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Running head: GUIDANCE

Guidance Plan
Tylia Waltermire
Ivy Tech Community College

GUIDANCE

Guidance Plan
Theory:
Through my experience with theorists, I have come to notice that I share my beliefs with
not just one theorist, I share them with three. The three theorists that I share my beliefs with are
Abraham Maslow, Maria Montessori, and Lev Vygotsky.
Abraham Maslow is mostly known for his chart that is based on childrens hierarchy of
needs. He believed that children need to go through different levels to achieve their full potential.
The first level of this chart is to reach biological and physiological needs which include air, food,
drink, shelter, warmth, and sleep. I believe that children need these items to live. They need to
have access to these items at all times. Maslows next level is safety needs which include
protection, security, order, stability, and freedom from fear. Children need to have a sense of
security in their life. The third level of needs are to be loved and feel belongingness needs which
include friendship, affection, and love from friends and from family. This level of needs are most
important to my beliefs because I believe that all children need to be loved and need to feel like
they are always welcomed anywhere that they may be. The next level is esteem needs which
include achievement, independence, self-respect, and respect from others. Children need to have
respect from everyone that they meet. They should not be judged for who they are, or from
where they come from. Educators need to show children respect that way children can feel like
they are important. The fifth and final level of Maslows hierarchy of needs is self-actualization.
This level includes the realization of personal potential, self- fulfillment, seeking personal

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growth, and peek experiences. Maslow believed that a child must reach all these levels to feel a
sense of achievement (McLeod, 2011).
Maria Montessori is well known for her schools all around the world that are based on
children and their self-independence. She believed that children should learn from their own
experiences. She also believed that children learn best when they are guided, not taught. Children
should do things themselves to be able to be successful. She used a method of observing the
children to see what the children wanted to learn. If the children were interested in something,
then she would work on that with the children. I believe that children should be able to learn by
themselves. Educators can help the child, but they should not stand over them and correct
everything that they do. Montessori believed that children should be corrected but not in a harsh
manner. Instead of yelling at the child, you need to help the child understand what they did
wrong but in a positive manner that they will get feedback from. I believe that children should
have positive criticism. Children should not be screamed at, they should be told what they did
wrong and they need guided to help them correct their actions. Montessori also believed that
children that are three years and younger should not have lessons to follow, but to have activities
that they can learn experiences from. A child will learn a lot when they do not have to follow a
lesson, but rather when they have activities that they can learn from. I believe that children at
that this age should have learning based activities that can help them with time management
skills and fine motor skills. Children need to develop these key items before they can follow a
lesson plan (N, 2015).
Lev Vygotsky believed that social learning tends to precede a childs development. He
believed that children learn better from social interactions with others around them. Children
need to have social interactions with others to improve their social development. I believe that

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children learn best when they are in the presence of other children. They learn better when they
have others to learn from. Children also like to help others when someone needs help. Vygotsky
believed in the Zone of Proximal Development, which is the difference between a students
ability to perform a task under adult supervision. I believe that children will act differently in the
presence of an adult. Children will either try to please an adult, or try to get the adult to perform
the task for them (Wertsch, 2015).
I believe that all children should be taught and accessed at all times. Children need to
learn in the best way possible and that what these theorists have proved. They all have different
methods of teaching children, but they all have one thing in common and that is to make sure
that children succeed through their education.
Philosophy:
I believe that all children have the right to be treated with respect. Children will only
respect you if you respect them as an individual. As a future educator, I will respect children the
way that everyone should be respected. Children have a certain way of learning and they need to
be taught and I believe that as a teacher, you have to learn how to teach children the way that
they need to learn and the way that they understand best. Children are their own person and
deserve to learn in the best way that they can. Children need to learn in the way that is beneficial
to them and in the way that they can succeed.
Children need to be an environment that is helpful and inspiring to them. Children are
going to be more open to learning when they feel safe and secure in their environment. Children
need to feel safe in their environment, and as a future educator I believe that children should be
in safe hands at all times. Children always need to have praise when it comes to their education.

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When children hear praise for what they have done that way they feel a sense of
accomplishment. Children need to hear praise from adult figures and the educator needs to make
sure that when he/ she gives praise that they complement the children in different ways.
In the classroom, children need to be able to have a free imagination. Children have
amazing imaginations and I believe that children should be able to express their minds in all
kinds of ways. Children are unique and they express this uniqueness through anything that they
need to. I believe that children need to have a supporter and as a future educator I will make sure
that no matter how children express themselves I will be there to support them.
Children are always pushing the limitations when it comes to following the rules. They
want to push the limits of the educators and want to see how far they can go before the educator
will make the child move their clip down, take quiet time, or go see the principal. Educators have
to make these decisions based on how consequential the situation is. I believe that children
should be able to have three misbehaviors before have to move their clip down, have quiet time,
or be sent to the principal. In my classroom the children will be able to learn the way they need,
be respected, feel safe, be praised for their accomplishments, express themselves in all different
ways, and are going to be punished for their actions necessary.
Goals:
Goals for Myself:

I will make sure that every child in my classroom will feel welcomed at all times and
make sure that thy have everything that they need to be successful during their education.

