Outline - Access Training Materials – Cengage
Online Resource to Accompany
A Guidance Approach
for the
Encouraging Classroom
Third Edition
Dan Gartrell
PART ONE
FOUNDATIONS OF A GUIDANCE APPROACH
Chapter One The Guidance Tradition
Chapter Two Child Development and Guidance
Chapter Three Mistaken Behavior
Chapter Four Guidance: The Bottom Line
Chapter One
The Guidance Tradition
Pioneers of the Guidance Tradition
A. Friedrich Froebel
B. Maria Montessori
C. John Dewey
Mid-20th-Century Influences: The Developmental and Self-Psychologists
A. Jean Piaget
B. The Self-Psychologists
C. Rudolph Dreikurs
D. Haim Ginott
The 1980s: Guidance or Obedience-Based Discipline
A. The Push-Down of Academics
B. Assertive Discipline
1. Effects on Children
2. Effects on Teachers
The Transition from Discipline to Guidance
A. The Contribution of Early Childhood Educators
B. The Contribution of Developmentally Appropriate Practice
C. Guidance Defined
D. Guidance and the Conflict Management Movement
Parents and the Guidance Tradition
A. Froebel’s Kindergartens
B. Montessori’s Children’s Houses
C. The Nursery School Movement
D. Head Start
E. The Public Schools
F. Parents and Developmentally Appropriate Practice
Figure 1-1
Pioneers of the Guidance Tradition
Frederich Froebel 1782–1852 The teacher should see the natural impulses of the child not as a tendency toward evil but as the source and motivation for development that with guidance leads to character in the adult.
Maria Montessori 1870–1952 The child is in a process of dynamic development which the adult has attained. Children educate themselves through absorption in meaningful tasks in a process of self-discipline, leading to responsible decision-making.
John Dewey 1859–1952 Out of the occupation, out of doing things that are to produce results, and out of doing these things in a social and cooperative way, there is born a discipline of its own kind and type.
Jean Piaget 1896–1980 The modern ideal is cooperation—respect for the individual and for general opinion as elaborated in free discussion. Children come to this spirit of democracy through the practice of cooperation by adults who are able to make autonomous (intelligent and ethical) decisions themselves.
Recommended Readings
Bakley, S. (1997). Love a little more, accept a little more. Young Children, 52(2), 21.
Carlsson-Paige, N., & Levin, D. E. (1992). Making peace in violent times: A constructivist approach to conflict resolution. Young Children 48(1), 4–13.
Coleman, M. (1997). Families and schools: In search of common ground. Young Children, 52(5), 14–21.
Derman-Sparks, L. (1993). Empowering children to create a caring culture in a world of differences. Childhood Education, 70(2), 66–71.
DeVries, R., & Zan, B. (1995). Creating a constructivist classroom atmosphere. Young Children, 51(1), 4–13.
Elicker, J., & Fortner-Wood, C. (1995). Adult-child relationships in early childhood programs. Young Children, 50(1), 69–78.
Gage, J., & Workman, S. (1994). Creating family support systems: Head Start and beyond. Young Children, 50(1), 74–77.
Gandini, L. (1993). Fundamentals of the Reggio Emilia approach to early childhood education. Young Children, 49(1), 4–8.
Gartrell, D. (2001). Replacing time-out, part one: Using guidance to build an encouraging classroom. Young Children, 56(1), 8–16.
Porro, B. (1996). Talk it out: Conflict resolution in the elementary classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Audio-Visual Materials
Note: The following list of materials does not necessarily indicate author endorsement.
Common Threads. This video chronicles the history of education in the United States from the colonial period to the present. It examines how curricula have evolved, how the purposes of education have changed over time, and how technology affects modern education. Insight Media, 121 West 85th St., New York, NY 10024. 1-800-233-9910.
The Creation of Childhood. This video explores childhood throughout history. Insight Media, 121 West 85th St., New York, NY 10024. 1-800-233-9910.
Observing Children. This video emphasizes the importance of observing children carefully and pinpoints specific observable behaviors. Insight Media, 121 West 85th St., New York, NY 10024. 1-800-233-9910.
What Is This Thing Called Self-Esteem?—This video defines self-esteem and emphasizes the ability to distinguish between behaviors that indicate low self-esteem and positive self-esteem. Creative Education Video, PO Box 65265, Lubbock, TX 69424-5265. 1-800-922-9965.
Chapter Relevant Web Sites
Note: The following list of materials does not necessarily indicate author endorsement.
General Resources/Foundations
1. National Association for the
Education of Young Children
2. North Central Regional
Educational Center
3. Early Childhood Education and Care
4. Children’s Defense Fund
5. ERIC Clearinghouse on Elementary
and Early Childhood Education
6. Children, Youth, and Families Consortium
7. National Black Child Development
Institute
8. Association for Childhood
Education International (ACEI)
9. National Institute on Early Childhood
Development and Education
10. Canada’s Schoolnet Staff Room
Chapter Two
Child Development and Guidance
Piaget: A Foundation for the Study of Child Development
A. Developmental Egocentrism
B. Autonomy
Vygotsky: The Role of the Adult in Personal Development
A. Zone of Proximal Development
B. Scaffolding
C. Private Speech
D. Vygotsky’s Work Considered
Erikson: Personal Development and the Classroom
A. Trust versus Mistrust
1. Separation Anxiety
B. Autonomy versus Shame and Doubt
C. Initiative versus Guilt
D. Initiative and Belonging
E. Industry versus Inferiority
Gardner and Goleman: New Views about Mental Abilities
A. Multiple Intelligences
B. Implications of Multiple Intelligences for Education
1. Multiple Intelligences and Early Childhood Education
C. The Matter of Assessment
D. Multiple Intelligences and Guidance
E. Emotional Intelligence
The Contributions of Brain Research
Brain Research and Early Childhood Education
A. Infants
B. Toddlers
C. Young Children
Dr. Brazelton Says . . .
A Climate for Partnership with Parents
A. Before School Begins
B. After Start-Up
Teaching Practices in Moral Classrooms that Build Autonomy
The teacher:
•Involves children in positive rule-making.
•Provides support structures (clear guidelines, equitable systems for taking turns and performing tasks, reliable routines, and so on).
•Promotes group problem solving and decision-making.
•Uses spontaneous interpersonal conflicts to teach conflict management skills.
•Models inclusion of all children as fully participating members of the class.
•Prevents exclusion of group members by peers as a result of behavioral, physical, or social/cultural vulnerabilities.
•Promotes the social and interpersonal aspects of learning.
•Uses non-competitive, observation-based assessment systems.
Chart adapted from Charlesworth (2000) and DeVries & Zan (1994).
Table 2-1
Erikson’s Childhood Stages and Corresponding Life Conflicts
Stage/Approximate Age Life Conflict
1. Infancy/ Birth to 18 months Trust versus mistrust
2. Toddlerhood/18 months to 42 months Autonomy versus shame and doubt
3. Preprimary/42 months to 6 years Initiative versus guilt
4. Primary/6 to 12 years Industry versus inferiority
Adapted from Erikson, 1963.
Table 2-2
Educational Practices that Foster Multiple Intelligences
Musical Expose children to various types of music; use rhythmic and melodic instruments; encourage dancing, singing, and song composing
Spatial Provide opportunities for exploring spaces, varying arrangements of materials, fitting materials into spaces, working puzzles, mapping and charting, creative art experiences
Linguistic Read to children; encourage reading, writing, oral expression, vocabulary development, learning other languages
Logical-mathematical Provide manipulatives for math; encourage puzzle and problem solving; encourage experimentation and prediction
Bodily-kinesthetic Encourage dancing, creative movement, making things with hands, running, climbing, practicing large and small motor skills, sports skills
Interpersonal Encourage social interactions, personal problem solving; conflict management; play games figuring out intentions and emotions of others and emphasizing cooperation
Intrapersonal Encourage expression of emotions, preferences, and thinking strategies. Help with understanding of wishes, fears, and abilities
Naturalist Encourage observation skills on field trips, in classroom activities, with classroom visitors. Encourage expression of observations through journals, artwork, discussions, and nonverbal creations
Adapted from Gardner (1995) and Shickedanz (1998).
Top Six Suggestions for Easing Separation Anxiety
6. Encourage parent to give regular and full explanations of the situation to help the child understand. Warmly take the child from the parent and reassure that “We’ll be fine.”
5. Remain calm and positive. Interest the child in an activity, perhaps with a friend that may be intriguing or at least diverting.
4. Explain to the child that his or her parent has to go to work, school, and so on, and will be back later. If old enough, give a time or later activity as a marker for the parent’s return. Refer to the time or activity in later discussions during the day.
3. Ask parent to bring a photo of himself or herself (perhaps with the child). Let the child look at the photo when the need arises.
2. Let the child bring a “lovey” (favorite stuffed toy or blanket); over time establish a place where the child can keep the lovey as he or she needs it less.
1. Encourage the child to write letters to his or her parent—whether the child uses art, personal script, or cursive writing. Invite the child to read the letter to you and/or the parent.
Recommended Readings
Berk, L. E., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children.
Brazelton, T. B., & Greenspan, S. (2000). The irreducible needs of children—what every child must have to grow, learn, and flourish. Cambridge, MA: Perseus Publishing.
Diamond, M., & Hopson, J. (1998). Magic trees of the mind: How to nurture your child’s intelligence, creativity, and healthy emotions from birth through adolescence. New York: Dutton.
Elkind, D. (1997). The death of child nature: Education in the postmodern world. Phi Delta Kappan, 79, 241–245.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Perseus Book Group.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
Kagan, J. (1997). Temperament and the reactions to unfamiliarity. Child Development, 139–143.
Lollis, S. P. (1900). Effects of maternal behavior on toddler behavior during separation. Child Development, 61, 99–103.
Newberger, J. (1997). New brain development research—A wonderful window of opportunity to build public support for early childhood education. Young Children, 4–9.
Shores, E. F. (1995). Interview with Howard Gardner. Dimensions of Early Childhood, 23(4), 5–7.
Wolfe, P., & Brandt, R. (1998). What do we know from brain research? Educational Leadership, 56, 8–13.
Audio-Visual Materials
Note: The following list of materials does not necessarily indicate author endorsement.
10 Things Every Child Needs. In this video, experts such as Dr. T. Berry Brazelton, Dr. Bruce Perry, and Barbara Boweman discuss “ten simple things shown to help children’s Brain Development.” Well-known, watcher-friendly 60-minute video. Robert R. McCormick Tribune Foundation, 1997. Chicago, Illinois. 312-337-0480.
