Positive Guidance training -Participant’s Guide os . sea ee ws sed tal i ing, Participants a review the importance of positive guidance and the Child wed at The Malvern School. Participants will gair i i everyday classroom management practices. Ce Objectives for the training ‘© Enhance understanding of the importance of positive guidance Learn strategies for positive verbal interactions Learn strategies to address challenging behaviors Review The Malvern School's policy on Child Discipline How to address concerns with teachers’ positive guidance practices Responsibilities as a mandated reporter 20000 When working with children of all ages, quality interactions are a driving force to the emotional well-being, social competence and intellectual growth of a child. The main components of quality interactions: © Warm Respectful Positive Responsive Individual Benefits of guided choices to promote a positive classroom environment: Guided choices (such as giving the children 2-3 possible options) Provide a less overwhelming scenario to the child Allow children to build responsibility Give children accountability in their choices Can lessen children’s choice for less desirable behaviors Excerpt from Child Discipline Policy: [tis the policy of The Malvern School to keep disciplinary issues minimized and to help children monitor their own behavior. The staff present and model age-appropriate guidelines and use thoughtful communication to encourage children to express their feelings, Disagreements between children are handled privately, with children participating in the solution (as age-appropriate). The staff encourage group problem solving so that children learn to help each other, encourage each other, develop communication skills, their judgment and wisdom, and create a sense of belonging. Re-direction is the primary strategy for classroom management. Suggested strategies when the need for guidance arises: = Redirecting a child - #1 strategy ina DAP classroom! Children need to be given. concrete suggestions of behavior to focus their energy ina positive way. Examples: "Feet belong on the floor.” This: directs the child to their feet and what ‘they should be doing.ter, they need to be re- I together in blocks, youneed to ters”) The teacher should tina newactivity. ior ina particular activity o! -If a child is struggling with behavic ale directed to ihe (‘Since you and Joey arenot working Si m7 choose another activity. There is painting, puzzles, eee eu accompany the child and assist with their positive eng: : ere + Positive encouragement - Praise the appropriate behavior, being attention to negative behavior. Examples: shley, thank you for remembering that we walk inside -Excellent work today! Everyone helped pick up the toys, reful not to give much " instead of "Don't run.” so we had lots more time to play! * Natural consequences - Help children realize that their actions bring forth reactions and that they are responsible for those consequences. Examples: : -If Sue spills water out of the water table, she helps clean it up. Ifa block Kevin throws hits his friend, he helps put ice on the bruise. * Consider a child's own motives or interests - Re-direct the child in a way that is related to his own motives or interests whenever possible. Example: -I know you love to run, but it isn’t safe inside. After we clean up, we are going outside and having relay races. You will be able to runa lot!!! * Proximity ~ Less distance promotes greater attention, When situations are managed from across the room, itis much easier for a child to ignore the teacher. Bring the child closer or Position yourself closer. Examples: -During Morning Meeting, Katie keeps bothering her neighbor, causing, interruptions. Simply asking her to sit next to you, or an assistant moving behind her, will probably cause her to stop. During center time, two children are getting loud and arguingiin blocks. i across the room to address this, go over to the children and discs facetovace, a * Removing a child from a group - While time out is not recommended or used often at Malvern, itis occasionally necessary to separate a child from a Broup. This is handled ina child is too big to carry, the quiet materials can be broughi I h it to th existing center activity can be moved if needed, santo the current space and the