Johanna Phinney

Guidance Reflection

November 30, 2017

Behavior Guidance

I have learned that behavior guidance is the process of teaching children the life skills they need

to function productively with other children (Bredekamp, pp, 187). Guidance is given by a community

that consists of parents, family members, or even teachers. As a teacher, strategies must be learned to

be able to teach them to children that may have challenging behavior. Strategies can also be taught to

children without challenging behavior to prevent future social and behavioral difficulties. A strategy I

would use in my classroom is being clear about roles.

Being clear about our roles in the classroom helps during routines so that not only the teachers

will be on the same page, but the children will also be aware what is happening next to have easier,

smooth transitions. I enjoyed learning new techniques with songs to teach children that change is

coming. When I acknowledge good behavior such as a child cleaning up, I know to praise the child. As

a teacher I should always be looking for teachable moments, positive, or challenging, to support the

child's social-emotional growth. Children enjoy being praised. A supporting, nurturing relationship

with a child can promote healthy social-emotional development (Bredekamp, pp. 175).

As in the article, The Building Blocks of Positive Behavior (pp. 19), I would implement the idea

of the gotchas for good behavior. Children can trade gotchas in for novelties and school supplies at

their school's store. I think this is most effective for school age children to feel acknowledged and work

towards continuing good behavior. As for the infants, we help them learn by developing a nurturing,

trusting, responsive and stimulating relationship with them by meeting their needs. Children model our

behaviors so as teachers we must be aware of our own behaviors. Positive behaviors are learned

overtime, so we also must be patient.

 Communication is another way to build teamwork by teachers working together, talking to each

other about what activities are planned on each day and giving parents things like newsletter and daily

messages to involve them in discussions. Sending home ideas of activities that families can do with the

child at home also keeps the child engaged. In the article, Powerful Interactions Make a Difference, I

agree with using frequent check-ins for teachers. As teachers stay more present, less challenging

behaviors episodes will occur. Later in the day the teachers can reflect on what they have observed in

the class and make changes accordingly. Another tip I will implement in my classroom would be

written directions even if the children have not learned to read. Ive learned it gets the parents involved

in what their child will be expected to do. It will show the child the parents interest in their day.

The behavior guidance techniques are similar in which it all involves the parents, teachers, and

children. As for the Positive Behavioral Interventions and Supports (PBIS) system implemented in

schools, everyones participation is needed to improve student behavior. PBIS can be applied in centers

as well as schools. Applying the three Bs, Be Respectful, Be Responsible, and Be Resourceful in

centers where it can be taught to younger children. It would improve attendance and school

engagement. It takes the community to guide young childrens behavior.

One thing I would like to learn more about is how I can help a parent continue to use strategies

to guide their childs behavior even after being in my care. As children grow they continue to develop

relationships with others, but how can I impact the life of a child that she/he will apply these strategies

in their future? How would I know that Ive made a long time good influence in the lives of the

children in my care if Im continuing to learn new strategies myself?

Overall, this assignment has taught me that the guidance of the teacher is an important part of a

childs life even if its not shown at home or away from the center. Involvement from all parties will

help develop a child into what he/she is expected to be, respectful, responsible, and resourceful.
 Works Cited

Bredekamp, Sue. Planning Effective Curriculum. Effective Practices in Early Childhood Education:
Building a Foundation, 3rd ed., Pearson, 2017, pp. 171-203.

Cregor, Matthew. The Building Blocks of Positive Behavior. Teaching Tolerance. Fall 2008.

Positive Guidance: Powerful Interactions Make a Difference. Naeyc.org, Teaching Young Children,
2013, www.naeyc.org/resources/pubs/tyc/dec2013/planning-for-positive-guidance.