Ppt solving problems in the Encouraging Classroom

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IN THE ENCOURAGING CLASSROOM A Discussion By May Flerida M. Culango For Dev. Ed. GC 714 CTU Cebu City Campus August 29, 2015

Transcript of Ppt solving problems in the Encouraging Classroom

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IN THE ENCOURAGING

CLASSROOM

A Discussion

By

May Flerida M. CulangoFor Dev. Ed. GC 714

CTU Cebu City Campus

August 29, 2015

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Overview

Addressing ages 3 to 8 years, A GUIDANCE APPROACH FOR THE ENCOURAGING CLASSROOM, 6th Edition, is for students in early childhood programs as well as graduate courses. It easily can function as a primary text in classes that address group management, the learning environment, child guidance, child behavior, challenging behavior, conflict management, and peace education topics.

Part 1 explores the foundation of guidance in early childhood education.

Part 2 focuses on building and organizing an encouraging classroom, and discusses such topics as daily schedules, routines, use of thematic instruction, and the importance of working with parents.

Part 3 addresses problem solving and challenging behavior, including a practical illustration of how to use and teach conflict management and information about the "five-finger-formula."

Throughout, this experience-based resource includes real-life anecdotes that allow professionals to make the shift from conventional classroom to developmentally appropriate guidance.

Available with InfoTrac® Student Collections http://gocengage.com/infotrac.- See more at: http://www.cengage.com/search/productOverview.do;jsessionid=01336A0435D0DB94CD39EF7C76B4C04E?N=16&Ntk=P_EPI&Ntt=134678977010562292988608767401337474472&Ntx=mode%2Bmatchallpartial#sthash.qvVaGfz5.dpuf

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Chapter 9Conflict Management –

-This chapter explores, models and teaches conflict mediation and negotiation skills so that children can learn to solve social problems.

Subtopics

• Conflict management basics• Understanding childrens’ development to assist in

conflict management• The five-finger formula for using and teaching

conflict mediation• The process of teaching conflict management to children

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1. The Basics of Conflict Management

Conflict – expressed disagreement between individuals.

It’s but NATURAL between individuals

and groups. What makes it negative is when is

when it generates to violence, using words and

actions that will result to physical and

psychological harm.

During a conflict situation, teachers can

also cause harm by doing too little or too much.

Imposing moralistic “solutions” that result to

punishment to one or more children can also be

harmful.

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Conflict with children often happens and most times

harder to manage because as young as they are,

• Still very much egocentric

• they still have very limited personal resources

and life experiences dealing w/ social problems

• having weak impulse-control, they tend to react

to the immediacy of a situation.

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In the encouraging classroom, children

are taught with guidance by the teacher

on how to handle conflicts in a

non-hurting way.

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- conflict mediation, the modeling and

reinforcing of positive verbal to solve a conflict

in mutually acceptable ways; or

- conflict resolution , referring to a formal,

institutionalized system for resolving conflicts.

Teachers act as vital leaders when they step in and

provide ;

Conflict Management:

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(de-escalating emotional involvement) sympathetically acknowledging feelings is one method in helping children calm down

- having children take deep breaths

- give children a cooling down time

- teachers must also be calm and composed to mediate effectively

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- intervening with authority,

but putting aside who was

right or wrong

- He does not take sides

This shows respect and affirms

feelings and perceptions - sympathetically acknowledging

feelings and act as a leader toward a

solution and not to punish teacher’s

leadership is to solve the problem in

a way that is beneficial to all after

the conflict is resolved, teacher

briefly reinforces alternatives to the

mistaken behaviors.

With this, children are more able to face up to and learn from

their mistakes after mediation has occurred. Children know by

then that they are not going to be punished and are more

receptive to the guidance.

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As mediator, the teacher is thereto assist in resolving a conflict the parties cannot solve on their own.

The teacher involved each child, establishing that each one would have his chance to talk. As “mediator in charge”, the teacher is firm in the mediation process and encourage power sharing with and among the children in the feelings and ideas expressed.

“ okay, let’s think for a second, How can we solve this?”

It is the power sharing that enables children to feel ownership

of the solution. Power sharing also boosts self-perceptions in

the children, making successful outcomes and long-term

guidance lessons more possible. If the solution seems right to

both children, it is right, even if it is not the teacher’s first

choice.

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Teaching the child communication skills, of

putting words on feelings.

