ro'le!# Focusin* on the dia*nosis and prevention o! classroom
pro#lems8 this video presents practical methods !or handlin* disruptive students that do not reKuire
revampin* the entire school s%stem. QB+/'9. Insi*ht Media8 '-9' Broadwa%8 4ew Dork8 4D -(('>.
'-'&5'-&9?-9.
arent +esources
-. arents as Teachers http:GGwww.patnc.or*G
'. Child Fun http:GGwww.child!un.comG
?. arentin* +esources http:GGwww.parentin*&resources.comG
>. arentin* "rticles http:GGwww.parentin*&resources.comG
7. 4ational Center on Fathers and Families http:GGwww.nco!!.*se.upenn.eduG
9. 4ational arent In!ormation 4etwork http:GGnpin.or*G
5. The "dministration !or Children and Families http:GGwww.ac!.dhhs.*ovG
/. Children8 Douth8 and Families Consortium http:GGwww.c%!c.umn.eduG
.. 4ational Center !or Famil% Literac% http:GGwww.!amlit.or*G
-(. 4ational 4etwork !or Famil% +esilienc% http:GGwww.nn!r.or*
--. Connect !or 3ids http:GGconnect!orkids.or*
-'. Glo#al )chool4et Foundation http:GGwww.*sn.or*
Chapter Ele'en
Guidance Through nter'ention
I. Conditions That Make Intervention 4ecessar%
". Deterioratin* )ituation
B. )erious Disruption
C. Dan*er o! ,arm
II. Crisis Mana*ement TechniKues
". Commandin* Cooperation
B. )eparation
-. The Time&Out
'. The Coolin*&Down Time
?. )el!&+emoval
C. h%sical +estraint
III. )trate*ies !or Aorkin* with )tron* 4eeds Mistaken Behavior
". The Contri#ution o! )pecial 0ducation
-. La#ellin* or Dia*nosis
'. )pecial 0ducation and Guidance
B. Comprehensive Guidance and the Individual Guidance lan
C. Case )tud% One: IG8 Bsed In!ormall% with )herr%8 "*e Four
D. Case )tud% Two: More Formall% Bsed IG8 with Gar%8 "*e Five
0. Case )tud% Three: Telephone&Based IG with Aade8 "*e )even
F. IG "!terthou*hts
I1. Ahen Teachers Feel "n*er
". Monitor Feelin*sL Make "dMustments
B. Bse )a!e*uards
C. ractice +econciliation
1. Ahen Teachers and arents Disa*ree
". 0ncoura*e Mutual +espect
B. Model +e!lective Listenin*
C. Talk to )ituations
D. Invite Continued Involvement
0. Communicate with )ta!! and Consultin* ro!essionals
F. )witch to Mediation
G. Colla#orate !or )a!et%
Considerations for Distinguishing
Time$Outs from Cooling$Do*n Times
-. The di!!erence #etween time&outs and coolin*&down times is the di!!erence #etween punishment and
*uidance. Time&out is the separation o! a child !rom a situation as a conseKuence o! an action #% the child.
Time&out is temporar% disKuali!ication !rom the *roup. Coolin*&down times are separation o! the child
!rom the situation !or the purpose o! helpin* the child calm down so con!lict mana*ement andGor a
*uidance talk can occur.
'. Instead o! a desi*nated chair8 a child needin* to #e separated to cool down should *o to an unused part
o! the room. Bse o! whatever Kuiet space is availa#le helps keep the coolin*&down time in perspectiveL it
should #e a special occurrence !or which no institutionall% desi*nated chair or area is necessar%.
?. Generall%8 an adult sta%s with a child durin* the coolin*&down time while the child re*ains composure.
)ometimes8 i! she #elieves her presence is preventin* the child !rom re*ainin* control8 the teacher ma%
have the child sit alone ;)la#% et al.8 -..7<. I! the child is unaccompanied8 the time o! separation should
#e #rie!.
>. "t the conclusion o! the separation8 the teacher en*a*es the child in con!lict mana*ement with one or
more other children involved in the con!lict andGor a *uidance talk. In either case the o#Mective is to teach
the child to replace hurtin* actions and words with words that ne*otiate the con!lict.
7. "t the conclusion o! the con!lict mana*ement or *uidance talk a *oal o! the teacher is assistin* the
child to reMoin the *roup. )ometimes8 when con!lict mana*ement is success!ul8 the child will reMoin the
activit% with the other child or children in the con!lict. Other times8 the teacher !acilitates the transition #%
steerin* the child to a Kuiet activit% alone or with one or two other children.
