KIDS ARE WORTH IT
Legal basis of FIVE KINDNESSes (5 k) PROGRAM
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KIDS ARE WORTH IT !
Child Day Care Center
Class “A” Minimum Standards
Louisiana Administrative Code
Department of Social Services
Bureau Of Licensing
DISCIPLINE
The provider shall establish a policy in regard to methods of discipline. Any form of punishment that violates the spirit of this standard of discipline, even though it may not be specifically mentioned as forbidden, is prohibited. This written posted policy shall clearly state All types of positive discipline that are used and that the following methods of discipline are prohibited:
*No child shall be subject to physical punishment, corporal punishment, verbal abuse or threats.
* Cruel, severe, unusual, or unnecessary punishment shall not be inflicted upon children.
* Derogatory remarks shall not be made in the presence of children about family members of children in care or about the children themselves.
* No child or group of children shall be allowed to discipline another child.
* When a child is removed from the group for disciplinary reasons, he shall never be out of sight of a staff member.
* No child shall be deprived of meals or snacks or any part thereof for disciplinary reasons.
Dimensions Guide – Pre-K CLASS – Head Start Assessment
(Classroom Assessment Scoring System)
BEHAVIOR MANAGEMENT
--------------------------------
INDICATORS of effectiveness
Clear Behavior Expectations Proactive Redirection of
Misbehavior
Clear Expectations Anticipates problem Effective Reduction
Consistency behavior or escalation of misbehavior
Clarity of Rules Low reactivity ATTENTION TO
Monitors the POSITIVE
Uses subtle cues
to redirect
Efficient redirection
Student Behavior Works
Frequent compliance
Little aggression and defiance
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POSITIVE CLIMATE
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INDICATORS OF effectiveness
Relationships Positive Affect Positive Communication Respect
Physical proximity Smiling Verbal affection Eye contact
Peer assistance Laughing Physical affection Warm calm voice
Matched affect Enthusiasm Positive expectations Respectful language
Social conversation Cooperation
Louisiana Dept. of Education Policy
Student Learning and Support
Positive Behavioral Interventions and Supports (PBIS)
Positive Behavioral Interventions and supports (PBIS) provides a positive and effective alternative to the traditional methods of discipline. PBIS methods are research-based and proven to significantly reduce the occurrence of problem behaviors in the school, resulting in a more positive
school climate and increased academic performance. PBIS is consistent with Americans with Disabilities Act (IDEA) which advocates the use of positive behavior interventions and school-based disciplinary strategies that reduce or eliminate the need to use suspension and expulsion as disciplinary options. Its primary purpose is to increase the amount of instructional time for all students, particularly those with challenging behaviors.
The specific goal of PBIS is to replace the use of punitive measures with proactive, preventative, and educative processes. What is unique about PBIS is that each school sets up its own unique, specific expectations (no less than 3; no more than 5) and posts them conspicuously throughout the school in all settings. Specific lessons plans for all areas are taught at the beginning of the year and throughout the year with booster lessons based on observations of children’s needs. Students are recognized and rewarded for meeting expectations through the use of an immediate and periodic reward and recognition system.
PBIS IS LOUISIANA LAW, NOT A CHOICE.
Philosophical Basis of 5 KINDNESSes(5k) PROGRAM
1.We can raise our children’s EQ – EMOTIONAL QUOTIENT! – THEIR AWARENESS OF FEELINGS IN THEMSELVES AND OTHERS by teaching social skills, especially EMPATHY for self and others.
2.The FIVE Kindnesses(5K) program was developed to help teachers teach young children specific ways to be KIND and hence to create a compassionate environment in school and in whatever world the children live in outside school.
3.EMPATHY is defined as being able to put yourself in another person’s shoes. Young children have not developed to a point emotionally where they can express empathy for others in many situations. We can model for them this type of empathy so they will learn it like they learn everything else that is taught in pre-k.
4.Empathy starts with self- awareness. We begin teaching empathy for others by teaching young children to be aware of themselves – how they demonstrate kindness. The 5K approach gives children an easy way to demonstrate and receive kindness on a daily basis.
WELL ADJUSTED, SUCCESSFUL STUDENTS ARE SHOWN TO HAVE HIGH LEVELS OF EMPATHY!
POSITIVE BEHAVIOR SUPPORT PLAN
for
Pre-school
GIVE ME FIVE KINDNESSES FIVE DAYS
A WEEK
The 5 K’s
School-wide Behavior Expectations for Pre-K students
KIND MOUTH – We say words that make teachers and
friends feel good.
KIND EARS – We listen to what our
teachers and friends say.
KIND HANDS – We use our hands to
help not hurt our
teachers and friends
KIND FEET – We move carefully
so we and our friends are safe.
KIND PLAY – We have fun
taking turns with
our friends.
[pic]
KIND MOUTH
We show respect for our teachers, parents, and friends by using a kind mouth when we talk. We don’t yell.
We speak softly inside so we don’t hurt anyone’s ears.
We sing songs.
We laugh.
We use words that make everyone feel good not sad or angry. We never call anyone ugly names.
We use words that show we care about everyone. We say words like:
“I love you.”
“Excuse me.”
“I’m sorry.”
Yes, m’am.”
“May I?”
“Hello! How are you?””
– we do not use curse words because they do not show kindness
.
We eat our food with our mouth so our body can use it to make us big.
KIND EARS [pic]
We use our ears to listen to our teachers when they are talking to us – we listen with our kind ears; we do not talk.