Letting each other listen to how one feels

Young children are helped to build

perspective taking when they understand

how the other child feels. It is ensuring

that mutual respect throughout the conflict

management process is done.

The teacher reinforces that all children are

worthy members of the classroom

community – regardless where fault might

lie in the conflict. By doing so, the teacher

helps prevent the bully-victim syndrome, a

major objective of education today.

From a more academic perspective, supported personal

expression flows into effective communication (language

arts skills). Children make substantial cognitive and

linguistic gains when they put feelings into words, analyze

social problems, cooperatively generate solutions, and

verbalize acceptable alternatives for the future.

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Mediation rather than

dictating solutions. The teacher

makes suggestions, but asks if

each child is all right with each

suggestions until an agreement

is reached.

If children come up with a

solution they both are satisfied

with, they will try to go with it

even if it does not match your

adult view of what is logical. .

If children decide on a solution,

they will make it work.

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Adults need not expect to

handle “conflicts” perfectly. Even with

imperfect mediation done in a positive

manner, teaches children about social

problem solving. Especially when

children get back together after

mediation as if nothing happened –

which is surprisingly often – the adult

knows that “imperfect has been good

enough”. The adult just needs to be

firm and friendly in enforcing the

mediation process, but the outcome is

never preordained, a point that’s

important for early childhood

professionals to accept.

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2. Developmental Considerations in Conflict Management

Children have conflicts overpropertyterritory, or privilege.

The younger the child, the more likely the conflict is to concern property: toys, (materials), even people can be viewed by younger children as their own personal property. (1994, p. 15)

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[Young children] tend to see problems in the immediate and in physical term.

They also see problems from their own point of view. Only with age and experience do children slowly learn to see problems in a larger context; in more abstract terms that involve underlying motives, feeling and intentions; and from more than their own point of view.

Until they are able to do this on their own, therefore, the teacher needs to help. (1994, p.7)

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Conflict Mediation

Some Techniques

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Techniques in Conflict Mediation: The Use of Peace Props

Some conflict mediation models use peace props, which help to make working things outconcrete for young children.

An established classic peace prop is the use of talk-and-listen chairs. Other widely used props are the peace table, the talking stick, andspecial sock puppets (Janke &PenshornPeterson, 1995; Kreidler, 1994).

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Talk-and-listen chairs and the peace table are both

designated places in the classroom where children

and adults go to resolve. Children follow established

guidelines such as respectful words only; listen

carefully; take turns talking.

Teachers introduce the talking stick as a “sacred

tool” for helping children talk with and listen to one

another. One person holds the stick with a hand on

each end and takes turn to talk. Others listen until

the stick is passed to them. Children (and sometimes

the teacher) exchange the talking stick until the

problem is resolved,

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3. The Five-Finger Formula

The five-finger formula is a conflict management model

teachers used to manage situations effectively. It has five steps

corresponding to the five fingers:

Thumb: Cool down (all of you, teacher too)

Pointer: Discuss and agree how each person sees the problem

Tall Guy: Brainstorm solutions (with teacher’s help if needed)

Ringer: All agree on a solution, discuss a bit and try it.

Pinky: Monitor and follow-up (by teacher). Reinforce

results of mediation.

Have individual guidance talks if needed to teach for ‘next time’.

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Mediating by the Five-Finger Formula

One morning two boys were arguing over some Lego wheels. Their faces were getting intense and

their voices were getting louder.

Dylan : Hey those are my wheels! You took my wheels! (whining loudly).

Austin : (Yells) No, I had them first! (Dylan grabs the wheels. Austin pulls them away).

Jenner: Boys I can see you are upset. Please come sit with me for a minute. I will hold the wheels

just for now. The boys say okay and come over. (it helped that I was holding the wheels.)

Jenner: Thank you. First, let ‘s all take deep breaths and then we will see what’s going on. Ready,

1…2…3… Okay, now, let’s talk about what happened. Dylan, you can start, and then we

will ask Austin next.

Dylan : He took my wheels that I was using yesterday and was gonna use today.

Jenner: Done? Okay Austin now you tell me what happened.

Austin : He wasn’t here yet so I thought I could use the wheels.

Jenner: It sounds to me like we are having trouble figuring out who should get the wheels, huh

Boys : Yeah!

Jenner: Okay, let’s see if we can come with a way that you will both get a chance with the wheels.

Do either of you have an idea?

Dylan : He should give them back to me.

Jenner: Austin, do you think that is a fair idea?