9. +econciliation does not mean !orcin* a child to sa% sGhe Nis sorr%.O remature apolo*ies contradict
honest !eelin*s and do an inMustice to this important convention. Instead the adult asks a child8 when she
#elieves the child is read%8 how the child !eels he mi*ht make amends. I! children are helped to
understand their !eelin*s and know that the% are supported #% the teacher8 the% will reconcile on their
own:usuall% more Kuickl% and !ull% than adults.
5. Ahen it is part o! the reconciliation process and not !orced8 restitution is a valua#le part o! the
reconciliation process. Aith the teacher2s assistance8 a child mi*ht help clean up a mess that was made8
re#uild a house that was knocked down8 or *et a wet towel !or a #ump on the head. Children can o!ten
think o! wa%s to help another child N!eel #etter.O
!i0 !teps of the ndi'idual Guidance Plan Using the ndi'idual Guidance Plan
!i0 !teps in the GP Process
#; O)ser'e Pattern of &ista-en +eha'ior
The teacher notices patterns o! #ehavior that indicate trou#le in a child2s li!e. "n% child is entitled to an
occasional Level Three da%. atterns o! at%pical8 eCtreme8 or inappropriate #ehavior !or more than a da%
or two8 however8 indicate serious unmet ph%sical or emotional needs.
,; Use Consistent Guidance nter'ention Techni:ues
The teacher responds consistentl% and !irml% to the mistaken #ehavior8 usin* *uidance techniKues. In a
teachin* team classroom8 one teacher ma% #e assi*ned the lead8 to ensure predicta#le limits and consistent
implement o! the IG.
1; O)tain Additional nformation
The teacher seeks to understand the child2s #ehavior and the child more !ull%. Incidents o! mistaken
#ehavior are charted a*ainst da%s o! the week8 times o! the da%8 and the dail% schedule. )trate*ies !or
*ainin* more in!ormation include talks with the child8 anecdotal o#servations8 discussions with sta!!8 and
contacts with the !amil%.
9; "old GP &eeting
I! steps - to ? do not result in resolution o! the pro#lem8 a meetin* is held with parents8 teachin* sta!!8 and
other relevant adults. The team uses the pro#lem&solvin* process outlined in Chapter Ten. In developin*
the IG8 the team uses the !orms that !ollow. The team involves the child in the IG or shares the plan
with the child. +ee follo%ing note for conducting an *93 !eeting#
4; mplement Guidance Plan
The team works to*ether to put the IG into operation. One necessar% component o! most plans is
improvement in relationships #etween the child and adults in the classroom. " second is adaptation o! the
educational pro*ram to ensure increased opportunities !or the child to eCperience success. +e!erral !or
assessment #% special education or other helpin* pro!essionals ma% #e part o! the plan. ;I! special
education services are warranted8 an I.0.. process ma% supersede the IG.< Counsellin* or other services
also ma% #e part o! the plan.
5; &onitor Guidance Plan
)ta!! review the plan8 communicate with parents8 and make modi!ications as necessar%. I! necessar%8 sta!!
holds second IG meetin*.
Notes for Conducting GP &eetings
The !ormula !or success!ul IGs is alwa%s the same: )ta!! and parents a*ree on the pro#lem8 a*ree what
needs to #e done a#out the pro#lem8 do it8 and monitor the results. Colla#oration in takin* a *uidance&
oriented8 pro#lem&solvin* approach is ke%. )ometimes8 the IG process can #e handled in!ormall%8
without a !ace&to&!ace meetin*. Other times8 there is no su#stitute !or *ettin* all parties to*ether in the
same room.
IG meetin*s !ollow the same steps as con!lict mediation8 which the teacher uses with children in the
classroom. @efore the !eeting, the sta!! decides who will #e the team leader. The team discusses the
meetin* d%namics and possi#le outcomes8 which the *roup to*ether will decide. One sta!! mem#er a*rees
to #e recorder. It is a*reed which sta!! will attend. The sta!! discusses the importance o! a co!6li!ent
and%ich approach #% which each sta!! mem#er eCpressin* a concern also *ives at least two compliments
a#out the child2sG!amil%2s e!!ort8 pro*ress8 or attitude. The compliment sandwich strate*% helps to keep
the IG positive and on track.