Howard Gardner, Into the Classroom: Intelligence, Understanding, and the Mind. Video. Second of two-video series. Into the Classroom Media, 10573 West Pico Blvd/ # 162, Los Angeles, CA 90064. 1-800-732-7946.
Multiple Intelligences. In this video program, educator David Lazaer argues that for all children to succeed instructors must adapt their teaching styles to multiple intelligences. He defines seven categories of intelligence: logical-mathematical, verbal-linguistic, visual-spatial, intrapersonal, kinesthetic, interpersonal, and musical. #UR784. Insight Media, 2162 Broadway, New York, NY 10024. 212-721-6316.
Nurturing Growth—Child Growth and Development. In this video, a child’s development takes place in the context of the child’s culture and family. This video examines how early childhood programs incorporate all the developmental domains and how teachers plan for the interaction of these domains to support the development of the whole child. #865. National Association for the Education of Young Children, 1509 16th Street NW, Washington, DC 20036. 800-424-2460.
Chapter Relevant Web Sites
Note: The following list of materials does not necessarily indicate author endorsement.
Child Development
1. Preschool Brain Growth
and Development
2. Zero to Three
3. Early Childhood Educational
Research Foundation
4. Early Childhood Research & Practice
5. National Academy for Child
Development
6. Early Child Development
7. Early Childhood Care and
Development
Brain Research
8. World Bank Organization
Chapter Three
Mistaken Behavior
Beyond Misbehavior
The Concept of Mistaken Behavior
Relational Patterns: A Model for Social Development in the Classroom
Three Levels of Mistaken Behavior
A. Common Sources of Motivation
B. Level One: Experimentation Mistaken Behavior
C. Level Two: Socially Influenced Mistaken Behavior
1. Superheroes and Socially Influenced Mistaken Behavior
D. Level Three: Strong Needs Mistaken Behavior
1. Health Factors and Level Three Behaviors
2. Emotional Factors and Level Three Behaviors
3. Responding to Level Three Mistaken Behavior
Mistaken Behavior and Intentionality
Visual Summary: Three Levels of Mistaken Behavior
Communicating with Parents about Mistaken Behavior
Table 3-1
Common Sources of Motivation
Relational Patterns and Levels of Mistaken Behavior
Level of
Motivational Source Relational Pattern Mistaken Behavior
Desire to explore the Encounterer One: Experimentation
environment and engage
in relationships and activities
Desire to please and Adjustor Two: Socially influenced
identify with significant
others
Inability to cope with Survivor Three: Strong needs
problems resulting
from health conditions
and life experiences
Table 3-2
Using Comprehensive Guidance to Assist Wendy
a. Obtain more information Teacher contacted parent
b. Build a relationship with child Teacher became more understanding and less judgmental
c. Prevent problem situations Parents helped child understand situation
d. Intervene in non-punitive ways Teacher actively supported child during transition days
e. Teach child alternatives Child was able to show alternatives as her stress levels decreased
Table 3-3
Sample Mistaken Behaviors by Level
Incident of Level of
Mistaken Behavior Motivational Source Mistaken Behavior
Child uses expletive Wants to see teacher’s reaction One
Wants to emulate important others Two
Expresses deeply felt hostility Three
Child pushes another off trike Wants trike; has not learned to ask in words One
Follows aggrandizement practices Two
modelled by other children
Feels need to act out against world Three
by asserting power
Child refuses to join in Does not understand
group activity rules or teacher’s expectations One
Has “gotten into the habit” of not joining in Two
Is not feeling well or feels extreme Three
anxiety about participating
Guidance Tip for Talking With Parents about their Children
(Using Previous Anecdote Involving Wendy)
Adults and children have an easier time with requests for change and improvement when the teacher recognizes their efforts, progress, and achievements. The compliment sandwich helps the teacher keep this goal in mind and is an important technique in general communication (see Chapter Eight). With parents a triple-decker compliment sandwich is the goal.
•The teacher compliments two indicators of efforts, progress, or achievement: Wendy likes books and reading and has close friends. (The compliments are discussed.)
•The teacher mentions the point needing discussion: We’ve noticed that on Mondays and Fridays she has a few difficulties concentrating and getting along. Is there anything you could share to help us understand this pattern? (Discussion follows.)
•The teacher follows up with another compliment: Wendy is so open and honest with her feelings. We really enjoy having her in class, and like you we want her to feel good about all she is accomplishing.
Compliment sandwich-conferences need to be sincere, and they should always convey the teacher’s interest in working with the parent. See Chapter Eight for a more detailed discussion of conducting parent-teacher conferences.
Recommended Readings
Bernal, G. R. (1997). How to calm children through massage. Childhood Education, 74(1), 9–14.
Froschl, M., & Sprung, B. (1999). On purpose: Addressing teasing and bullying in early childhood. Young Children, 54(2), 70–72.
Gartrell, D. J. (1995). Misbehavior or mistaken behavior? Young Children 50(5), 27–34.
Gartrell, D. (2000). What the kids said today. St. Paul: Redleaf Press.
Gurham, P. J., & Nason, P. N. (1997). Why make teachers’ work more visible to parents. Young Children 52(5), 22–26.
Kantrowitz, B., & Kalb, C. (1998). Boys will be boys. Newsweek, 54–60.
Parry, A. (1993). Children surviving in a violent world—Choosing nonviolence. Young Children 48(6), 13–15.
Slaby, R. G., Roedell, W. C., Arezzo, D., & Hendrix, K. (1995). Early violence prevention. Washington, DC: National Association for the Education of Young Children.
Studer, J. R. (1993). Listen so that parents will speak. Childhood Education, 70(2), 74–76.
Weber-Schwartz, N. (1987). Patience or understanding? Young Children, 42(3), 52–54.
Zatorski, J. (1995). I am a mirror, I am a window, for a child who needs me. Young Children, 48(6), 18–19.
Audio-Visual Materials
Note: The following list of materials does not necessarily indicate author endorsement.
Childhood Depression. This video profiles a three-year-old boy and his mother; emphasizes the importance of encouraging young children to express their feelings. Films for the Humanities and Sciences, PO Box 2053, Princeton, NY 08543. 1-800-257-5126.
Early Relationships: Habits of the Heart. The importance of attachments early in life and the difference between secure and insecure attachments are investigated in this video. Insight Media, 121 West 85th St., New York, NY 10024. 1-800-233-9910.
Reframing Discipline/Doing the Groundwork: Unit 1, From Stopping Misbehavior to Teaching Skills. This video is the first of three units that make up the REFRAMING DISCIPLINE Series. Doing the Groundwork is a practical visual approach to help teachers in reframing their responses to typical classroom conflicts from conventional discipline to a guidance, teaching skills approach. Includes a teaching video and interactive practice video, each 24 minutes. Educational Productions, 1997. 9000 SW Gemini Dr, Beaverton, OR 97008. 1-800-950-4949.
(Author comment: Big bucks, but worth it.)
Chapter Relevant Web Sites
Note: The following list of materials does not necessarily indicate author endorsement.
Social Development In the Classroom
1. Early Childhood Web Guide
2. National Center for Education in
Maternal and Child Health
3. Federation of Families for
Children’s Mental Health
4. Dr. Bruce Perry—
Children’s Self Regulation
Chapter Four
Guidance: The Bottom Line
Guidance Means the Teacher Is a Professional, Not a Technician
Guidance Depends on Positive Teacher-Child Relations
A. Unconditional Positive Regard
B. The Problem with Discipline
C. Building Positive Teacher-Child Relations
D. Protecting Personality
E. Labeling
F. Firm and Friendly
Guidance Reduces Mistaken Behavior
A. The Challenges of Childhood
B. The Match of the Child and the Program
C. Improving the Match
Guidance Takes a Solution-Orientation
A. Conflict Management
B. The Teacher as Responsive Leader
C. Crisis Intervention
D. Learning While Teaching
E. Accepting Our Humanness
Guidance Included Liberation Teaching
Guidance Requires Partnerships with Parents
Bottom Line Guidance Principles
Guidance:
1. depends on positive teacher-child relations.
2. reduces the need for mistaken behavior.
3. takes a solution orientation.
4. means teamwork with staff and other professionals.
5. involves parent-teacher partnerships.
Word Selection to Address Behaviors while Protecting Personalities
Not this: But this:
“Kyle, you are being rowdy. If you “The talking is too loud. You choose, Kyle:
don’t work more quietly, I will work more quietly or find a different seat.”
move you.”
“Zach, don’t you be lazy. You used “Zach, all who used the blocks need
the blocks. If you don’t put them to put them away. As soon as they’re
away, you won’t go outside.” away, you can go out.”
“Class, you are being too antsy. “OK, everybody, we need a break.
Story time is now over; go Let’s stand up and stretch. When the
and take your seats.” music starts, let’s all ‘get the wiggles out’”!
Recommended Readings
Brand, S. (1996). Making parent involvement a reality: Helping teachers develop partnerships with parents. Young Children, 51(2), 76–81.
Carlsson-Paige, N., & Levin, D. E. (2000). Before push comes to shove: Building conflict resolution skills with young children. St. Paul: Redleaf Press.
Gartrell, D. (2002). Replacing time outs, part two: Using guidance to maintain an encouraging classroom. Young Children, 57(2), 36–43.
Kasting, A. (1994). Respect, responsibility, and reciprocity: The 3Rs of parent involvement. Childhood Education, 70(3), 146–150.
Kosnik, C. (1993). Everyone is a V.I.P. in this class. Young Children, 49(1), 32–37.
NAEYC. (1989). The National Association for the Education of Young Children code of ethical conduct. Washington, DC: NAEYC.
Weber-Schwartz, N. (1987). Patience or understanding. Young Children, 42(3), 52–54.
Willis, S. (1993, November). Teaching young children: Educators seek ‘developmental appropriateness.’ Curriculum Update, Association for Supervision and Curriculum Development, 1–8.
Wittmer, D. S., & Honig, A. S. (1994). Encouraging positive social development in young children. Young Children, 49(5), 4–12.
Audio-Visual Materials
Note: The following list of materials does not necessarily indicate author endorsement.
Cultivating Roots: Partnerships with Parents. In this video, young children benefit from a partnership that is a two-way process of collaboration and communication. You will learn how best practices in early childhood programs foster partnerships, including communication, support, learning, teaching one another, child advocacy, and decision-making. 22 minutes. From NAEYC: The Early Childhood Program Series. National Association for the Education of Young Children, 1509 16th St., NW, Washington, DC 20036-1460. 1-800-424-2460.