Austin : No! Then when do I get to play with them?

Jenner: Can you think of another idea so that both of you will have a chnace to use the wheels?

Dylan : He can keep using them today and them tomorrow, I will get to use them.

Jenner: Austin, what do you think of that idea?

Austin : Okay.

Jenner: Great! But next time something like this happens we need to use our words and not get

mad right away. Then if it is still a problem, come and get me or another adult in the

class. Does that sound alright to you?

Boys : Yes.

Jenner: Okay, go play!

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Two Potholes

There are two common potholes that early childhood professionals do well to steer clear of:

• Blaming one or both children for the conflict,

Blaming one child causes negative labeling in that child. The blamed child will now feel ashamed, unworthy and likely to stay angry.

If the teacher blames one child and comforts the other, the comforted child may feel better for a short while but might begin to see himself as the victim- another kind of negative self-labeling. With this, the teacher may unintentionally reinforce a bully-victim “syndrome” in the two children, which is not what conflict management is all about.

Even if the teacher blames both children equally, it still defeats the purpose of mediation. The children may probably feel ashamed, unworthy and that they are not capable of resolving the conflict, even with the teacher’s help. To them at this point, the mediation seems like a punishment.

Until a resolution is agreed to, the adult needs to work hard to be nonjudgmental.

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• The second pothole on mediation road is when a teacher determines the “solution” for the children.

Even if we teachers think of a logical solution, for a conflict management to be successful, we need to engage the children fully right through Step Five.

This means sharing power and arriving at solutions with the assistance of, or at least the consent of the children in conflict. The solution has to make sense to both children, and not just to the teacher.

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Not this:

“I saw you hit him, Denny. We are

going to have to deal with this”

But this:

”I see fighting over here. We need

to calm down and talk about this”

“I saw you hit Larry. What did you

do that for”?

I Think there is a problem here.

Let’s get calm and we will talk

about it.”

“You two are not playing nice. You

need to learn to share.”

‘ I hear angry voices here. Let’s find

our quiet voices and work this out.”

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4. Teaching Conflict Management Skills

The goal of social problem solving is to move children from dependency on the teacher to reliance on themselves.

There are Three Levels of Conflict Management

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The Three Levels of Conflict Management

* High Level mediation – involves direct, guiding intervention by the adult

including, as necessary, identifying the problem, suggesting possible

solutions, and reaching a solution – agreed to by the children. The adult

provides active leadership in the resolution process. His role is like that of

a coach.

* Low-level mediation, adults suggest that children negotiate the conflict,

but stands by to offer assistance if needed. Low level mediation has been

achieved when children in dispute are able to generate a solution and

implement it with minimum adult assistance. The adult is on hand to

provide verbal and non-verbal encouragement, but moves from being a

coach to a facilitator.

• Child negotiation occurs when children take charge of

resolving conflicts by themselves. Example of this is the

‘talking stick’ wherein choosing civil words except of hitting

back is used.

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* Point in case:

The irony of social problem solving is that many young children, guided in the conflict management process, can negotiate conflicts successfully, while students in higher grades, who have not been so guided, cannot.

Children of any age able to take on the challenges and tasks of child negotiation are making exemplary gains in social problem solving and progressing well in their social emotional competence. They for sure are working on their higher democratic life skills.

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Process or Steps in Mediation

1. Defining the problem : Recognizing if the conflict is over property, territory or privilegeCalming the childrenGiving each child a chance to speak

Without judgment, interpreting the problem, combining each child’s input in a way that they could both accept; Coaching the children in a fair-minded, competent way

2. Reaching a Solution : Brainstorming for solutionsMediating between ideas, moving them from a suggestion acceptable to only one, to asolution that both participated in making and found acceptable

3. Bringing successful closure: Confirming the cooperative effort of both parties with a statement eg. “ I like how you both solved the problem

together”Thanking both parties for the effortDoing Guidance talk

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Chapter 10

Problem Solving Mistaken Behavior

What is a Mistaken Behavior?

A Mistaken Behavior is a conflict that typically happens when a child takes a verbal or physical action, and an adult disagrees with the action. The adult may react with punishment, in which case the mistaken behavior has a negative outcome, or with guidance, in which case the mistaken behavior more likely has a positive outcome. (The child is learning to solve social problems in a non-hurting ways.)