We use our ears to listen to our friends when they are talking to us so they will know how important they are to us and how much we care about what they say.
We listen to music; we listen to the birds sing; we listen to everything.
We listen to our teachers when they tell us about using our 5 Kindnesses.
We listen to our teachers tell us how big we are!
KIND HANDS [pic]
We help; we don’t hurt our friends with our kind hands.
We take care of our toys so they don’t break with our kind hands.
We take care of our school with our kind hands
We take care of ourselves with our kind hands. We dress ourselves and put on our shoes.
We wash our hands carefully before we eat and after we use the bathroom.
We shake hands with our friends and say, “Hello.”
We never touch our friends’ private parts (the parts we cover with our swimming suits).
KIND FEET [pic]
We keep ourselves and our friends safe by using kind feet when we move at school.
We walk in line. If we run, we may bump into our friends or fall down and hurt ourselves.
We walk when we are inside our classroom.
We never kick anyone. We do not kick rocks either because they may hurt someone.
We keep our feet under the table when we are sitting down so we do not trip anyone.
We sit criss-cross applesauce when we are on the floor so our feet don’t get in anyone’s way.
[pic] [pic] [pic] [pic] [pic] [pic] [pic][pic]
KIND PLAY
We learn when we play at school. We can play by ourselves. We can play beside our friends. We can play with our friends.
We always take care of our toys when we are playing so we don’t break them. We put them back where they came from.
We always take turns when we are playing with our friends
We are always careful when we play with our friends so we don’t hurt them.
We always clean up our messes when we play.
We never show our private parts (the parts of our body we cover with our swimming suit) to our friends.
We are always safe when we play.
SCHOOL WIDE POSITIVE BEHAVIOR PLAN
1. Teachers will teach students expectations in all areas of school – classroom, hallway, lunchroom, bathroom, playground, bus. Teachers will model expected behaviors as well as have the children demonstrate the behaviors. Teachers will model and redirect as many times as it takes for children to learn expectations EVEN IF IT TAKES ALL YEAR! That’s why our program is called HEADSTART!
2. Each child will show willingness to learn expectations by tracing their hand on individual contract with 5 Ks. Teacher will write child’s name inside the hand on the contract and send the contract home for parent to sign. Parent will send contract back to school and teacher will keep it to refer to all year.
3. Pictures of children demonstrating desired behaviors should be posted all over the school.
4. Children should be recognized weekly ex. as “Kindest Child” of the week with a certificate or badge or something that states his/her status. ALL CHILDREN SHOULD BE RECOGNIZED WEEKLY FOR TRYING.
5. Teachers should provide parents with a copy of expectations booklet and training on how to use it so that they can help teach their children empathy through use of the 5 Ks in the home setting.
PRE-K BEHAVORAL EXPECTATIONS
GIVE ME
5
KIND MOUTH [pic]
KIND EARS [pic]
KIND HANDS[pic]
KIND FEET
[pic]
KIND PLAY [pic]
1. Teachers and parents can teach young children empathetic responses to themselves and others by reflecting their feelings.
“I see you are disappointed; you want the toy John has. Soon you can have a turn.”
“I see you are so excited you are having a hard time being quiet. Are you big enough to whisper? Can you be so quiet no one can tell we are in the classroom?”
2. Teachers and parents can teach young children more effectively by using non- combative, encouraging statements. “Are you ready?” “Are you big enough to do that by [pic]yourself?” “Do you need my help?” “I see you running fast; I want to see you walking with KIND FEET! Watch my feet walk. I am here to keep you safe.”
3. Teachers and parents can teach young children more effectively if they make a connection with them when they need to be redirected instead of correcting by moving them away. “I see you aren’t ready to use
[pic] Kind Hands. I will sit with you until you are ready. I’ll help you. We will take a little time out.” “You are running. Can you walk like me using Kind Feet? If we run on the sidewalk, we could fall down.”
POSITIVE BEHAVIOR SUPPORT
Works to help all children decrease behaviors that are self defeating. PBIS works to give needy students the attention they require, to create cooperation instead of resistance in students who need to control, and to help angry, hurt children not to hurt others, to stop them from giving up hope.
Children fall into categories of need
1. Children needing much attention – PBIS works quickest with students who need only attention. Frequent notice and positive reinforcement from the teacher makes them feel good and they can enjoy being with friends and learning at school.
2. Children needing to control - PBIS changes the behavior of children who are resistant and need to control, but it takes more time (all year) and usually requires a specific, individual behavior plan and support from a mental health consultant. These children have experienced in the past and probably in the present chaos, insecurity and loss in their lives and they feel they have to gain control situations and people. They are the ones who do everything but what you want them to do.
3. Children who are angry because they have been hurt and who hurt other children or the environment - PBIS works to help these children feel that people are there to help them not hurt them. The teacher has to repeat this to them often when they misbehave. The teacher may have to restrain them in a comforting way when they get out of control. The teacher will need to refer these children to a mental health consultant because they will need a specific behavior plan and much additional support.
4. Children who have given up hope – These are the ones hardest to reach. Most four year olds have not given up hope. Don’t let them!
[pic][pic] [pic] [pic] [pic]
Date ________
I AM
KIND CHILD OF
THE WEEK
MY NAME is_________________________________
I use my 5 K s all day 5 days a week at school.
My teacher is______________________
[pic] [pic] [pic] [pic] [pic]
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