Preventing Discipline Problems/Building a Prevention Strategy: Getting Proactive—Getting Results. Three classrooms are shown that take a proactive, preventive approach to conflicts in the classroom. Includes a teaching video and interactive practice video, each 27 minutes. 1999. Educational Productions, 9000 SW Gemini Dr, Beaverton, OR 97008. 1-800-950-4949.
Chapter Relevant Web Sites
Note: The following list of materials does not necessarily indicate author endorsement.
Reducing Mistaken Behavior
1. Child Trends
2. National Network for Child Care
PART TWO
BUILDING THE ENCOURAGING CLASSROOM
Chapter Five Organizing the Encouraging Classroom
Chapter Six Managing the Encouraging Classroom
Chapter Seven Leadership Communication with the Group
Chapter Eight Leadership Communication with the Individual
Chapter Five
Organizing the Encouraging Classroom
The Encouraging Classroom
Developmentally Appropriate Practice and the Encouraging Classroom
A. School Readiness and Play
B. DAP in the Primary Grades
C. Working Together for Change
D. Role of the Principal
E. School Anxiety
Learning Centers in the Encouraging Classroom
A. Learning Centers and Guidance
1. Consider Traffic Patterns and Noise Levels
2. Accommodate the Active Nature of Young Children
3. Build Centers Around the Interests of Children
4. Establish Routines for Center Selection and Use
Centers at the Primary Level
A. Independent Activity at the Primary Level
B. Learning Centers and Integrated Curriculum
Theme-Based Instruction in a Second Grade: A Case Study
A. Signs of Spring
Encouraging Parents to be Classroom Volunteers
A. Roadblocks to Involving Parents
B. Helping Parents Feel Comfortable
Five Considerations for Creating an Encouraging Classroom
1. The teacher is a professional, not a technician.
2. Teachers support the learning dynamic that is intrinsic to young children.
3. The teacher uses developmentally appropriate practice to improve teacher-child relations.
4. Liberation teaching is fundamental to the encouraging classroom.
5. The teacher creates a climate for partnerships with parents.
Table 5-1
Increasing Appropriate Practice to Reduce Mistaken Behavior
Moving from To Reduces
Inappropriate Appropriate Mistaken
Practice Practice Behavior
Prolonged sitting Active, concise Restlessness,
and listening in large groups; bothering
large groups increased use neighbors,
of small groups confrontations with
adults
Prescribed activities Child-choice, creative, Acting out of
done to exacting “no one right answer” feelings of failure,
standards activities frustration, inferiority, boredom
Critical evaluation Supportive evaluation Mix of reactions to
of children’s work of children’s work lowering of self-esteem
Ostracism of some Acceptance of all children Acting out of
children due to as group members feelings of rejection
mistaken behavior
Range of Noise Levels in Typical Classroom Centers
Center Range of Noise Levels
(Typical activity level given first)
Library, science, technology, (1) bucolic to (2) busy
writing, music (headphone use)
Art, cooking, sensory table (2) busy to (1) bucolic
Block/building, carpentry, (2) busy to (3) boisterous
music (with instruments),
housekeeping, theme-based
dramatic play
Active play center (climber, (3) boisterous to (2) busy
mini-trampoline, balance beam,
large construction toys,
hoppity hops, indoor swing)
Recommended Readings
Burchfield, D. W. (1996). Teaching all children. Four different curricular and instructional strategies in primary grade classrooms. Young Children, 52(1), 4–10.
Diffily, D. (1996). The project approach: A museum exhibit created by kindergartners. Young Children, 51(2), 72–75.
Gronlund, G. (2001). Rigorous academics in preschool and kindergarten? Yes! Let me tell you how. Young Children, 56(2), 42–43.
Kohn, A. (2001). Fighting the tests: Turning frustration into action. Young Children, 56(2), 19–24.
Perlmutter, J. C. (1995). ‘Play’ as well as ‘work’ in the primary grades. Young Children, 50(5), 14–21.
Reisner, T. (2001). Learning to teach reading in a developmentally appropriate kindergarten. Young Children, 56(2), 44–48.
Rosenthal, D. M., & Sawyers, J. Y. (1996). Building successful home/school partnerships: Strategies for parent support and involvement. Childhood Education, 72(4), 194–200.
Stipek, D., Rosenblatt, L., & DiRocco, L. (1994). Making parents your allies. Young Children, 49(3), 4–9.
Wesson, K. A. (2001). The “Volvo Effect”—questioning standardized tests. Young Children, 56(2), 16–18.
Willis, S. (1993). Teaching young children: Educators seek ‘developmental appropriateness.’ Curriculum Update, 1–8.
Workman, S., & Anziano, M. C. (1993). Curriculum webs: Weaving connections from children to teachers. Young Children, 48(2), 4–9.
Audio-Visual Materials
Note: The following list of available materials does not necessarily indicate author endorsement.
Creating a Community of Learners. This video emphasizes that schools need to foster communities of learners dedicated to the continuous improvement of the learning environment. It profiles one school whose educational decisions are driven by the goals of continuous learning.
The Creative Curriculum. This dynamic, 37-minute video effectively conveys what a quality, developmentally appropriate program should look like. Filmed in a variety of early childhood settings, the videotape follows the structure of The Creative Curriculum for Early Childhood. 1988. Teaching Strategies, Inc., PO Box 42243, Washington, DC 20015. 1-800-637-3652.
Developmentally Appropriate First Grade: A Community of Learners. Spend a day in David Burchfield’s first-grade classroom in a public school in rural Virginia through this video. He translates the concept of developmentally appropriate practice into a thematic, interactive learning experience for children 5 through 7 years old. #825. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036. 800-424-2460.
Discipline Series: Discipline and the Physical Environment. Not specifically geared to early childhood education, this newer video nonetheless shows how design of the physical environment can reduce mistaken behavior in the classroom, with ideas adaptable to early childhood. Delmar/Thompson Learning, Executive Woods, 5 Maxwell Dr., Clifton Park, NY 12065. 1-800-998-7498.
The New Room Arrangement as a Teaching Strategy. This video illustrates with still photos room arrangement ideas to reduce conflicts and enhance productive activity in early childhood classrooms. 1991. Teaching Strategies, Inc., PO Box 42243, Washington, DC 20015. 1-800-637-3652.
Chapter Relevant Web Sites
Note: The following list of available materials does not necessarily indicate author endorsement.
Developmentally Appropriate Practice
1. The Idea Box: Early Childhood Education
and Activities
2. Hummingbird Educational Resources
3. Early Childhood Resource: Resources
for Parents and Teachers
4. The Early Childhood Weblinks Project
5. McREL Institute
6. Reggio Emilia
Teacher Resources
1. Nuttin’ But Kids
2. EduPuppy: Educational Resources
3. Early Connections: Technology
4. Early Childhood Connection
5. Kids’Castle: Resources for Teachers kidscastle.si.edu
6. Early Childhood Online
7. Teaching Strategies, Inc.
8. Perpetual Preschool
9. Phi Delta Kappa
10. Awesome Library for Teachers
Chapter Six
Managing the Encouraging Classroom
The Daily Program
A. Three Sample Schedules
B. Tracking the Daily Schedule
C. Mixing Active and Quiet Times
1. Rest and Relaxation
2. Active Play
The Limits of Large Groups
A. Taking Attendance
B. Calendar and the Weather
C. Show and Tell
D. Using Stories with Children
1. Reading to Encourage Appreciation
2. Reading to Encourage Personal Expression
E. Large Group Instruction
Managing Transitions
A. Waiting
B. Buffer Activities
C. Learning to Live with Lines
Routines in the Encouraging Classroom: A Teacher’s Perspective
Guidance Means Teamwork with Other Adults
A. Team-Teaching
B. The Teaching Team
1. The Teaching Team in the Primary Grades
2. Teacher as Team Leader
3. Working with Other Professionals
Parents and Other Classroom Volunteers
A. Helping Parent Volunteers Feel Welcome
1. Regular Volunteers
Table 6-1
Prekindergarten Schedule
(Six-hour schedule, as in some Head Start programs. Half-day and full-day programs can be adapted.)
Time Activity
8:00–8:30 Arrival. Teacher greets each child. Informal child-choice activity until all children arrive.
8:30–9:00 Breakfast in family groups of 8–10, each with a caregiver/teacher. At tables, the caregiver/teacher previews events; plan, do and review sequence used.
9:00–10:15 Center time. Self-directed/open-ended activity. All centers open. Clean up.
10:15–10:35 Snack in family groups. Review of “special things” done during center time.
10:35–11:00 Active play, inside or out.
11:00 –11:15 Large group: music, story, movement activity, occasional guest (sometimes replaced by longer group activity that follows).
11:15–11:45 Small group activities—art, cooking, creative drama, or walk outside.
11:45–1:00 Lunch in family groups. Rest.
1:00–2:00 Center time. Self-directed/open-ended activity. All centers open. Clean up.
2:00–2:30 Class meeting, songs, and review of day. Get ready to go home.
Table 6-2
Kindergarten Schedule (revised)
(Full-day schedule. Half-day schedule can be adapted.)
Time Activity
8:30–9:00 Arrival. Teacher greets each child. Breakfast available for all children. Informal child-choice activity as children arrive.
9:00–9:15 Morning class meeting. Quick preview of day.
9:15–9:30 Large group lead-in to center theme activities through use of discussion, story, song, object, or picture.
9:30–10:10 Small group theme activities using learning centers.
10:10–10:40 Snack time. Active play outside or inside.
10:40–11:45 Center time. Self-directed/open-ended activity at centers. Clean up.
11:45–12:30 Lunch and child-choice activity inside, or active play outside, depending on the weather.
12:30–1:00 Story. Reading, relaxing, resting.
1:00–1:45 Special Activity––gym, art, music, library, or computer. (Specialists extend these activities.)
1:45–2:30 Self-directed/open-ended activity; all centers open. Clean up. Occasional special event during part of this time.
2:30–3:00 Afternoon circle time––songs, movement activities, finger plays, and review of day. Get ready to go home.
Table 6-3
Primary Schedule (revised)
Time Activity
8:15–8:45 Arrival. Teacher greets each child. Breakfast available for all
children. Informal child-choice activity as children arrive.
8:45–9:00 Morning class meeting: business, discussion of important events and issues—brought up by children or teacher. Preview of language arts focus (time block). Assignment of small groups to centers.
9:00–10:00 Integrated language arts time block in small groups: book-read and share; journaling; language skills instruction; language skills follow-up; language arts choice—reading, journaling, or creative drama. (Groups rotate each day.)
10:00—10:30 Restroom, snack, and break/recess.