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Mistaken behavior: another way of thinking about “misbehavior” ; but whereas

misbehavior implies an intentional action and that the misbehaving child is just

plainly being “naughty” or “bad”, mistaken behavior on the one hand is more

unintentional and that the child is just like anybody normal who commits mistakes

that needs to be corrected.

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The Decision to Intervene

Considerations:

1. First, essential decision a teacher makes is whether one, or few, or several

children are experiencing the conflict.

2. Whether to intervene at all. (does the behavior or conflict warrants

intervention?) Is safety and well-being endangered?

3. The degree of firmness to use in the intervention. Firmness is providing

opportunities to experience independence. The firmness is expressed

communicatively through inviting choice , requesting choice, and/or

commanding choices.

4. Determining whether the teacher’s intervention may be more disruptive than

the child’s precipitating mistaken behavior. Will my intervention reduce or

add to the disruption in the situation? The teacher does intervene if a

situation is seriously disruptive or harmful to one or more members of the

group. Regarding the “disruption factor”, the reality check is this: if the

teacher thinks that her intervention will de-escalate tensions and restore

group productivity, she intervenes.

5. Is this behavior bothering only me, only another staff person, or the whole

group.

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When to Intervene

In cases of serious mistaken behavior, the teacher has no

choice, he or she must enter the situation.

3 situations that require thought about whether to intervene

are marginal mistaken behaviors,

- “bossy” behaviors, and

- arguments.

- Another key determinant is if the behavior is bothersome only to

the teacher and not particular to the group.

Marginal mistaken behaviors are the sort that some teachers

may react to one day but not the next. In deciding whether to

intervene, the teacher does well to reference mistaken behavior to

guidelines that have been established, the specifics of the situation,

the personalities of the children, and the teacher’s own mind-set on

this particular day.

Ultimately, the teacher makes intervention decisions by

relying on professional judgment.

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Bossiness

Determine whether the mistaken behavior bossiness is

just a display of leadership qualities or instrumental aggression

(bullying to achieve specific objective) (Gartrell, 2011).

With the latter case, conflict mediation is needed to

allow the harmed child as well as the others to reestablish rights

as full classroom citizens and to learn solve problems together.

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Arguments

Teachers often feel a need to intervene

when children quarrel. In the guidance approach,

the teacher uses with-it-ness skills to analyze the

situation and takes any of the several possible courses

of action as suggested in the table below:

Situation Teacher Response

1.Reasonable chance children can work out

difficulty

Teacher monitors, but may not intervene. If

needed, encourage the children to negotiate.

2. Argument providing disruptive to a

focused group activity

Teacher intervenes. Redirects parties to

class activity. States that she will help the

solve problem later. Follows up.

3.Argument become heated. Children

don’t seem able to resolve on own; perhaps

one child dominating

Teacher mediates. May use props like talking

stick or puppets. Follows five-finger formula

starting with cool-down time to assist

children to resolve problem.

4. One child reports argument to teacher;

wants assistance

Teacher avoids taking sides. Determines

whether #1, #2, #3 above applies. Responds

accordingly.

5.One or both children have lost control;

children are yelling or fighting.

Teacher intervenes. Separates children for

cool-down time. Uses five-finger formula at

high-level mediation and follows up with

guidance talks when tempers have cooled.

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Four Quick Intervention Strategies

With quick and effective intervention, little problems

tend not become big ones, and the spread of mistaken

behavior to other children – socially influenced

mistaken behavior – is prevented. The quick

intervention strategies discussed here are as follows:

Negotiation Reminders –

When a child reports a conflict, a common helpful responses by the

teachers who use guidance are:

-“I understand that bothers you. Can use your words to tell him?”

- “I hear what you are saying. You might tell him how you feel so that

he knows.”

When conflict management is a part of the everyday program,

negotiation reminders are often enough to stimulate child negotiation.

Though it might not seem so, the message to the child in these

statements is, “ I had a complaint, and the teacher listened.”

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Sentence Framing.

Teaching children how to frame sentences or to use sentence frames

to prevent conflicts from getting more serious.

Eg.

I feel_____________________________________________________

when ____________________________________________________.

Next time, please __________________________________________.

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Humor as Tension Reliever

Humor prevents mistaken behavior and helps defuse problems

to occur. Humor also relieves tension. As long as it is not at the

expense of the child, a sense of humor complements firmness that

teachers sometimes must show, and helps children and teachers alike

put mistaken behavior in perspective.

Friendly humor shows children that adults can be

understanding and gracious; that the teacher is working with them and

not against them.; and that the child has a valued place in the

classroom community.