?t the !eeting, the !ive steps to !ollow are:
#; The leader ma-es e'eryone as comforta)le as possi)le with *reetin*s and assurancesL lets !olks
know that this is a meetin* where we all work to*ether !or a common *oal: the *ood o! the childL
emphasiEes that a*reement on decisions is importantL and introduces the recorder who writes down ke%
points and decisions on a chart8 which all can see. The leader esta#lishes *uidelines !or the meetin* such
as the !ollowin*:
a. 0ver%one has a common purpose that will help to make the meetin* positive: the *ood o! the child.
#. 0ach mem#er o! the *roup receives respect !rom all others8 even when views di!!er.
c. "ll mem#ers work to separate !acts !rom interpretations o! !acts.
d. 0ach mem#er needs to #e responsi#le !or what he or she chooses to share.
e. 0ach mem#er remains open to new thou*hts and wa%s o! thinkin*.
!. Decisions made at the meetin* are #% *eneral a*reement.
,; Assist all to agree on *hat the pro)lem is; The leader provides necessar% !acts and interpretations
and asks the others to contri#ute. )Ghe encoura*es participants to separate !acts !rom interpretations in
their presentations and models this practice throu*hout the meetin*. The recorder ma% write down onl%
what is a*reed to a#out the pro#lem.
1; Group )rainstorms all possi)le non$puniti'e responses they can thin- of; Aith the recorder2s
assistance the leader or*aniEes the #rainstormin* around components such as ;some or all< o! these:
a. In&class crisis interventions that use *uidance
#. In&class relationship&#uildin* responses
c. In&class lon*&term remediation strate*ies
d. In&home crisis responses usin* *uidance
e. In&home to*etherness&#uildin* responses
!. In&home lon*&term remediation strate*ies
*. +e!erral strate*ies !or additional assessment and remedial assistance
h. +ealistic resources needed to implement the plan
9; Group decides on a plan using the most promising strategies for any of the components
addressed in A1 a)o'e; This is where ne*otiation8 !leCi#ilit%8 and compromise provide the ke%. I! the
*roup is in disa*reement a#out an% parts o! the plan8 its potential !or success is endan*ered. The recorder
seeks clari!ication o! maMor points and *ives a written summar% o! the strate*ies a*reed to.
4; Group decides the role of each mem)er in using the plan and a second meeting date to monitor
progress; The leader and !amil% decide on a sta!! mem#er who will #e team leader on the plan. This sta!!
person will assist the !amil% with implementin* their part o! the plan8 includin* an% re!erral process. The
team leader will also ensure continuit% amon* sta!! in accomplishin* the classroom *oals o! the plan. )Ghe
will provide coordination #etween home and classroom in carr%in* out the plan. "!ter settin* a time and
date !or the !ollow&up meetin*8 the plan leader works to ensure all mem#ers can and do attend. The
recorder *ets a cop% o! the completed IG to the plan leader and the !amil%.
The second meetin* to review and possi#l% modi!% the IG is o!ten conducted more in!ormall% than the
main meetin*. Follow&up contact a!ter the second meetin* is less !ormal still. " !inal or eCit IG meetin*
is sometimes held8 to cele#rate success or to decide what additional actions ma% #e necessar%.
!U&&ARB2 ndi'idual Guidance Plan (or-sheet
Child2s name: HHHHHHHHHHHH Child2s a*e ;%ears and months<: HHHHHHHHHHHH
Initial Arite&up date: HHHHHHHHHHHH
#; Noted +eha'iors
Behaviors o#served: Thou*hts a#out Behaviors:
,; Additional nformation
Check procedures used. Then summariEe in!ormation *ained.
HHH Discussion with child. Date: HHHHHH
HHH Discussion with other sta!!. Date: HHHHHH
HHH Discussion with parent. Date: HHHHHH
HHH Discussion with other pro!essionals. Date: HHHHHH
!ummary2
1; ndi'idual Guidance Plan &eeting Date: HHHHHH
ersons attendin* meetin*:
)ummar% o! strate*ies to #e tried:
9; Follo*$up &eeting or Re'ie* Date: HHHHHH
0!!ortGpro*ress shown #% child:
ro*ress still needed:
"n% chan*es in plan:
4; !ummary of Results and any changes in GP as of 7Date82
C; Final summary of results= e0it meeting 7if held8= and future recommendations2
ndi'idual Guidance Plan (or-sheet IG pa*e - o! /
Child2s name: HHHHHHHHHHHH Child2s a*e ;%ears and months<: HHHHHH
Initial Arite&up date: HHHHHHHHHHHH
#; Noted +eha'iors
Behaviors o#served: Thou*hts a#out Behaviors:
,; Additional nformation
Check procedures used. Then summariEe in!ormation *ained.