10:30–10:45 Transition large group—active to quiet; review of language focus, preview of math focus.
10:45–11:30 Math skill activities—manipulatives-based, in small groups; one small group each day has supervised computer use; every Wednesday, art specialist.
11:30–11:45 Review of math focus, story, and transition to lunch.
11:45–12:30 Lunch and recess.
12:30–1:00 Relaxation—relaxation activity or another story, quiet music, and reading; sometimes option of educational video.
1:00–2:05 Large and small groups work on integrative themes having a social studies/science emphasis. (See Mrs. Ryan case study in Chapter Five).
2:05–2:15 Break, restroom, movement activity, and review of theme activities.
2:15–3:00 Monday: Continue work on themes; self-directing/open-ended activities.
Tuesday: Alternating music and physical education specialist.
Wednesday: Continue work on themes; self-directing/open-ended activities.
Thursday: Continue work on themes; self-directing/open-ended activities.
Friday: Theme presentations by small groups to class; self-directed/open-ended activities.
3:00–3:15 Afternoon class meeting. Happenings of the day—problems and accomplishments, brought up by children or teacher; future events introduced; preparations to go home.
Table 6-4
Fingertip Guide to Happy Napping
Challenge Suggestion
Many children have trouble settling down.
Children rest, but many are ready to rise too early.
Older children don't sleep; ready to rise before others.
Individual child doesn't sleep; ready to rise. Doesn't seem tired.
Individual child doesn't sleep; ready to rise. Does seem tired.
Individual child not ready to rise with others.
Early risers in buffer activity get too active.
Review: (a) Activity level prior to nap—relaxing, quiet? (b) Method of creating mood—story, music, relaxation activity used? (c) Environment—comfortable temperature, low lighting, enough space? (d) Role of adults—present, speaking quietly, lying with children, rubbing backs?
Assess length of nap time. Consider shortening. Start early risers doing quiet activities.
Move older children to different room or separate area. Allow to read books on mats. Allow to rise early and do quiet activities.
Check with parent about child's sleep schedule and habits. Some children need less sleep than others. If willing, try solution above for older children; note how child responds.
Separate from others. Primary caregiver rubs back, lies by child. At another time talk with child about problem. Talk with parent about child's sleeping habits.
Let child sleep. Monitor health of child. If pattern continues, talk with parent about possible reasons.
Review selection of activities. Allow to read books or make pictures, but not watch videos. Young children watch hours each day at home as it is. Review placement of children: too near sleepers? too close together?
Figure 6-1
Top Ten Techniques for Encouraging Appreciation of Books and Stories
1. Choose books carefully. Select books appropriate for the age and backgrounds of the children and that will engage and hold their interest. Think about the children’s attention spans and interests when previewing books you will read. Consider whether stories reinforce or go beyond stereotypes pertaining to culture, gender, and disability.
2. Select books that match themes and special events. Many “read aloud,” “story stretching,” and theme books have bibliographies of relevant books. Preread such books for appropriateness to ages and interests of group. Discuss with the children whether or not they like a book you have just read.
3. Use “big,” oversized picture books so that all can see the important details. Videos of children’s literature perhaps also have their place, but they cannot be as easily personalized by the teacher.
4. Select books you can read with expression. If you are not familiar with the story, practice reading it aloud first. Use dramatic tones when you read; animate your usual speaking voice. When you are “into” the story, the children will be.
5. Station co-teachers and volunteers near certain children who may need extra support to stay engaged. If other adults are not available, quietly seat children who need extra support close to you. Establish that all can see and that children need to stay seated where they are so that they can continue to see.
6. Use a brief finger play, movement activity, or engaging introduction to help children get ready for the story. If an anticipatory set is not established, some children may not focus enough to pick up the story line. Avoid simply starting the book without first gaining the children’s attention; otherwise, you may never have it.
7. Allow children to read their own books while you read. Many children can attend to two things at once, and this will help independent learners keep occupied. The practice sounds unorthodox, but it is in line with the outcome of appreciation for reading and books. Typically, only some children choose to read their own books; these readers stay with their books until the teacher gets to a “good part.” Then they look up and follow the teacher’s story. These children are often the ones who have trouble attending in a large group.
8. Tell stories as well as read them. Some current or historic folktales of cultural relevance to your group may not be accessible in written form. Telling stories takes fortitude the first few times, but children adjust quickly to this “radio way of learning.” Ask children to close their eyes and see the pictures in their minds. Having children spread out and lie down adds to the success of this experience and makes the technique useful at rest time.
9. Gauge your time. Avoid selecting books that will be too long for the available time block. You can sometimes shorten stories to fit the time but be prepared to be corrected if the children know the story already.
10. Have back-up activities planned. Be ready to shorten the experience, change books, or switch to another activity if many children lose interest.
Recommended Reading
Barbour, N. H., & Seefeldt, C. A. (1992). Developmental continuity: From preschool through the primary grades. Childhood Education, 68(5), 302–304.
Educational Productions Inc. (1990). Video: Give yourself a hand: “Guidance Techniques for Successful Group Times,” Program 2 in video training series: Super groups: Young children learning together. Portland, OR: Educational Productions Inc.
Edwards, L. C., & Nabors, M. L. (1993). The creative art process: What it is and what it is not. Young Children, 48(3), 77–81.
Gottschall, S. M. (1995). Hug-a-Book: A program to nurture a young child’s love of books and reading. Young Children, 50(4): 29–35.
Gronlund, G. (1995). Bringing the DAP message to kindergarten and primary teachers. Young Children, 50(5), 4–13.
Kasting, A. (1994). Respect, responsibility, and reciprocity: The 3Rs of parent involvement. Young Children, 70(3), 146–150.
Pica, R. (1997). Beyond physical development: Why young children need to move. Young Children, 52(6), 4–11.
Rockwell, R. E., Andre, L. C., & Hawley, M. K. (1996). Parents and teachers as partners: Issues and challenges. Fort Worth, TX: Harcourt Brace College Publishers. (See Chapter 10, Parent and Community Volunteers.)
Van Scoy, I. J., & Fairchild, S. H. (1993). It’s about time! Helping preschool and primary children understand time concepts. Young Children, 48(2), 21–24.
Willis, S. (1993). Teaching young children: Educators seek ‘developmental appropriateness.’ Curriculum Update, 1–8.
Audio-Visual Materials
Note: The following list of materials does not necessarily indicate author endorsement.
Creating the Cooperative Classroom. This video examines the teacher’s role in shaping the learning environment, organizing instruction, and grouping diverse students. Practical strategies based on real classroom experiences help teachers create their own cooperative classrooms. #UR713. Insight Media, 2162 Broadway, New York, NY 10024. 212-721-6316.
Educational Productions, Inc. (1990). Video 1: Come Join In, Video 2: Give Yourself a Hand. Super Groups: Young Children Learning Together series. Video 1 gives clear examples and ideas for organizing and conducting positive large groups. Video 2 gives examples and ideas for helping teachers to solve problems when planning and doing large groups. Portland, OR: Education Productions Inc.
Enabling Teaching Assistants. Designed for teaching assistants and their supervisors, this video describes the policies and environments that enable teaching assistants to function effectively. Insight Media, 2162 Broadway, New York, NY 10024. 212-721-6316.
Getting Ready. The video program explores how teachers plan ahead to create a classroom that is ready for students and conducive to learning. In interviews and in the classroom, teachers show how they set up the room in advance, introduce themselves to students, set out and meet objectives, and fulfill the needs of their students. #AQK4510. Films for the Humanities and Sciences, PO Box 2053, Princeton, NJ 08543-2053. 800-257-5126.
Chapter Relevant Web Sites
Note: The following list of materials does not necessarily indicate author endorsement.
Managing the Classroom
1. Classroom Management
2. Center for Effective Discipline
3. Child Welfare League
4. Early Intervention Solutions
Chapter Seven
Leadership Communication with the Group
Establishing Leadership
A. Guidance and Routines
Guidelines, Not Rules
A. Logical Consequences
B. The Benefits of Guidelines
C. Guidelines and Different Age Levels
D. Creating Guidelines
Encouragement
A. Encouragement More than Praise
B. Public Encouragement Directed to the Group
C. Encouragement—What to Say
D. Stickers and Smiley Faces: Basically Bribes
E. When Praise Is Appropriate
Discussing Inclusively
The Class Meetings: How They Build the Encouraging Classroom
A. Class Meetings/Magic Circles
B. Holding Class Meetings
C. Meeting to Solve Problems
D. Class Meetings and Level Three Mistaken Behaviors
E. The Value of Class Meetings
Encouraging Friendliness
A. Friendships and Friendliness
1. Addressing Cliques and Squabbling
2. The Difference Between Being Friends and Being Friendly
B. How One Teacher Brought Friendliness to Her Classroom
Leadership Communication with Parents
A. Written Notes
B. E-mail and Web Sites
1. E-mail
2. Web Sites
C. Telephone Calls
D. Parent Meetings
E. Parent-Teacher Conferences
Guidelines for Giving PUBLIC Encouragement
1. Give clear, specific feedback so the class members know their efforts and progress are recognized.
2. In giving feedback to the group, avoid value judgments; instead, provide self-reports that describe events and give personalized expression of feelings.
3. In all situations, avoid public criticism to protect the esteem of individuals and negative feelings toward the individual and the teacher by the group.
4. In almost all situations, avoid singling out an individual for praise to prevent feelings of embarrassment and ambivalence in the individual, and feelings of frustration and resentment in the group.
5. In special situations, ask the group to recognize the progress of individuals. Do so when the child has overcome a challenge well known to the group; the child will gain in esteem from the recognition, and the group will gain in level of empathy.
Guidelines for Giving PRIVATE Encouragement
1. The teacher understands that the specific recognition of effort and progress is more important for continued learning than the generalized praise of accomplishments.
2. The teacher gives recognition for efforts and progress to the individual child privately; then the child knows the encouragement is truly meant.
3. The teacher gives encouragement by noticing and acknowledging successful details in the child’s efforts.
4. Starter sentences, such as “You are really ... working hard at ... / using lots of ... / getting the idea of ...” begin encouraging conversations.
5. The teacher understands that encouragement happens best in conversations, even if brief, more than in single sentence expressions, like “good job.”
Recommended Readings
Barkley, S. (1998). On teasing, taunting, and “I can do it myself.” Young Children, 53(2), 42.
Burk, D. I. (1996). Understanding friendship and social interaction. Childhood Education, 72(5), 282–285.
Castle, K., & Rogers, K. (1993). Rule-creating in a constructivist classroom community. Childhood Education, 70(2), 74–80.
