Guidance and You

The Beginning

100

What is the concept of mistaken behavior?

What is Teachers who use guidance see democratic life skills as difficult to learn, and they recognize that children are just at the beginning stages of a lifelong process of learning these skills. In the process of learning any difficult skill, children, like all of us, make mistakes. These teachers recognize that when children experience conflicts it is because they have not yet developed the cognitive and emotional resources for more mature responses. The concept of mistaken behavior frees the adult from the emotional baggage of value judgments about the child. The concept allows the adult to focus fully on what the child can learn to resolve the present problem and to better solve problems in the future.

200

What are the implications of brain development for guiding personal development?

What is The emerging neuroscience tells us that intelligence is not fixed at birth and that the brain changes physiologically in response to the environment, especially during the early years. The enemy of healthy brain development is stress, which at high (“toxic”) levels impedes development of executive functioning and hyperstimulates survival (flight or fight) responses. Nurturing environments lower stress levels, build trusting adult-child relationships, and support social-emotional learning. Guidance sustains the encouraging classroom, a nurturing environment for each child in which brain development can flourish.

300

Who are the three theorists Gartrell talks about in the beginning chapters who have a strong influence with children and adults in the guidance practice?

Who is Piaget, Erikson, and Vygotsky The writings of Piaget document that children interpret experiences differently over time and that their interpretations conform to the stage of development they are in. For teaching to be effective, it must accommodate the child's developmental level, base of experience, active learning nature, limited social perspective, and developmental egotism. The child uses private speech, later internalized as conscious thought, to solve learning problems and self-regulate behavior. An interpretation of Vygotsky's work is that guidance is the scaffolding process by which children learn the skills of social and emotional problem solving. During the first critical period of trust versus mistrust, the infant tries to develop feelings of basic trust in her world. During the second, autonomy versus shame and doubt, the toddler begins to develop a sense of identity—hopefully with the stability of reliable adult relationships. During the third period of initiative and belonging versus guilt and alienation, as Elkind termed it, preschoolers need support in creative activities and social interactions, through which they can positively define themselves. During the primary years, the critical issue is industry versus inferiority, defined in limited terms. Through each of the critical periods, the approach that encourages both productive learning and positive feelings about oneself as a learner is guidance.

400

What happened in the early 1980's with regard to the concept of discipline?

What is: During the 1980s, many school systems placed an emphasis on “back to the basics,” even at the early primary and preschool levels. To enforce compliance with these practices, schools began using new obedience-based discipline systems at all levels of education. Proponents argued that such systems as assertive discipline permitted “the teacher to teach and the student to learn”; critics charged that these systems were inappropriately harsh, especially with younger children. By the end of the 1980s, vigorous debate was occurring about the use of obedience-based discipline in the nation's schools.

500

According to Gartrell, there are 6 pioneers of the Guidance Tradition. Who were they and what did they do?

Who is: Comenius, Pestalozzi, Owen, Froebel, Montessori, and Dewey. Comenius led the way in the early 17th century with progressive ideas about who should be educated and how, paying new attention to children's development. Two hundred years later, Pestalozzi and Owen followed, refining and implementing the ideas of Comenius: educating girls and boys together and using progressive, humane discipline practices. Later in the 19th century, Froebel considered the child to be “unfolding” (developing) toward goodness but vulnerable to the negative influences of others. For Maria Montessori, self-discipline was an extension of education itself—the purpose of which is to educate for the development of responsible decision making on the part of the child. For Dewey, the classroom should be “a busy workshop,” with teachers not enforcing silence, but teaching cooperation.

Mistaken Behavior

100

What are Harlow's Relational Patterns?

What are:Steven D. Harlow has developed a system for understanding social-emotional development in the classroom, which he calls relational patterns. The three relational patterns Harlow identified are surviving, adjusting, and encountering. Because of a perception that the environment is a dangerous place, the child at the survival level resorts to extreme behaviors and may act out as a means of protection from perceived harm. A child at the adjustor level has a primary motive of desiring to please others, especially those in authority. A child at the encountering level—at the highest level of mental health—is less concerned with security and approval and more occupied with exploring new ideas, materials, and experiences.

200

What are the three levels of mistaken behavior?

What is Three levels of mistaken behavior correspond to the relational patterns. Level One is experimentation mistaken behavior, which corresponds to the relational pattern of encountering. Children show Level One mistaken behavior through curiosity and involvement. With Level One mistaken behavior, the teacher avoids overreaction but educates the child to more appropriate alternatives for problem solving. Level Two is socially influenced mistaken behavior. Children show Level Two mistaken behavior when they are influenced toward an inappropriate act by significant others: peers, adults, or media figures. Level Two mistaken behaviors are learned behaviors. The teacher acts in a firm but friendly manner to reinforce limits, raise consciousness levels, and teach alternative behaviors. Level Three is strong unmet needs mistaken behavior. Continuing serious mistaken behavior is caused by strong unmet needs that the child cannot meet on his own. The source might be health conditions that are untreated, emotional suffering from experiences either at home or school, or a combination of the two. To deal with strong needs mistaken behavior, the teacher takes a multi-step approach called comprehensive guidance that begins by building a positive relationship with the child.