Humor can change the mind set of “you are against me” to “you and I

can work this out together”- essentially

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Non-Verbal Techniques

The advantage of non-verbal intervention

(also called body language) is that it can remind

children about guidelines without causing

embarrassment.

Nonverbal techniques which include eye

contact, physical proximity, body carriage, gestures

and friendly facial expression, smiles, a pat on the

head, the use of touch are essential part of the

encouraging classroom.

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Steps for Engaging in Nonverbal Technique

• Step One : Eye Contact

It involves less embarrassment than calling out names, writes it on

board, or flipping a card. A state with slight smile lessens the intensity

• Step Two : Eye Contact with Gestures

A slow head shake with a gesture such as a palm up or an index finger

pointed up at about shoulder height reinforces the message of the eye

contact. Holding eye contact until the child resumes attention is

important (Jones 1993)

• Step Three : Physical Proximity

Mistaken behavior occurs most often away from the teacher. The

nearness of the teacher to the children is effective in reestablishing

limits (Jones 1993). Jones emphasizes movement by the teacher , a

necessity to encourage active learning in their classrooms.

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• Step Four : Proximity with General Reminder

Having moved close to the children, the teacher makes a general

reminder such as “I need everyone’s attention for this” (A quick glance

at the children makes this step more emphatic.)

• Step Five : Proximity with direct comment

After establishing proximity, the teacher makes eye contact and

privately requests the behavior expected. (The teacher protects self-

esteem by speaking in low but determined tone.) The teacher may

follow-up with guidance talk.

Like body carriage, facial expressions communicate much. Facial expressions

can show enthusiasm, seriousness, enjoyment, and appreciation, all of which

tend to encourage good behavior; or they can reveal boredom, annoyance, and

resignation, which may encourage misbehavior. Perhaps more than anything

else, facial expressions such as winks and smiles demonstrate a sense of humor,

the trait students most enjoy in teachers. (1996. P. 133)

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Intervention Strategies When Follow-Up is Needed

In more serious conflict, there should be no “hurried help”

Gionott (1972) wrote that when teachers quickly solves problems for

children, they feel inadequate. In anticipation of the conflict

management movement to come, Ginott stated:

The teacher listens to the problems, rephrase it, clarifies it,

gives credit for formulating it, and then asks, “what options are open

to you?”, “ what are your choices in this given situation?”

Often the child himself comes up with a solution. Thus, he

learns that he can rely on his own judgment. When a teacher hastily

offers solutions, children miss the opportunity to acquire competence

in problem-solving and confidence in themselves. (p.92)

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Guidance Talks

Guidance talks between teacher and child occur either

during the last steps in conflict management or, when

appropriate, instead of conflict management.

Teachers usually have guidance talks “after the fact”

when emotions have cooled. The guidance talks held privately

to avoid embarrassment, differs for the age-old lecture.

Instead of an adult talking at a child, the guidance talk is

conversation with the child.

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The teacher bases guidance talks on the five-finger formula, as

used in conflict mediation. The steps may be blended and the

guidance talk is usually less formal than conflict mediation,

depending on the situation, but most steps are usually evident. In

guidance talks, after everyone is calm, the teacher:

• Acknowledge and accepts the viewpoint of the child about what

happened. Helps the child understand why the behavior was mistaken

• Assists the child to understand how all parties in the situation

may have felt (a goal of guidance talk is to build empathy.)

• Brainstorms with the child alternative acceptable behaviors to

use next time a similar situation arises.

• Ask how the child can help the other child feel better, or how

the situation can be made better (note that this is different from forcing

an apology. After the guidance talk, the child hopefully feels relieved

rather than guilty. Involving him in a choice of how to help the other

feel better teaches the importance of reconciliation. If the child is not

ready, suggest “maybe later” and offer a friendly reminder.

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There are four related problem-solving techniques

that teachers often use in guidance talks, when

follow-up is needed, are:

• Reflective listening

active listening and acknowledging feelings

• Teacher-child negotiation

Teachable moment through guidance talks

• Including children’s ideas

• Reconciliation no forced apologies

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Chapter 11

Guidance Through Intervention

This chapter gives attention to serious mistaken behavior,

when strong emotions make solving problems difficult.