HHHDiscussion with child. Date: HHHHHH
HHHDiscussion with other sta!!. Date: HHHHHH
HHHDiscussion with parent. Date: HHHHHH
HHHDiscussion with other pro!essionals. Date: HHHHHH
)ummar%:
1; ndi'idual Guidance Plan &eeting Date: HHHHHH
ersons attendin* meetin*:
)ummar% o! strate*ies to #e tried:
9; Follo*$up &eeting or Re'ie* Date: HHHHHH
0!!ortGpro*ress shown #% child:
ro*ress still needed:
"n% chan*es in plan:
C; Final summary of results= e0it meeting 7if held8= and future recommendations2
"necdotal "ssessment Form ;pa*e - o! '<
Child2s 4ame: Date: HHHHHH
4ame o! O#server:
urpose o! O#servation:
#; Factual O)ser'ation of *ords and actions2
Anecdotal Assessment Form 7page , of ,8
,; Bour thoughts a)out the o)ser'ation 7in relation to its purpose82
BetE8 C. ;-..><. Be%ond time out: Tips !rom a teacher. Young Children, 49;?<8 -(6->.
Boutte8 G. ).8 3eepler8 D. L.8 T%ler8 1. ).8 = Terr%8 B. @. ;-..'<. 0!!ective techniKues !or involvin*
Sdi!!icult parents.2 Young Children, 47;?<8 -.6'>.
Curr%8 4. 0.8 = "rnaud8 ). ,. ;-..7<. ersonalit% di!!iculties in preschool children as revealed throu*h
pla% themes and st%les. Young Children, 50;><8 >6..
Da +os8 D. ".8 = 3ovach8 B. ". ;-../<. "ssistin* toddlers = care*ivers durin* con!lict resolutions:
Interactions that promote socialiEation. Childhood Education, 75;-<8 '76?(.
,eath8 ,. 0. ;-..><. Dealin* with di!!icult #ehaviors:Teachers plan with parents. Young Children,
49;7<8 '(&'>.
$aco#s8 4. L. ;-..'<. Bnhapp% endin*s. Young Children, 47;?<8 '?6'5.
Mannin*8 D.8 = )chindler8 . $. ;-..5<. Communicatin* with parents when their children have
di!!iculties. Young Children, 52;7<8 '56??.
McCormick8 L.8 = Feene%8 ). ;-..7<. Modi!%in* and eCpandin* activities !or children with disa#ilities.
Young Children, 50;><8 -(&-5.
McDermott Murphe%8 D. ;-..5<. arent and teacher plan !or the child. Young Children, 52;><8 ?'6?9.
)chrei#er8 M. 0. ;-...<. Time&outs !or toddlers: Is our purpose punishment or educationP Young
Children, 54;><8 ''6'7.
)la#%8 +. G.8 +oedell8 A. C.8 "reEEo8 D.8 = ,endricks8 3. ;-..7<. Earl" (iolence 6re(ention#
Aashin*ton8 DC: 4ational "ssociation !or 0ducation o! Doun* Children.
4ici6line +trategie: Tough Ti!e for Teacher# rovidin* practical8 down&to&earth intervention8 this
siC&volume video set demonstrates how to mana*e a cooperative classroom. QB+5/7. Insi*ht Media8
'-9' Broadwa%8 4ew Dork8 4D -(('>. '-'&5'-&9?-9.
4ici6line, +tre, and 2u!an En(iron!ent# This video provides a #asic discussion o! stress in the earl%
childhood settin*8 how it a!!ects teacherGcare*ivers and8 as a conseKuence8 the children. In a Kuestion and
answer !ormat8 it su**ests wa%s to handle and relieve Mo# stress:*eared !or the sta!! o! prekinder*arten
pro*rams8 especiall% child care centers. Discipline )eries8 DelmarGThompson Learnin*. Delmar Learnin*8
0Cecutive Aoods8 7 MaCwell Dr8 Cli!ton ark8 4D -'(97. -&/((&../&5>./.