300

What is the difference between a teacher who is a professional and a teacher who is a technician?

Technicians view teaching as the effective implementation of preset curriculum and discipline systems. They tend to react in rigid ways, determined by school traditions, administrative expectations, and inflexible classroom rules. Professionals use informed hypotheses formulated through continuing education and experience. They recognize that each child and each situation is unique. Early childhood professionals practice with-it-ness but recognize that they usually do not know all that has happened in a situation. They adjust teaching practices on the basis of experience to improve the social and educational climate of the class. Professionals learn even as they teach.

400

Cultural Responsiveness: How can poverty influence the child in the classroom?

What is One out of seven American families lives in poverty. Families in poverty live with nutrition, residential, and/or health insecurity that easily results in high stress levels experienced by family members. Unless parents have unusual personal strength and sense of purpose, stress in the family causes stress in the child. Without the resources to deal with life-anxiety on their own, children from impoverished families may show aggression and acting out behavior in the classroom. To be effective in the use of guidance, teachers need to build positive relationships with both these children and their caregivers. With positive relationships, trust builds and cooperative action to overcome the effects of poverty becomes possible.

500

If a classroom conflict is due to “culture factors,” do we still consider it mistaken behavior?

What is Yes. Teachers who use the guidance approach appreciate the ethnic backgrounds and microcultures of each participating family, even when different than their own. Sometimes particular family dynamics may cause children to bring Level Two socially influenced mistaken behaviors into early childhood classrooms. The challenge for the teacher is to be respectful of the microculture of the family and, at the same time, work from the principle that in the encouraging classroom we are friendly to all, and no one is to be harmed or oppressed. Conflicts that are the result of culture factors still are mistaken behaviors that children need to learn from. The teacher is firm but friendly in the teaching and works, balancing the need to sustain the encouraging classroom and to be culturally responsive to each participating family.

The Classroom

100

What are 15 Ways Family Members can Engage in the Preschool or Primary-Grade Program

What is: Attend parent meetings Attend parent-teacher conferences Participate in home visits by staff Assist children with home assignments Follow through with staff recommendations Contribute materials Participate in “family journals” Chaperone special events Visit for observation purposes Make presentations to the class Volunteer to help on a regular basis Help to organize special events Assist other parents to volunteer Sit on policy boards Further their own development through program participation

200

Leaning centers represent the physical embodiment of developmentally appropriate practice in the encouraging classroom ( Brewer, 2007; Gestwicki, 2010). Learning centers are distinct areas within the classroom that provide a selection of related materials for children’s use. What are six considerations, discussed by many authors, that reduce mistaken behavior in center use and invite learning engagement ( Brewer, 2007; Curtis & Carter, 2005; Gestwicki, 2010; Texas Workforce Commission, 2002).

What is 1 Consider Traffic Patterns and Noise Levels 2 Build Centers Around the Interests of Children 3 Be Creative in Center Set-up 4 Establish Routines for Center Selection 5 Encourage Creativity for Brain Development 6. Provide Ample Center Time to Kindle Mastery Motivation

300

How does managing transitions reduce mistaken behavior?

What is Transitions, changes from one activity to the next, can be disruptive. The professional teacher develops and implements strategies for transitions that get the job done, but do not undercut self-esteem. A primary consideration in managing transitions is the reduction of time that children spend waiting. One strategy to reduce waiting is through creative buffer activities. When lines prove necessary, teachers need to plan strategies for lining up and waiting in lines that support each member of the group and capture children's imagination

400

What are some of the limits of using large groups in the classroom?

The arguments are that: young children need to get used to sitting and listening to succeed at school and they must learn to sit and listen. In reality, the physiology of children prevents them from sitting comfortably for long periods, young children are not developmentally ready, and they easily exceed children's developmental levels and attention spans ( Brewer, 2007). In fact, despite a continuing emphasis on “paper-and-pencil seat-work” (test preparation) in too many classrooms, the DAP research indicates that even primary-grade children learn more effectively when they are actively doing and interacting ( Brewer, 2007; Dunn & Kontos, 1997; NAEYC, 2009). The reality is that for some teachers, large groups offer a sense of predictability and control.

500

What are two examples of logical consequences given in the book and what are the two conditions Gartrell writes about that must be present in order for the use of logical consequences to fit the guidance approach.

What is If a kindergarten child marks on a table, he cleans it off. If a second grader hurts another's feelings, he makes amends. These consequences contrast with a punishment like cleaning off several tables, or a time-out or detention. 1) The consequence is logical to the child as well as the adult. In reference to this first condition, note the difference between these statements: “I saw you mark on that table. You get a sponge and clean the marks off, young man, on this table and the other two.” “Looks like your marker just went off the paper. Let's get a sponge and clean it off before it dries.” 2) The consequence is not preset and “automatically” enforced. In reference to the second condition—enforcement of preset consequences—a child may cause a conflict as a result of mistaken behavior that is experimental, socially influenced, or due to unmet basic needs. In a guidance approach, a teacher uses professional judgment to understand a conflict before coming up with a consequence. The teacher acting as a professional recognizes that every situation is different and scaffolds the particular child's thinking as far as possible at that particular time. Dreikurs suggested that causing conflicts has logical consequences, responses taken by adults that “fit” a child's mistaken act. In Dreikurs' thinking, logical consequences differ from punishment because the redress is a logical extension of the misbehavior itself.