Intervention Considerations

1. Diagnose the conflict as best you can – determine if you know what

happened or if you need more information. Decide what level of

firmness you are going to use – and how to show friendliness and

firmness. Try to be authoritative than authoritarian in responding to

conflicts. You decide if the situation calls for conflict management, a

guidance talk, or requested choice with follow-up.

2. Diffuse the situation – if emotions are not so high, the teacher works

to downplay the conflict. Sometimes the situation is accidental or not

totally intentional, the teacher will point this our and informally

mediates

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3. Use humor, the greatest tension

reliever. Humor suggests that the adult

is “in charge enough not to get up-tight”

and so boys, they don’t have to get

“worked up” either.

4. Calm everyone down – A “timed

silence” or “cooling down time” provides

the boys time so that he can process the

upsetting event without adult interaction.

When the teacher feels he Is ready, she

supports the boy by acknowledging his

feelings, which helps him feel accepted and

regain composure.

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5. Talk in a private manner. The teacher may want to go with the boy to a

private space in the classroom. Private interaction protect the child

from negative self-labeling as a result of being shamed.

6. Don’t use threats. Threats set up power struggles that negatively

affect both the teacher-child relationship and the likelihood of

successful (win-win) resolution of the conflict situation. Instead, use

request choices. In requesting choices, the adult poses the more

desirable alternative as positively possible, but accepts the “out choice”

if the boy makes it.

“Martin, either you share the counting cards, or find an activity in another area.

which will it be?” If the boy is upset with the choices, then follow-up with

guidance talks.

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When Conflicts Make Intervention Necessary

In contrast with mild mistaken behavior, teachers intervene when:

1. Children cannot resolve a conflict themselves and the situation is

deterioration.

2. One or more children cause serious disruption n to the education

process

3. The danger of harm exists.

In these 3 situations, the teachers resolved the conflicts by

combining intervention strategies. In each case the teacher

worked with the children to –

- Calm everyone down

- Restore boundaries of safety and friendliness

- Reach a resolution all could live with

- Gain reconciliation

- Teach acceptable behavior alternatives for the future

- Be firm but still friendly

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Crisis Management Techniques

When conflicts get out of hand, emotions run high and

communication process breaks down, crisis management is then

needed.

Classroom crisis required direct teacher intervention.

The teacher tries to restore communication so that social problem

solving can take place. If civil communication proves impossible,

the teacher works to calm the child or children and restore

boundaries so that communication can occur late.

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Four basic crisis management techniques are to be used:

1. First Alternative: Being direct

- describe without labeling – addressing the situation and no attacking

personalities

- Express displeasure without insult – Using of “I messages” to report

personal feelings

- Correct by direction – not just telling but teaching what to do

2. Second Alternative: Commanding a Choice: “Brett, you choose,

Use words to tell us your feelings, or find a place to cool down, and

then we will talk”

3. Third Alternative: Calm, then Teach

Use the five-finger formula and star with the calming down process

4. Last Alternative: Physical Restraint – is the crisis management

technique of last resort. It is not paddling, spanking, ear-pulling,

hair-yanking, back-of-the-neck squeezing, knuckle whacking,

retribution childbiting, mouth taping or bounding to a chair. Neither

is it pushing or pulling a child nor holding a child upside-down.

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The use of the Passive Bear Hug

Once the teacher decides that

physical restraint is necessary,

the commitment is total. Clamping around arms and

legs around legs and going into a sitting position is

what physical restraint is all about. The teacher holds

the child facing away and at an angle to prevent rear

head butts. The teacher stays with it and speaks

soothingly to the child. The passive bear hug provides

limits that the child, for the moment, cannot provide

for himself.

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Monitoring and Reporting

When passive restraint is used, the other members

of the teaching team works with the group. Documenting

the event with colleagues is important.

After passive restraint, a follow-up self-check by

the teacher is needed. Did the teacher use a level of force

necessary to prevent harm and not cause more? Most

programs have a written report system when passive

restraint is used.

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The Use of a Comprehensive Guidance/The Individual Guidance Plan

Serious (Level three) mistaken behavior is due to strong needs that a

child feels, cannot meet, and acts out in relation to. The strong needs arise

from biological or emotional factors, or a combination of the two. Often the

cause of serious mistaken behavior lies outside of the classroom (Kaiser &

Raminsky, 2012)

Untreated physical, neurological and health conditions are one source;

physical and mental conditions, illness, hunger, and lack of sleep, conditions like

ADHD,/hyperactivity disorder, fetal alcohol syndrome, autism disorder spectrum,

and ‘extreme’ temperaments, impulsive behaviors. Also included in this list are

those victims of abuse, violence in the families PTSD, childhood stresses that

result to anti-social behavior. These behaviors diagnosed or undiagnosed can

cause persistent “challenging” behaviors, raging from withdrawal to aggression

that constitute Level Three.