2andling Chronic or 2a'itual 4ici6line 3ro'le!. This video eCamines common discipline pro#lems in
the classroom and shows how to address them. It teaches how to trans!orm a**ressive or ne*ative
#ehavior into positive and assertive conduct. QB+.'/. Insi*ht Media8 '-9' Broadwa%8 4ew Dork8 4D
-(('>. '-'&5'-&9?-9.
3artnerhi6 %ith 3arent# This video dramatiEes the importance o! the parent&teacher relationship !or
children8 how to esta#lish and maintain positive communication8 and how to handle the most common
pro#lems teachers !ace in workin* with parents. Q/75. 4ational "ssociation !or the 0ducation o! Doun*
Children8 -7(. -9th )treet 4A8 Aashin*ton8 DC. /((&>'>&'>9(.
Aorkin* with )pecial 4eeds Children
-. Division !or 0arl% Childhood o! the Council !or 0Cceptional http:GGwww.dec&sped.or*G
'. Federation !or Children with )pecial 4eeds http:GGwww.!csn.or*
Chapter T*el'e
/i)eration Teaching2 A Guidance Response to %iolence in !ociety
I. The 1iolence %ramid
". 0!!ects o! 1iolence in the Classroom
B. "ssessin* the 0!!ects o! 1iolence8 #% the Levels
-. Level One: 0Cperimentation Mistaken Behavior
'. Level Two: )ociall% In!luenced Mistaken Behavior
?. Level Three: )tron* 4eeds Mistaken Behavior
II. Li#eration Teachin*: The Guidance +esponse
". )ti*ma versus Li#eration
-. Teachin* Behaviors that )ti*matiEe
'. Li#eratin* +esponses
B. Li#eration Teachin* and +esilienc%
III. The Guidance +esponse to Bull%in*
". Bull%in* as 1iolence that Causes )ti*ma
B. Bull%in* as Levels o! Mistaken Behavior
C. Bull%in* and Li#eration Teachin*
I1. Li#eration Teachin* and +elated 0ducation ractices
". Li#eration Teachin*8 "n "dditional )tep
B. The Contri#ution o! "nti&Bias Curriculum
C. Li#eration Teachin* and Guidance
D. Li#eration Teachin* and eace 0ducation
1. Li#eration Teachin* and arent Involvement
". ro*ression One:)harin* In!ormation
B. ro*ression Two:"ctive Involvement
C. ro*ression Three:olic% articipation
D. ro*ression Four:ro!essional Development
+eha'iors that !tigmati3e
)ti*matiEin* #ehaviors are those which:
J!iCate on a vulnera#ilit% as a limitin* !actor in the child2s development.
Jesta#lish ps%cholo*ical distance #etween the teacher and the child.
Jtolerate or tacitl% encoura*e sti*matiEin* responses #% children or other adults.
J!ail to alter the ph%sical or social environment to include the child.
Jstress competition8 there#% esta#lishin* patterns o! winnin* and losin* ;winners and losers< in the *roup.
Jshow pre!erence !or some in the class over others on the #asis o! social8 academic8 or #ehavioral criteria.
Ji*nore or dispara*e the #ack*round and li!est%le o! a !amil% and the child.
Juse !orms o! discipline that punish and !ail to teach con!lict resolution skills.
/i)erating Responses
Aith the practice o! li#eration teachin*8 the teacher helps each child to !eel accepted as a welcome
mem#er o! the *roup. )upported in the settin*8 children come to accept perceived vulnera#ilities as a part
o!8 #ut not dominatin*8 their identities. Li#eratin* responses:
Jshow clear acceptance o! the child as a worthwhile individual and mem#er o! the *roup.
Jempower the child2s a#ilities.
Jeducate others awa% !rom reMectin* responses and toward empathetic responses.
Jalter the ph%sical and social environment so that all are included.
J!acilitate cooperative and individual activities in which each child can eCperience success.
Jappreciate elements o! the child2s !amil% #ack*round.
Jsensitivel% incorporate elements o! the child2s !amil% #ack*round into the pro*ram.
Juse !orms o! discipline that *uide rather than punish and that teach con!lict resolution skills.
"*assi8 M. ;'(((<. 2and are not for hitting. Minneapolis8 M4: Free )pirit u#lishin*.
Beane8 ". L. ;'(((<. @ull" free claroo!. Minneapolis8 M4: Free )pirit u#lishin*.
Boutte8 G. ).8 = McCormick8 C. B. ;-..'<. "uthentic multicultural activities: "voidin*
pseudomulticulturalism. Childhood Education, 68;?<8 ->(6->>.