Goals for the Children:

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Children will learn at their own pace and will have independence when they are doing
time management and fine motor activities.
Goals for Families:
Families will always be welcomed into the classroom to observe the children and the
practices that the educator performs when teaching the children.
Problem Solving Steps:
1.) The problem is that a child keeps talking without raising their hand and keeps
interrupting the teacher and the other students. The child is not aware of their actions at
the time and is being very disruptive to the other students. The other students are having a
hard time paying attention to the teacher, who is teaching a lesson to the students.
2.) I would at first ignore the child that is talking out of turn. I would see if the child
continues this action or if they become aware that the teacher and the other students are
not paying attention to them. Secondly I would tell the child that they need to be
respectful and need to raise their hand before talking. I would tell them to follow the rules
that the teacher has set, which would be to not talk when not being called upon.
3.) If I ignore the child at first they may think that it is okay to continue being disrespectful
or they may think that since I am not paying attention to them then they will stop doing
this action. If I tell the child to raise their hand before talking then they might follow this
rule, or they may disregard this rule and continue to not follow the directions.
4.) The solution that I would choose is to ignore the child and see if the child does not
interrupt. I would go on with teaching the lesson to the other students, but I would only
let the child interrupt for so long before I would use another strategy. I would be able to
tell if it is working if the child becomes aware of others and if they stop performing this
action. If I notice that the child is still being disruptive I will find another way for the
child to become aware that their actions are not allowed in the classroom.

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Sample Guidance Policy:

The following is the guidance and positive guidance policy for this facility.
Guidance for Infants and Toddlers
Give love and care
Prepare the play space carefully and make it childproof.
Accept their feelings and provide outlets.
State directions clearly and simply.
Remain calm and consistent
Guidance for Preschoolers
Allow children to resolve their own conflicts when possible
Arrange classrooms that are comfortable, interesting and encourage childrens self-direction.
Help children express their emotions verbally and through art and play
Remain calm and consistent
Establish clear rules
Offer choices
Make clear that it is the childs behavior, not the child that is unacceptable.
Help the child with appropriate language to understand the problems in his or her behavior. Use
redirection or logical consequences depending on the age of the child, the misbehavior and the
childs state.

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Reinforce positive behaviors


Model appropriate behavior
It is not acceptable for adults to administer negative discipline
1. Inflicting physical pain (suspected child abuse will be reported to the child protection agency).
2. Name-calling, shouting, threatening, ridiculing, etc.; calling a child a bad boy or girl to
otherwise imply the child is a problem instead of the behavior.
3. Depriving a child of any service - transportation, field trips, food, daily attendance, and
toileting.
4. Isolation.
5. Imposing cumulative or delayed consequences.
6. Use bribes, false threats, or false choices.
If necessary, a child will be taken to the office for a clam down period.
Biting
Parents will be contacted if a child is bit or is biting. Instances of biting will always be
documented. Staff members are available to help problem solve issues with biting. After 3
instances of biting in one week, parents will be required to participate in a meeting to discuss
possible solutions. Additionally, classroom teachers will implement anti-biting lesson plans in
the classroom.
Challenging Behaviors

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Challenging Behaviors such as aggression, violent acts, and disrespect) will be documented.
Parent meetings may be required depending on the behavior and frequency.
Guidance Strategies:
Classroom Rules:
In my classroom I will have multiple rules that will be age appropriate for all the children in my
classroom. 1.) Children will raise their hand at all times before talking, 2.) Children will be
respectful to the teacher and the other students, 3.) Children will not harm others, and
4.) Children will try their very best at all times in the classroom.
Environment:
My classroom will be welcoming to any child that enters. My classroom environment will be a
place of learning and respect to all that walk in. My classroom will have enough supplies for
every child in my classroom. The lesson plans for children will be engaging and will be
appropriate for the children to understand. The environment will have multiple activity areas that
will be clean and inviting to the children at all times.
Schedule:
I will provide an activity based schedule for the children to follow each and every day. The
children will be on a schedule at all times and they will understand what to do at all times during
the course of the day. During the course of the day the children will be able to smoothly go from
one task to another task. The children will be able to learn time management skills when
following a schedule that goes from one task to another task.
Children off-task:

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If I see that a child is off-task I will first look at the activity that I am having them participate
in. I will look at whether they are not following the directions or if they are not understanding
what the activity is about. If the child is not following the directions then I will have a talk with
them to see what they are or are not interested in. If the child is not understanding the activity I
will explain to them what the activity is for and what they can do to better understand the
activity.
Children in Conflicted Situations:
If there is a conflict between two children I will have them both talk to me and see what the
problem is. If they both have a different situations then I will come to a decision that both sets
the children on the right path. If the children have the same situation I will ask them to tell me
what they may think would be the right decision. I will make sure that the children understand
that they should respect one another in and out of the classroom. If the conflicting situation
continues I will make other arrangements for the children to follow.

References
A, N. (2015). Dr. Maria Montessori Biography. Daily Montessori. Retrieved from
http://www.dailymontessori.com/dr-maria-montessori/

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McLeod, S. (2011). Maslows Hierarchy of Needs. Simply Psychology. Retrieved from


http://www.simplypsychology.org/maslow.html
Haisley, S. (2011). Guidance Plan. Ball State University
Wertsch, J.V. (2015, March 21). Lev Vygotsky. Wikipedia. Retrieved from
http://en.wikipedia.org/wiki/Lev_Vygotsky

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