For these Level Three mistaken behaviors, school-age children with

severe unmet social-emotional needs, special education screening along with

assessment, diagnosis , and an IEP can and should happen. K-12 students in the

“gray area” who do not qualify for formal special education assistance may still

qualify for response to intervention (RTI) services. There is a need for a

comprehensive intervention strategy to meet special needs, and this is more like

effective than the traditional discipline practices.

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The Individual Guidance Program

Comprehensive guidance includes components of guidance

practices on a coordinated basis. It is necessary though to begin

before patterns of conflict arise, with the relationships teachers first

build with children and their families(Gartrell, 2004). With each act of

mistaken behavior, the teacher intervenes to prevent harm and

disruption.- using crisis management techniques. The steps are to be

followed as shown below:

1. Work to develop relationships with families when the child first

begins, before conflict start.

2. Use crisis management techniques to prevent harm to the child and others.

3. Learn more about the child at home and at school.

4. Implement what you have learned in programming for the child,

5. Improve the quality of the teacher-child relationship.

6. Hold an individual guidance plan (IGP) meeting and develop a written IGP if

necessary.

7. Utilize the specified support, prevention, intervention, and, possibly,

referral practices designed for the child.

8. Review and modify the IGP if necessary.

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Similar to the IEP, the IGP procedure provides a model

for addressing strong needs mistaken behavior in school-age

and preschool children who do not qualify for formal special

education. With the cooperation of the school staff,

parents, and other professionals, the groundwork is set for

an effective problem-solving strategy to improve the mental

health of children who are having ongoing classroom

conflicts. Serious mistaken behaviors require

comprehensive strategies to assist the child in learning

necessary personal and interpersonal skills. The following8

guidelines provide for the use of the IGP:

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Work to build relationships with the child and family prior to crisis.

1. Teaching team (lead teacher and teaching staff) develops

relationships starting with the entry of the child into the program.

Need, interests, learning characteristics, response styles of the

child is noted for full understanding.

2. Use crisis/conflict management techniques.

In the event of strong unmet needs mistaken behavior, the team

uses the crisis management techniques: being direct, commanding

choices, calming methods, physical restraint, guidance talks,

mediation, class meetings.

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3.Obtain additional information.

The teaching team make extra effort in talking to the child.

Make 2-parts anecdotal record;

-Part 1 being: describing words and actions;

-Part 2 contains the teacher’s reflective attempts to

understand what has been observed. Incidents of mistaken

behavior are charted against days of the week, times of

the day and the daily schedule. Teacher contacts the parents and

explain to them the patterns of mistaken behavior. Teacher and parents

compare notes of what might have caused the child’s difficulties

4.Implement Information gained.

The teaching team meets (lead teacher and staff) and discuss if program

needs modification, preventing crisis when possible and resolving

conflicts peacefully.

5. Improve the quality of the teacher-child relationship. Maintaining trust

level to the teacher and the staff team is important.

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6. Hold the Individual Guidance Plan Meeting.

If actions seems not to be resolving problem, a meeting

is held with parents, the teaching team and other relevant

adults to develop the IGP. Teacher explains to the parents

what will happen with the IGP. Together, participants

complete an IGP worksheet that outlines the process.

7. Try the Guidance Plan.

The IGP is put into operation. The plan may have school and home

components. Consistent, non-punitive crisis and conflict management

is part of the plan. One component of the IGP are steps to further

improve relationships between child and adults.

8. Review and modify the plan if necessary.

Observations, review plans are constantly communicated with the

parents through IGP meetings. To prevent needless/premature talk of

removal of the child from the program, only at Step Eight should such a

discussion happen. It happens if the team has already come up with an

expansion and comprehensive services that will allow the child in the

classroom.

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•National Association for the Education of Young Children

Nonprofit

•The National Association for the Education of Young

Children is a large nonprofit association in the United States

representing early childhood education teachers, para-

educators, center directors, ... Wikipedia

•Founded: 1926

•Nonprofit category: Educational Institutions Professional

Societies & Associations

•Founder: Patty Hill

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The Individual Guidance Plan Sample Form

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