Foster, S. M. (1994). Planning successful parent meetings. Young Children, 50(1), 78–81.
Harris, T. T., & Fuqua, J. D. (2000). What goes around comes around: Building a community of learners through circle times. Young Children, 55(1), 44–47.
Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes. Somerville, NJ: Replica Books.
Lawhon, T. (1997). Encouraging friendships among children. Childhood Education, 73(4), 228–231.
Logan, T. (1998). Creating a kindergarten community. Young Children, 53(2), 22–26.
McClurg, L. G. (1998). Building an ethical community in the classroom: Community meeting. Young Children, 53(2), 30–35.
Mecca, M. E. (1996). Classrooms where children learn to care. Childhood Education, 72(2), 72–74.
Rockwell, R. E., Andre, L. C., & Hawley, M. K. (1996). Parents and teachers as partners: Issues and challenges. Fort Worth: Houghton Mifflin.
Rosenthal, D. M., & Sawyers, J. Y. (1996). Building successful home/school partnerships: Strategies for parent support and involvement. Childhood Education, 72(4), 194–200.
Scharmann, M .W. (1998). We are friends when we have memories together. Young Children, 53(2), 27–29.
Wing, L. A. (1992). The interesting questions approach to learning. Childhood Education, 69(2), 23–26.
Audio-Visual Materials
Note: The following list of materials does not necessarily indicate author endorsement.
Classroom Management: Setting the Tone. This video is designed to help teachers examine their classroom management styles. Viewers observe eight K–12 teachers on the first day of school as they set the tone for the year, discussing what they expect of students, what students can expect of them, and the reasons for those expectations. Teachers model specific techniques for creating a positive classroom environment. #UR620. Insight Media, 2162 Broadway, New York, NY 10024. 212–721-6316.
Connecting with Kids. This program talks to teachers about how they keep the lines of communication open by showing they care and taking an active interest in their students’ lives. In the classroom, teachers demonstrate ways of building a team feeling and making students feel successful without compromising standards. #AQK4512. Films for the Humanities and Sciences, PO Box 2053, Princeton, NJ 08543-2053. 800-257-5126.
Indiana Steps Ahead: Painting a Positive Picture: Proactive Behavior Management. Classroom management is every teacher’s concern. This video shows how adults help children manage their behavior in an encouraging, nurturing, and positive manner while supporting each child’s self-esteem. #881. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036. 800-424-2460.
Managing Students Without Coercion. Presenting a variety of methods designed to improve classroom management, this video explains why authoritarianism and coercive approaches are not effective. It discusses how a collaborative approach teaches students to accept responsibility for their actions and learning. #UR440. Insight Media, 2162 Broadway, New York, NY 10024. 212–721-6316.
Teaching Social Skills. This program examines the importance of structuring lessons to include social skills. Teachers are observed in their classrooms talking about why social skills are meaningful and encouraging students to cooperate with each other in planned activities. #AQK4513. Films for the Humanities and Sciences, PO Box 2053, Princeton, NJ 08543-2053. 800-257-5126.
Chapter Relevant Web Sites
Note: The following list of materials does not necessarily indicate author endorsement.
Group Communication
1. Child Friendly Initiative
2. Family Processes
Chapter Eight
Leadership Communication with the Individual
Listening to Life Experiences
A. Listening for School-Related Stress
B. Listening for Stress Related to the Home and Neighborhood
C. Using Greetings to Read Children’s Feelings
Contact Talk
A. Contact Talks at the Preschool Level
B. Contact Talks in the Primary Grades
The Compliment Sandwich
Friendly Humor
Friendly Touch
Be There for the Children, Be There for Yourself
Leadership Communication in the Parent-Teacher Conference
A. Joining with Parents
B. Listening to Parents
Five Leadership Communication Skills with the Individual
Communication Skill Suggestions for Use
Listening to life experiences 1. Greet children individually to assess
Purpose: to reduce stress comfort–stress levels.
levels the child brings into the 2. Make time to listen to children in need
classroom that may prevent as soon as possible after arrival.
productive behavior 3. Use reflective listening to affirm child.
Contact talks 1. Use chart of names to assure contact
Purpose: to enable child and talks with all on a regular basis.
teacher to get to know each 2. Take steps such as physical positioning
other beyond the classroom to ensure talk occurs.
situation 3. Follow child’s lead; discuss what is
interesting to child to talk about.
Compliment sandwiches 1. Start transaction with one (better two)
Purpose: to guide individual positive comments about effort or
to productive behavior by progress the child has shown.
giving encouragement for 2. Offer one specific suggestion or request
effort and progress already for continued progress for each set of
evident and directing to compliments given.
further progress 3. End transaction again with one or two compliments.
Humor 1. Seek to enjoy the unexpected in words,
Purpose: to experience and behaviors, and situations.
share enjoyable moments 2. Share delightful moments with children
with children and fellow and adults in friendly ways that include
adults rather than exclude others.
Touch 1. Discuss, set, know, and follow policies
Purpose: to provide reassurance in the school or program regarding the
and affirmation to children in use of touch with children.
ways that words cannot 2. Where possible, discuss the use of touch
with parents and reach agreements
with them regarding touch and their child.
Recommended Readings
Almeida, D. A. (1995). Behavior management and “the five C’s.” Teaching PreK–8, 88–89.
Bowling, H. J., & Rogers, S. (2001). The value of healing in education. Young Children, 56(2), 79–81.
Bullock, J. R. (1993). Lonely children. Young Children, 48(6), 53–57.
Furman, R. A. (1995). Helping children cope with stress and deal with feelings. Young Children, 50(2), 33–41.
Gootman, M. E. (1993). Reaching and teaching abused children. Childhood Education, 70(1), 15–19.
Gruenberg, A. (1998). Creative stress management: Put your own oxygen mask on first. Young Children, 53(1), 38–42.
Minnesota Association for the Education of Young Children. (1991). Developmentally appropriate guidance. St. Paul, MN: MAEYC. (See Appendix E.)
Novick, R. (1998). The comfort corner: Fostering resiliency and emotional intelligence. Childhood Education, 74(4), 200–204.
Rich, B. A. (1993). Listening to Harry (and solving a problem) in my kindergarten classroom. Young Children, 48(6), 52.
Robinson, B. E. (1988). Vanishing breed: Men in child care programs. Young Children, 43(6), 54–57.
Sang, D. (1994). The worry teacher comes on Thursdays. Young Children, 49(2), 24–31.
Strum, C. (1997). Creating parent-teacher dialogue: Intercultural communication in child care. Young Children, 52(5), 34–38.
Studer, J. R. (1993/94). Listen so that parents will speak. Childhood Education, 70(2), 74–77.
Audio-Visual Materials
Note: The following list of materials does not necessarily indicate author endorsement.
The Child Who Appears Anxious. Children who appear anxious are shown hanging around the edges of play or simply unable to play at all. This video teaches how to use interventions that build trust, nurture playfulness, and entice children to engage with materials and with peers. Educational Productions Inc., 7412 SW Beaverton Hillsdale Hwy, Suite 210, Portland, OR 97225. 800-950-4949.
Communicating with Preschoolers. This video presents techniques for improving communication with young children. Development experts discuss the level of understanding of preschoolers, how to talk with them about what is bothering them, and illustrate ways to teach them to express feelings. #TR758. Insight Media, 2162 Broadway, New York, NY 10024. 212–721-6316.
Men Caring for Young Children. This video celebrates a diverse group of men in careers working with infants, toddlers, preschoolers, and young school-age children in a variety of educational environments. #812. National Association for the Education of Young Children, 1509 16th Street NW, Washington, DC 20036. 800-424-2460.
Relationships. This video focuses on the essential ingredient of quality child care—the importance of relationships, especially the teacher-child relationship. It also addresses different temperaments and styles in infancy. National Association for the Education of Young Children, 1509 16th Street NW, Washington, DC 20036. 800-424-2460.
Teachers Coaching Parents Regarding Homework and Discipline. This video shows teachers how to coach parents in several key skills. It explains how to encourage parents to follow through at home when students misbehave in school, help parents motivate their children to do homework, and teach parents to establish an environment that is conducive to studying. #UR832. Insight Media, 2162 Broadway, New York, NY 10024. 212–721-6316.
Chapter Relevant Web Sites
Note: The following list of materials does not necessarily indicate author endorsement.
Individual Communication
1. Natural Child Project
2. Men Teachers in Early
Childhood Education
PART THREE
SOLVING PROBLEMS IN THE CLASSROOM
Chapter Nine Using Conflict Management to Solve Social Problems
Chapter Ten Problem-Solving Mistaken Behavior
Chapter Eleven Guidance Through Intervention
Chapter Twelve Liberation Teaching: A Guidance Response to Violence in Society
Chapter Nine
Using Conflict Management to Solve Social Problems
Conflict Management: The Basics
A. Guidelines for Using Conflict Management
Developmental Considerations in Using Conflict Management
A. Peace Props
The Five Finger Formula for Conflict Management
Teaching Conflict Management Skills
A. High-Level Teacher Mediation
1. Defining the Problem
2. Reaching a Solution
3. Bringing Successful Closure
B. Low-Level Teacher Mediation
1. Defining the Problem
2. Reaching a Solution
3. Bringing Successful Closure
C. Child Negotiation
1. Defining the Problem
2. Reaching a Solution
3. Bringing Successful Closure
Parent Involvement at St. Philip’s: Building a Peaceable School Community
A. First Year
B. Second Year
C. Third Year
D. Fourth Year
E. Fifth Year
Peace Education
Social problem solving is often taught as a part of a philosophical approach called peace education. Janke and Peterson (1995) set out eight tasks of peace education. Peace education:
1. draws out from people their desires to live in peace.
2. provides awareness of alternatives to violence.
3. consists of teaching skills, content, and a peaceful pedagogy.
4. examines the roots and causes of violence.
5. empowers students to confront their fears of violence.
6. helps build a peaceful culture to counteract militarism.
7. challenges violent ways of thinking and acting.
8. promotes loving behavior toward oneself, others, and the environment.
Recommended Readings
Carlsson-Paige, N., & Levin, D. E. (2000). Before push comes to shove: Building conflict resolution skills with children. St. Paul, MN: Redleaf Press.
Dinwiddie, S. A. (1994). The saga of Sally, Sammy, and the red pen: Facilitating children’s social problem solving. Young Children, 49(5), 13–19.
Gartrell, D. J. (2002). Replacing time-out, Part 2: Using guidance to maintain the encouraging classroom. Young Children, 56(3), QA9–12.