Bullock8 $. +. ;-..'<. +eviews o! research: Children without !riends. Childhood Education, 69;'<8 .'6.9.
Bullock8 $. +. ;'(('<. Bull%in* amon* children. Childhood Education, 79;?<8 -?(6-??.
Clark8 L.8 DeAol!8 ).8 = Clark8 C. ;-..'<. Teachin* teachers to avoid havin* culturall% assaultive
classrooms. Young Children, 47;7<8 >6..
Coleman8 M. ;-..5<. Families and schools: In search o! common *round. Young Children, 52;7<8 ->6'-.
Froschl8 M.8 = )prun*8 B. ;-...<. On purpose: "ddressin* teasin* and #ull%in* in earl% childhood.
Young Children, 54;'<8 5(65'.
$ackson8 B. +. ;-..5<. Creatin* a climate !or healin* in a violent societ%. Young Children, 52;5<8 9/65(.
3oeppel8 $.8 = Mulroone%8 M. ;-..'<. The sister schools pro*ram: " wa% !or children to learn a#out
cultural diversit%:Ahen there isn2t an% in the school. Young Children, 48;-<8 >>6>5.
McCracken8 $. B. ;-..'<. Tossed salad is terri!ic: 1alues o! multicultural pro*rams !or children and
!amilies. ?like and different: EB6loring our hu!anit" %ith "oung children# Aashin*ton8 DC: 4ational
"ssociation !or the 0ducation o! Doun* Children.
4euman8 ). B.8 = +oskos8 3. ;-..><. Brid*in* home and school with a culturall% responsive approach.
Childhood Education, 70;><8 '-(&'->.
Aeinre#8 M. L. ;-..5<. Be a resilienc% mentor: Dou ma% #e a li!esaver !or a hi*h&risk child. Young
Children, 52;'<8 ->6-..
Dork8 ). ;-..-<. ;oot and %ing: ?ffir!ing culture in earl" childhood 6rogra!# )t. aul8 M4: +edlea!
ress.
? Cr" fro! the Edge# 0Cplores the eCperiences o! students on the ed*e o! success or !ailure in school.
1isits classrooms where teachers are usin* literac% across the curriculum to reach at&risk students. Insi*ht
Media8 -'- Aest /7th )t.8 4ew Dork8 4D -(('>. -&/((&''?&..-(.
E(er"'od"/ 4ifferent# 1ideo8 audiocassette8 teacher2s *uide8 student worksheets. Aith son* l%rics that
proclaim8 N0ver%#od%2s di!!erent8 no one2s Kuite the same8O pro*ram cele#rates the specialness o!
individual di!!erences. ,elps the %oun*est students understand that ever%one is di!!erent in some wa%8
and that it2s not onl% oka% to #e di!!erent8 it can #e ver% interestin*. )un#urst Communications8 Dept.
0'58 -(- Castleton )t.8 O BoC >(8 leasantville8 4D -(75(. /((&>?-&-.?>.
+u66orting +tudent at ;ik# 4o matter how well planned the lesson or how skilled the teacher8 there will
alwa%s #e some unhapp% and disruptive students. This video pro*ram eCamines how a school can support
its teachers in dealin* with particularl% di!!icult students. Films !or the ,umanities and )ciences8 O BoC
'(7?8 rinceton8 4$ (/7>?&'(7?. /((&'75&7-'9.
The Child )ho * ;eGected. Bn!ortunatel%8 ever% classroom has children whose #ehavior8 lack o!
lan*ua*e8 or social skills cause them to #e reMected #% others. This video illustrates interventions that help
these children #uild new skills and #ecome accepted #% others. 0ducational roductions Inc.8 5>-' )A
Beaverton ,illsdale ,w%8 )uite '-(8 ortland8 O+ .5''7. /((&.7(&>.>..
+esponse to 1iolence
-. @ero to Three: Copin* with Terrorism http:GGwww.Eerotothree.or*Gparent.htmlP
LoadVcopin*Gcopin*.html
'. Future o! Children http:GGwww.!utureo!children.or*
?. 4ational Institute on the http:GGwww.ed.*ovGo!!icesGO0+IG"t&+isk
0ducation o! "t&+isk )tudents
>. Child Trauma "cadem% http:GGwww.childtrauma.or*G
7. 4ational Clearin*house !or http:GGwww.cali#.comGnccanchG
Child "#use and 4e*lect

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