Encouraging Approaches

100

How is encouragement more appropriate than praise?

What is Praise tends to focus on achievements rather than efforts, build dependencies on teachers, create winner/loser classroom dynamcis and often singles out individuals in order to manipulate the group. Encouragement empowers effort; does not single out or evaluate personalities; gives specific, positive feedback; and builds an encouraging environment. Public encouragement is directed to the group, private encouragement to the individual. Teachers are mastering the technique of encouragement when they can acknowledge specifics in children's efforts in ways that empower the child.

200

Cultural Responsiveness: How do teachers turn discriminatory remarks made by children into learning experiences?

What is Children notice and are curious about physical differences such as skin coloration from a very early age. Sometimes personal experiences and social pressures cause young children to remark about these differences in discriminatory ways. In the guidance approach, teachers regard such comments as teachable moments, opportunities to help children become more accepting of others' differences and to build mutual respect in the encouraging classroom. Teachers do need to show leadership in these situations, not by searching for perfect words, but by remaining calm, matter of fact, respectful, firm, and friendly.

300

How are class meetings different from circle times and what types of class meetings are discussed in the book?

What is Class meetings are different from circle times. On occasion circle times flow into class meetings and vice versa. But class meetings (sometimes called community meetings) have a different focus, transcending daily routines to deal with life in the classroom. The class meeting is expressly designed for the active involvement of each child. Its purpose is to encourage reflection and sharing by children and teachers about their experiences, needs, concerns, conflicts, and triumphs ( Vance & Weaver, 2002). Morning Meeting Going home meeting Meeting to solve problems Meeting to talk about level three mistaken behavior Toddler meetings

400

What are contact talks and what are 6 examples according to the author when they can take place?

What is Contact talk is the practice of “quality time” adapted for the classroom. Teachers must continually battle the clock to make personal contacts. The point is that even a very short time matters to children; it tells them they are valued so much that their busy teacher finds time to talk with them ( Dombro, Jablon, & Stateson, 2011). With contact talk, the teacher has the motive of getting to know a child. The teacher initiates, or allows the child to initiate, a conversation ( Dombro, Jablon, & Stateson, 2011). As the child defines the course of the conversation, the teacher responds. before other children arrive during a choice time during unstructured active playtimes (inside or out) at lunch during a break in the schedule after a self-directing activity has begun after school

500

What are the basics of conflict management?

What is The teacher calms down all parties before starting; the teacher intervenes fair-mindedly, not as a moral authority but as a democratic leader; as mediator, the teacher shares power; the teacher supports the right of personal expression and the skill of effective communication; the teacher does not impose “solutions”; the teacher need not mediate perfectly for children to learn conflict management skills.

Teacher Assistance

100

The Code of Ethical Conduct tells us we have 4 responsibilities. What are they?

• Section I: Ethical Responsibilities to Children • Section II: Ethical Responsibilities to Families • Section III: Ethical Responsibilities to Colleagues • Section IV: Ethical Responsibilities to Community and Society

200

According to Levin (chapter 12), what are the ways children are exposed to violence in society?

What is Virtually all children are touched by societal violence. At the low end of Levin’s (2003) continuum of violence, large numbers of children are exposed to many hours of television programming (often meant for older viewers), computer games, action toys, and play weapons, along with life experiences like teasing. In addition to this indirect violence, smaller numbers of children, at the upper end of the continuum, experience violence directly in their homes and neighborhoods. The more extensive and intensive the exposure to violence, the more direct the effect on children in the classroom. Children directly exposed to violence have unmet needs for safety, security, and a sense of belonging. They may show extreme mistaken behavior as a result, which has much in common with post-traumatic stress disorder.

300

What are peace props and what are 4 examples of them?

What is Some conflict mediation models use peace props, which help to make working things out concrete 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, and special sock puppets ( Janke & Penshorn Peterson, 1995; Kreidler, 1994).

400

What techniques assist the teacher to manage personal feelings of anger?

What is An effective anger management strategy begins before a crisis occurs, as the teacher self-monitors feelings and makes adjustments to the program. Teachers do well to prepare contingency plans for when they are emotionally or physically “down” and are at risk for loss of control. The teacher practices safeguards in the expression of anger. The teacher uses I-messages that express feelings without humiliating others. She uses the describe-express-direct technique to address the problem without disparaging personality. The teacher practices reconciliation. Teachers like all of us make mistakes and sometimes overreact. The first step in reconciliation is that the teacher needs to forgive herself. Reconciliation initiated by the teacher models an important guideline of the encouraging classroom: We all make mistakes; we just need to learn from them.

500

What conditions make intervention necessary?

What is Three conditions make intervention necessary: Children cannot resolve a situation themselves, and the situation is deteriorating. One or more children cause serious disruption to the education process. The danger of harm exists.