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Presentation on theme: "Developing Guidance Skills"— Presentation transcript:
Developing Guidance Skills
1. When children fail to follow a classroom
, you must remind them that they are misbehaving and their behavior will have a
2. Warn only
– use a firm tone of voice.
3. If the child chooses to continue the
, proceed with a consequence such as a time-out.
1. Redirecting means to diverts a child’s
in a different direction.
to redirect a child.
3. The key to redirecting is to offer an
(something you know the child likes).
Prompting / Suggesting
1. Children often need
to stop an unacceptable behavior or to start an acceptable behavior.
2. Prompting can also prepare children for
Suggesting means placing
in a child’s mind such as making
during Free Play
4. Prompting is different from suggesting because prompting
requires a response
from the child (either verbal or physical).
1. Encouraging helps children to
2. This technique recognizes both
1. Do not encourage
giving a child attention if inappropriate behavior is not dangerous, harmful or distracting from the group.
3. Once the child models acceptable behavior,
him or her.
1. Children learn by
2. Modeling includes
physical and verbal
Between 70%-90% of what we
we do without words through subtle, nonverbal gestures.
Two Types of Consequences
Definition: When a child makes a choice to continue an inappropriate behavior, something natural will occur as a result.Examples: Child refuses to eat breakfast=child is hungry. Child refuses to wear coat=child is cold and misses recess.Methods: Use empathy when child receives natural consequence. Allow consequence to happen if it is not harmful to the child.
Definition: A consequence set up by the caregiver after one warning is given for misbehavior – must be age-appropriate.
Examples: Time-out, grounding, extra chores, or loss of privileges.
Methods: Avoid getting angry or sarcastic. Be consistent by enforcing consequence with every misbehavior or inappropriate choice.