Guth, J. T. (1995). Teacher P.A.L.S. A classroom guide to the peaceful alternatives and life skills program. Brainerd, MN: Mid-Minnesota Women’s Center, Inc.
Head Start Bureau. (1997). Head Start Bulletin: Conflict Management Issue, Spring 1997 (61). Washington, DC: U.S. Department of Health & Human Services.
Janke, R. A., & Penshorn Peterson, J. (1995). Peacemaker’s A,B,Cs for young children. Marine on St. Croix, MN: Growing Communities for Peace.
Kreidler, W. J. (1994). Teaching conflict resolution through children’s literature. New York: Scholastics Professional Books.
Pirtle, S. (1997). Linking up: Building the peaceable classroom with music and movement. Boston: Educators for Social Responsibility.
Slaby, R. G., Roedell, W. C., Arezzo, D., & Hendrix, K. (1995). Early violence prevention. Washington, DC: National Association for the Education of Young Children.
Wichert, S. (1989). Keeping the peace. Philadelphia: New Society Publishers.
Audio-Visual Materials
Note: The following list of materials does not necessarily indicate author endorsement.
Avoiding Conflict; Dispute Resolution Without Violence. This program details ways of stemming the rising tide of aggression in our schools and playgrounds, our streets and homes. It shows ordinary problems that can ignite into violence, and how the problems can be resolved peacefully. #AQK5771. Films for the Humanities and Sciences, PO Box 2053, Princeton, NJ 08543-2053. 800-257-5126.
Conflict Resolution Strategies in Schools. Dr. Patti Chance draws upon her work as a principal and classroom teacher in this video lecture on the cause of conflicts in schools. She differentiates between constructive and destructive conflict, presents strategies for resolving conflict, and provides a model for student mediation programs that can be implemented in elementary and secondary schools. #UR744. Insight Media, 2162 Broadway, New York, NY 10024. 212–721-6316.
Sunburst Videos offers a wide selection of videos on conflict resolution and character education, including the following at the kindergarten/primary level: Ten Things to Do Instead of Hitting, It’s Okay to Say No, No Fair!, Stop Teasing Me!, Use Your Words!, Let’s Practice: Working It Out, We Can Work It Out!, Conflict Resolution, I Get So Mad!, Kelso’s Choice: Conflict Management Skills, Let’s Work it Out!, Conflict Resolution, I’m So Frustrated!, Everyone Makes Mistakes, I Know How to Listen, Feelings: Glad, Mad, Sad, Face to Face: Conflict Resolution in Schools. For catalog and free 30-day preview contact: Sunburst Communications, Dept PE27, 101 Castleton St., PO Box 40, Pleasantville, NY 10570. 800-431-1934.
Chapter Relevant Web Site
Note: The following list of materials does not necessarily indicate author endorsement.
Conflict Management
1. Conflict Resolution Center International
Chapter Ten
Problem-Solving Mistaken Behavior
The Decision to Intervene
A. Whether to Intervene
1. Marginal Mistaken Behaviors
2. Bossiness
3. Arguments
B. Firmness of Intervention
Quick Intervention Strategies
A. Negotiation Reminders
B. Humor as Tension Reliever
C. Nonverbal Techniques
D. Brevity
E. Being Direct
1. Describe Without Labelling
2. Express Displeasure Without Insult
3. Correct by Direction
4. Using the Ideas Together
Behaviors Reported by Other Children
Intervention when Follow-up Is Needed
A. Negotiating Teacher-Child Conflicts
B. Using Reflective Listening to Teach Impulse Control and Self-Calming
C. Including Children’s Ideas
1. Reconciliation
Why Take the Time?
A. A Matter of Ethics
1. The Code of Ethical Conduct
Building Cooperation with Parents
A. Create a Team Concept
B. Your Feelings Toward the Family
C. Understanding Parent Development
D. Choose Words That Avoid Value Judgments
E. Use Support Services
F. Problem-Solving with Parents
Table 10-1
Problem Solving Classroom Arguments with Children Aged Three to Eight
Situation Teacher Response
1. Reasonable chance Monitors, but may not intervene. If
children can work out needed, uses low-level mediation.
difficulty.
2. Argument proving Teacher intervenes. Redirects parties
disruptive to a focused to class activity. States that he will
group activity. help them solve problem later.
Teacher follows up.
3. Argument becoming Teacher mediates. May use props like
heated. Children don’t talking sticks, talk-and-listen chairs, or
seem able to resolve on puppets. Has each talk in turn and uses
own. Perhaps one child high-level mediation to assist children
dominating. to resolve problem.
4. One child reports Teacher avoids taking sides.
argument to teacher; Determines whether #1, #2, or #3
wants assistance. above applies. Responds accordingly.
5. One or both have lost Teacher intervenes. Separates
control; children are children for cool-down time.
yelling or fighting. Uses high-level mediation and often guidance
talks when tempers have cooled.
Table 10-2
Examples of Quick Encouragement to Reinforce Guidelines
Infants: You are really eating your peaches—wipe, chew and swallow! (As adult swipes face with spoon and offers another spoonful.)
Toddlers: You made it all the way to the potty chair. Next time I bet you’ll get your pull-ups down! (As adult comforts toddler who was intent on using the potty chair.)
Preschoolers: You two are both holding on to the tray. Just have to keep it steady while you walk. (As teacher gently steadies tray that the children were starting to rock.)
Primary grade
children: Decide at break whose pencil it is. Use my “loaner” pencil for now so you can
both get started. (As teacher approaches two children arguing over a pencil at
start of assignment.)
Table 10-3
Using Directness to Guide to Redirect Mistaken Behavior
Type of Intervention Examples of Technique
Describe–Direct •Many outside voices are being used.
Inside voices instead please.
•It sounds like a bunch of professional wrestlers over here. Please solve the problem quietly.
Describe–Express–Direct •I have difficulty listening when many children
are using outside voices. I am bothered
by the noise. Inside voices only.
•You two are arguing like Hulk and the Rock on a bad night. I am really upset about this. You choose. You play the game peacefully or choose separate activities.
Table 10-4
Teacher Responses to Child Report
Suspected Motive of the Child Suggested Response of Teacher
Child has legitimate difficulty Teacher encourages children to solve on own
with another child. ––“tell him how you feel about that”—or mediates
to extent necessary.
Child honestly reports Teacher thanks child for being a “caring
problem situation involving citizen.” Monitors situation. If necessary,
other children. intervenes taking a guidance approach.
Child reports only once or twice to Teacher reassures child that things are
get teacher’s attention or see what under control. Monitors situation in low-
teacher will do (Level One profile manner “just in case.” Notices
mistaken behavior). whether reporting child seeks attention
in other ways. Works on building relationship with child.
Gives attention in other ways.
Child reports minimal problems Teacher thanks child for concern but explains
on a regular basis (Level Two that teacher is watching and other children can take mistaken behavior). care of themselves. Tells child what the serious
problems are that child can report. Builds
relationship. Gives attention in other ways.
Child reports either to As in all cases, teacher avoids
manipulate teacher or “charging into the situation.” Keeps
get another child in open mind about children involved.
trouble.” Does so on a regular Monitors “reporter” for other Level Three
basis. (Level Three mistaken mistaken behavior. If necessary, follows
behavior). procedures for working with this level.
Table 10-6
Steps in Problem-Solving Conflicts
A. Identify the problem.
1. Decide that time should be taken to solve the problem.
2. Establish that the purpose is to resolve a problem, not blame or label individuals.
3. Enable each party to express views and feelings about the problem, using reflective listening to clarify points.
4. Summarize differing viewpoints, checking for accuracy of interpretation with participants.
B. Generate possible solutions.
1. Request cooperation in seeking a solution.
2. Encourage the suggestion of solutions.
3. Appreciate that each suggestion was made, even if others have difficulty with it.
C. Agree on a solution to be tried.
1. Work for consensus on a course of action.
2. Avoid accusation of vested interest. Instead, point out that “others see the situation differently” and encourage further discussion.
3. If necessary, point out that perfect solutions are not always possible, but this one is worth trying.
D. Reach successful closure.
1. Facilitate implementation of the solution.
2. Provide encouragement (compliment sandwich if necessary).
3. Affirm the participant(s) for reaching the solution.
4. Discuss alternative behaviors for next time.
Problem Solving with Parents
Galinsky suggests a six-step approach to teacher-parent problem solving. The steps include:
1. Describe the situation as a problem out in front. Avoid accusations or the implications that the source of the problem resides in the personality of the parent or the child.
2. Generate multiple solutions. Parents and professionals should both do this, and no one’s suggestions should be ignored, put down, or denounced.
3. Discuss the pros and cons of each suggestion.
4. Come to a consensus about which solutions to try.
5. Discuss how you will implement these solutions.
6. Agree to meet again to evaluate how these solutions are working so that you can change your approach, if necessary (Galinsky, 1988, p. 11).
Recommended Readings
Curry, N. E, & Arnaud, S. H. (1995). Personality difficulties in preschool children as revealed through play themes and styles. Young Children, 50(4), 4–9.
Galinsky, E. (1988). Parents and teachers: Sources of tension, sources of support. Young Children 43(3), 4–12.
Gartrell, D. J. (2000). What the kids said today. St. Paul, MN: Redleaf Press.
Heath, H. E. (1994). Dealing with difficult behaviors—Teachers plan with parents. Young Children, 49(5), 20–24.
Koch, P. K., & McDonough, M. (1999). Improving parent-teacher conferences through collaborative conversations. Young Children, 54(2), 11–15.
Logan, T. (1998). Creating a kindergarten community. Young Children, 53(2), 22–26.
McClurg, L. G. (1998). Building an ethical community in the classroom: Community meeting. Young Children, 53(2), 30–35.
Rosenthal, D. M., & Sawyers, J. Y. (1996). Building successful home/school partnerships: Strategies for parent support and involvement. Childhood Education, 72(4), 194–199.
Wichert, S. (1991). Solving problems together. Scholastic Prekindergarten Today, 46–52.
Audio-Visual Materials
Note: The following list of materials does not necessarily indicate author endorsement.
Body Language: Introduction to Nonverbal Communication. In this clear, fast-paced introduction video, viewers learn how gestures mirror inner feelings and how posture sends messages. This video examines eye contact and the concepts of personal and public space. It also considers how these concepts differ across cultures. #UR478. Insight Media, 2162 Broadway, New York, NY 10024. 212-721-6316.
Building Parent Involvement: Elementary Schools. Video, handouts, and Leader’s guide in three-ring binder. #2445-PE. Sunburst Communications, Dept. PE27, 101 Castleton St., PO Box 40, Pleasantville, NY 10570. 800-431-1934.
Cultivating Roots—Home/School Partnerships. Young children benefit when relationships between parents and teachers are a two-way process of collaboration and communication. In this video, you will learn ways to foster partnerships, including communication, support, learning, teaching one another, child advocacy, and decision-making. #870. National Association for the Education of Young Children, 1509 16th Street NW, Washington, DC 20036. 800-424-2460.
I’m Telling: A Tattler’s Tale. This combination of video, audiocassette, teacher’s guide, and workbooks helps the youngest students understand the difference between appropriate telling and inappropriate tattling. Sunburst Communications, Dept. PE27, 101 Castleton St., PO Box 40, Pleasantville, NY 10570. 800-431-1934.
Positive Discipline=Positive Children. A basic and traditional approach to positive discipline, this video is geared to preschool and child care settings. Straightforward discussion and illustration approach. #1-57078-592-9. Discipline Series, Delmar/Thompson Learning. Delmar Learning, Executive Woods, 5 Maxwell Dr., Clifton Park, NY 12065. 1-800-998-7498.
Preventing Classroom Discipline Problems. Focusing on the diagnosis and prevention of classroom problems, this video presents practical methods for handling disruptive students that do not require revamping the entire school system. #UR826. Insight Media, 2162 Broadway, New York, NY 10024. 212-721-6316.
Chapter Relevant Web Sites
Note: The following list of materials does not necessarily indicate author endorsement.
Parent Resources
1. Parents as Teachers
2. Child Fun
3. Parenting Resources
4. Parenting Articles
5. National Center on Fathers and Families
6. National Parent Information Network
7. The Administration for Children and Families
8. Children, Youth, and Families Consortium
9. National Center for Family Literacy
10. National Network for Family Resiliency
11. Connect for Kids
12. Global SchoolNet Foundation
Chapter Eleven
Guidance Through Intervention
Conditions That Make Intervention Necessary
A. Deteriorating Situation
B. Serious Disruption
C. Danger of Harm
Crisis Management Techniques
A. Commanding Cooperation
B. Separation
1. The Time-Out
2. The Cooling-Down Time
3. Self-Removal
C. Physical Restraint
Strategies for Working with Strong Needs Mistaken Behavior
A. The Contribution of Special Education
1. Labelling or Diagnosis
2. Special Education and Guidance
B. Comprehensive Guidance and the Individual Guidance Plan
C. Case Study One: IGP, Used Informally with Sherry, Age Four
D. Case Study Two: More Formally Used IGP, with Gary, Age Five
E. Case Study Three: Telephone-Based IGP with Wade, Age Seven
F. IGP Afterthoughts
When Teachers Feel Anger
A. Monitor Feelings; Make Adjustments
B. Use Safeguards
C. Practice Reconciliation
When Teachers and Parents Disagree
A. Encourage Mutual Respect
B. Model Reflective Listening
C. Talk to Situations
D. Invite Continued Involvement
E. Communicate with Staff and Consulting Professionals
F. Switch to Mediation
G. Collaborate for Safety
Considerations for Distinguishing
Time-Outs from Cooling-Down Times
1. The difference between time-outs and cooling-down times is the difference between punishment and guidance. Time-out is the separation of a child from a situation as a consequence of an action by the child. Time-out is temporary disqualification from the group. Cooling-down times are separation of the child from the situation for the purpose of helping the child calm down so conflict management and/or a guidance talk can occur.
2. Instead of a designated chair, a child needing to be separated to cool down should go to an unused part of the room. Use of whatever quiet space is available helps keep the cooling-down time in perspective; it should be a special occurrence for which no institutionally designated chair or area is necessary.
3. Generally, an adult stays with a child during the cooling-down time while the child regains composure. Sometimes, if she believes her presence is preventing the child from regaining control, the teacher may have the child sit alone (Slaby et al., 1995). If the child is unaccompanied, the time of separation should be brief.
4. At the conclusion of the separation, the teacher engages the child in conflict management with one or more other children involved in the conflict and/or a guidance talk. In either case the objective is to teach the child to replace hurting actions and words with words that negotiate the conflict.
5. At the conclusion of the conflict management or guidance talk a goal of the teacher is assisting the child to rejoin the group. Sometimes, when conflict management is successful, the child will rejoin the activity with the other child or children in the conflict. Other times, the teacher facilitates the transition by steering the child to a quiet activity alone or with one or two other children.
6. Reconciliation does not mean forcing a child to say s/he “is sorry.” Premature apologies contradict honest feelings and do an injustice to this important convention. Instead the adult asks a child, when she believes the child is ready, how the child feels he might make amends. If children are helped to understand their feelings and know that they are supported by the teacher, they will reconcile on their own—usually more quickly and fully than adults.
7. When it is part of the reconciliation process and not forced, restitution is a valuable part of the reconciliation process. With the teacher’s assistance, a child might help clean up a mess that was made, rebuild a house that was knocked down, or get a wet towel for a bump on the head. Children can often think of ways to help another child “feel better.”
Six Steps of the Individual Guidance Plan Using the Individual Guidance Plan
Six Steps in the IGP Process
1. Observe Pattern of Mistaken Behavior
The teacher notices patterns of behavior that indicate trouble in a child’s life. Any child is entitled to an occasional Level Three day. Patterns of atypical, extreme, or inappropriate behavior for more than a day or two, however, indicate serious unmet physical or emotional needs.
2. Use Consistent Guidance Intervention Techniques
The teacher responds consistently and firmly to the mistaken behavior, using guidance techniques. In a teaching team classroom, one teacher may be assigned the lead, to ensure predictable limits and consistent implement of the IGP.
3. Obtain Additional Information
The teacher seeks to understand the child’s behavior and the child more fully. Incidents of mistaken behavior are charted against days of the week, times of the day, and the daily schedule. Strategies for gaining more information include talks with the child, anecdotal observations, discussions with staff, and contacts with the family.
4. Hold IGP Meeting
If steps 1 to 3 do not result in resolution of the problem, a meeting is held with parents, teaching staff, and other relevant adults. The team uses the problem-solving process outlined in Chapter Ten. In developing the IGP, the team uses the forms that follow. The team involves the child in the IGP or shares the plan with the child. See following notes for conducting an IGP meeting.
5. Implement Guidance Plan
The team works together to put the IGP into operation. One necessary component of most plans is improvement in relationships between the child and adults in the classroom. A second is adaptation of the educational program to ensure increased opportunities for the child to experience success. Referral for assessment by special education or other helping professionals may be part of the plan. (If special education services are warranted, an I.E.P. process may supersede the IGP.) Counselling or other services also may be part of the plan.
6. Monitor Guidance Plan
Staff review the plan, communicate with parents, and make modifications as necessary. If necessary, staff holds second IGP meeting.
Notes for Conducting IGP Meetings
The formula for successful IGPs is always the same: Staff and parents agree on the problem, agree what needs to be done about the problem, do it, and monitor the results. Collaboration in taking a guidance-oriented, problem-solving approach is key. Sometimes, the IGP process can be handled informally, without a face-to-face meeting. Other times, there is no substitute for getting all parties together in the same room.
IGP meetings follow the same steps as conflict mediation, which the teacher uses with children in the classroom. Before the meeting, the staff decides who will be the team leader. The team discusses the meeting dynamics and possible outcomes, which the group together will decide. One staff member agrees to be recorder. It is agreed which staff will attend. The staff discusses the importance of a compliment sandwich approach by which each staff member expressing a concern also gives at least two compliments about the child’s/family’s effort, progress, or attitude. The compliment sandwich strategy helps to keep the IGP positive and on track.
At the meeting, the five steps to follow are:
1. The leader makes everyone as comfortable as possible with greetings and assurances; lets folks know that this is a meeting where we all work together for a common goal: the good of the child; emphasizes that agreement on decisions is important; and introduces the recorder who writes down key points and decisions on a chart, which all can see. The leader establishes guidelines for the meeting such as the following:
a. Everyone has a common purpose that will help to make the meeting positive: the good of the child.
b. Each member of the group receives respect from all others, even when views differ.
c. All members work to separate facts from interpretations of facts.
d. Each member needs to be responsible for what he or she chooses to share.
e. Each member remains open to new thoughts and ways of thinking.
f. Decisions made at the meeting are by general agreement.
2. Assist all to agree on what the problem is. The leader provides necessary facts and interpretations and asks the others to contribute. S/he encourages participants to separate facts from interpretations in their presentations and models this practice throughout the meeting. The recorder may write down only what is agreed to about the problem.
3. Group brainstorms all possible non-punitive responses they can think of. With the recorder’s assistance the leader organizes the brainstorming around components such as (some or all) of these:
a. In-class crisis interventions that use guidance
b. In-class relationship-building responses
c. In-class long-term remediation strategies
d. In-home crisis responses using guidance
e. In-home togetherness-building responses
f. In-home long-term remediation strategies
g. Referral strategies for additional assessment and remedial assistance
h. Realistic resources needed to implement the plan
4. Group decides on a plan using the most promising strategies for any of the components addressed in #3 above. This is where negotiation, flexibility, and compromise provide the key. If the group is in disagreement about any parts of the plan, its potential for success is endangered. The recorder seeks clarification of major points and gives a written summary of the strategies agreed to.
5. Group decides the role of each member in using the plan and a second meeting date to monitor progress. The leader and family decide on a staff member who will be team leader on the plan. This staff person will assist the family with implementing their part of the plan, including any referral process. The team leader will also ensure continuity among staff in accomplishing the classroom goals of the plan. S/he will provide coordination between home and classroom in carrying out the plan. After setting a time and date for the follow-up meeting, the plan leader works to ensure all members can and do attend. The recorder gets a copy of the completed IGP to the plan leader and the family.
The second meeting to review and possibly modify the IGP is often conducted more informally than the main meeting. Follow-up contact after the second meeting is less formal still. A final or exit IGP meeting is sometimes held, to celebrate success or to decide what additional actions may be necessary.
SUMMARY: Individual Guidance Plan Worksheet
Child’s name: ____________ Child’s age (years and months): ____________
Initial Write-up date: ____________
1. Noted Behaviors
Behaviors observed: Thoughts about Behaviors:
2. Additional Information
Check procedures used. Then summarize information gained.
___ Discussion with child. Date: ______
___ Discussion with other staff. Date: ______
___ Discussion with parent. Date: ______
___ Discussion with other professionals. Date: ______
Summary:
3. Individual Guidance Plan Meeting Date: ______
Persons attending meeting:
Summary of strategies to be tried:
4. Follow-up Meeting or Review Date: ______
Effort/progress shown by child:
Progress still needed:
Any changes in plan:
5. Summary of Results and any changes in IGP as of (Date):
6. Summary of Results and any changes in IGP as of (Date):
7. Final summary of results, exit meeting (if held), and future recommendations:
Individual Guidance Plan Worksheet IGP page 1 of 8
Child’s name: ____________ Child’s age (years and months): ______
Initial Write-up date: ____________
1. Noted Behaviors
Behaviors observed: Thoughts about Behaviors:
2. Additional Information
Check procedures used. Then summarize information gained.
___Discussion with child. Date: ______
___Discussion with other staff. Date: ______
___Discussion with parent. Date: ______
___Discussion with other professionals. Date: ______
Summary:
3. Individual Guidance Plan Meeting Date: ______
Persons attending meeting:
Summary of strategies to be tried:
4. Follow-up Meeting or Review Date: ______
Effort/progress shown by child:
Progress still needed:
Any changes in plan:
5. Summary of Results and any changes in IGP as of (Date):
6. Summary of Results and any changes in IGP as of (Date):
7. Final summary of results, exit meeting (if held), and future recommendations:
Anecdotal Assessment Form (page 1 of 2)
Child’s Name: Date: ______
Name of Observer:
Purpose of Observation:
1. Factual Observation of words and actions:
Anecdotal Assessment Form (page 2 of 2)
2. Your thoughts about the observation (in relation to its purpose):
Recommended Readings
Betz, C. (1994). Beyond time out: Tips from a teacher. Young Children, 49(3), 10–14.
Boutte, G. S., Keepler, D. L., Tyler, V. S., & Terry, B. Z. (1992). Effective techniques for involving ‘difficult parents.’ Young Children, 47(3), 19–24.
Curry, N. E., & Arnaud, S. H. (1995). Personality difficulties in preschool children as revealed through play themes and styles. Young Children, 50(4), 4–9.
Da Ros, D. A., & Kovach, B. A. (1998). Assisting toddlers & caregivers during conflict resolutions: Interactions that promote socialization. Childhood Education, 75(1), 25–30.
Heath, H. E. (1994). Dealing with difficult behaviors—Teachers plan with parents. Young Children, 49(5), 20-24.
Jacobs, N. L. (1992). Unhappy endings. Young Children, 47(3), 23–27.
Manning, D., & Schindler, P. J. (1997). Communicating with parents when their children have difficulties. Young Children, 52(5), 27–33.
McCormick, L., & Feeney, S. (1995). Modifying and expanding activities for children with disabilities. Young Children, 50(4), 10-17.
McDermott Murphey, D. (1997). Parent and teacher plan for the child. Young Children, 52(4), 32–36.
Schreiber, M. E. (1999). Time-outs for toddlers: Is our purpose punishment or education? Young Children, 54(4), 22–25.
Slaby, R. G., Roedell, W. C., Arezzo, D., & Hendricks, K. (1995). Early violence prevention. Washington, DC: National Association for Education of Young Children.
Audio-Visual Materials
Note: The following list of materials does not necessarily indicate author endorsement.
Discipline Strategies: Tough Times for Teachers. Providing practical, down-to-earth intervention, this six-volume video set demonstrates how to manage a cooperative classroom. #UR785. Insight Media, 2162 Broadway, New York, NY 10024. 212-721-6316.
Discipline, Stress, and Human Environment. This video provides a basic discussion of stress in the early childhood setting, how it affects teacher/caregivers and, as a consequence, the children. In a question and answer format, it suggests ways to handle and relieve job stress—geared for the staff of prekindergarten programs, especially child care centers. Discipline Series, Delmar/Thompson Learning. Delmar Learning, Executive Woods, 5 Maxwell Dr, Clifton Park, NY 12065. 1-800-998-7498.
Handling Chronic or Habitual Discipline Problems. This video examines common discipline problems in the classroom and shows how to address them. It teaches how to transform aggressive or negative behavior into positive and assertive conduct. #UR928. Insight Media, 2162 Broadway, New York, NY 10024. 212-721-6316.
Partnerships with Parents. This video dramatizes the importance of the parent-teacher relationship for children, how to establish and maintain positive communication, and how to handle the most common problems teachers face in working with parents. #857. National Association for the Education of Young Children, 1509 16th Street NW, Washington, DC. 800-424-2460.
Chapter Relevant Web Sites
Note: The following list of materials does not necessarily indicate author endorsement.
Working with Special Needs Children
1. Division for Early Childhood of the Council for Exceptional
2. Federation for Children with Special Needs
Chapter Twelve
Liberation Teaching: A Guidance Response to Violence in Society
The Violence Pyramid
A. Effects of Violence in the Classroom
B. Assessing the Effects of Violence, by the Levels
1. Level One: Experimentation Mistaken Behavior
2. Level Two: Socially Influenced Mistaken Behavior
3. Level Three: Strong Needs Mistaken Behavior
Liberation Teaching: The Guidance Response
A. Stigma versus Liberation
1. Teaching Behaviors that Stigmatize
2. Liberating Responses
B. Liberation Teaching and Resiliency
The Guidance Response to Bullying
A. Bullying as Violence that Causes Stigma
B. Bullying as Levels of Mistaken Behavior
C. Bullying and Liberation Teaching
Liberation Teaching and Related Education Practices
A. Liberation Teaching, An Additional Step
B. The Contribution of Anti-Bias Curriculum
C. Liberation Teaching and Guidance
D. Liberation Teaching and Peace Education
Liberation Teaching and Parent Involvement
A. Progression One—Sharing Information
B. Progression Two—Active Involvement
C. Progression Three—Policy Participation
D. Progression Four—Professional Development
Behaviors that Stigmatize
Stigmatizing behaviors are those which:
•fixate on a vulnerability as a limiting factor in the child’s development.
•establish psychological distance between the teacher and the child.
•tolerate or tacitly encourage stigmatizing responses by children or other adults.
•fail to alter the physical or social environment to include the child.
•stress competition, thereby establishing patterns of winning and losing (winners and losers) in the group.
•show preference for some in the class over others on the basis of social, academic, or behavioral criteria.
•ignore or disparage the background and lifestyle of a family and the child.
•use forms of discipline that punish and fail to teach conflict resolution skills.
Liberating Responses
With the practice of liberation teaching, the teacher helps each child to feel accepted as a welcome member of the group. Supported in the setting, children come to accept perceived vulnerabilities as a part of, but not dominating, their identities. Liberating responses:
•show clear acceptance of the child as a worthwhile individual and member of the group.
•empower the child’s abilities.
•educate others away from rejecting responses and toward empathetic responses.
•alter the physical and social environment so that all are included.
•facilitate cooperative and individual activities in which each child can experience success.
•appreciate elements of the child’s family background.
•sensitively incorporate elements of the child’s family background into the program.
•use forms of discipline that guide rather than punish and that teach conflict resolution skills.
Recommended Readings
Agassi, M. (2000). Hands are not for hitting. Minneapolis, MN: Free Spirit Publishing.
Beane, A. L. (2000). Bully free classroom. Minneapolis, MN: Free Spirit Publishing.
Boutte, G. S., & McCormick, C. B. (1992). Authentic multicultural activities: Avoiding pseudomulticulturalism. Childhood Education, 68(3), 140–144.
Bullock, J. R. (1992). Reviews of research: Children without friends. Childhood Education, 69(2), 92–96.
Bullock, J. R. (2002). Bullying among children. Childhood Education, 79(3), 130–133.
Clark, L., DeWolf, S., & Clark, C. (1992). Teaching teachers to avoid having culturally assaultive classrooms. Young Children, 47(5), 4–9.
Coleman, M. (1997). Families and schools: In search of common ground. Young Children, 52(5), 14–21.
Froschl, M., & Sprung, B. (1999). On purpose: Addressing teasing and bullying in early childhood. Young Children, 54(2), 70–72.
Jackson, B. R. (1997). Creating a climate for healing in a violent society. Young Children, 52(7), 68–70.
Koeppel, J., & Mulrooney, M. (1992). The sister schools program: A way for children to learn about cultural diversity—When there isn’t any in the school. Young Children, 48(1), 44–47.
McCracken, J. B. (1992). Tossed salad is terrific: Values of multicultural programs for children and families. Alike and different: Exploring our humanity with young children. Washington, DC: National Association for the Education of Young Children.
Neuman, S. B., & Roskos, K. (1994). Bridging home and school with a culturally responsive approach. Childhood Education, 70(4), 210-214.
Weinreb, M. L. (1997). Be a resiliency mentor: You may be a lifesaver for a high-risk child. Young Children, 52(2), 14–19.
York, S. (1991). Roots and wings: Affirming culture in early childhood programs. St. Paul, MN: Redleaf Press.
Audio-Visual Materials
Note: The following list of materials does not necessarily indicate author endorsement.
A Cry from the Edge. Explores the experiences of students on the edge of success or failure in school. Visits classrooms where teachers are using literacy across the curriculum to reach at-risk students. Insight Media, 121 West 85th St., New York, NY 10024. 1-800-223-9910.
Everybody’s Different. Video, audiocassette, teacher’s guide, student worksheets. With song lyrics that proclaim, “Everybody’s different, no one’s quite the same,” program celebrates the specialness of individual differences. Helps the youngest students understand that everyone is different in some way, and that it’s not only okay to be different, it can be very interesting. Sunburst Communications, Dept. PE27, 101 Castleton St., PO Box 40, Pleasantville, NY 10570. 800-431-1934.
Supporting Students at Risk. No matter how well planned the lesson or how skilled the teacher, there will always be some unhappy and disruptive students. This video program examines how a school can support its teachers in dealing with particularly difficult students. Films for the Humanities and Sciences, PO Box 2053, Princeton, NJ 08543-2053. 800-257-5126.
The Child Who Is Rejected. Unfortunately, every classroom has children whose behavior, lack of language, or social skills cause them to be rejected by others. This video illustrates interventions that help these children build new skills and become accepted by others. Educational Productions Inc., 7412 SW Beaverton Hillsdale Hwy, Suite 210, Portland, OR 97225. 800-950-4949.
Chapter Relevant Web Sites
Note: The following list of materials does not necessarily indicate author endorsement.
Response to Violence
1. Zero to Three: Coping with Terrorism ?
Load=coping/coping.html
2. Future of Children
3. National Institute on the
Education of At-Risk Students
4. Child Trauma Academy
5. National Clearinghouse for
Child Abuse and Neglect
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