Transcript Children

ET-ECE-10: Identify techniques for positive
collaborative relationships with children.
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I Can Statements
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Explain the components of effective
communication with children.
Describe guidance approaches.
Determine developmentally
appropriate practices that promote
self-discipline.
Distinguish guidance strategies that
promote positive behavior in
children.
Determine the impact of physical
punishment, threats and other
negative guidance on children.
Analyze the impact of supervision on
children’s learning.
Discuss principles for working with
children displaying negative behavior.
Essential Questions
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What are some philosophies of
guidance and how do you select one
that works well for you and the children
in your care?
What techniques or guidance are
available and how/when should these
be used?
How do you differentiate between
behaviors that fall within the range of
“normal” and ones that are so
problematic that you should seek help?
What factors affect children’s behavior?
How can you help children deal with
and learn alternative behaviors such as
aggression, biting, and shyness?
What behaviors do we expect of young
children?
ET-ECE-10: Identify techniques for positive collaborative relationships with
children.
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10.1 Explain the components of effective communication with children.
10.2 Examine guidance approaches that include modeling, behavior
modification, and cognitive and psychoanalytic approaches.
10.3 Determine developmentally appropriate practices that promote selfdiscipline.
10.4 Distinguish guidance strategies, including direct and indirect, that
promote positive behavior in children.
10.5 Determine the impact of physical punishment, threats and other
negative guidance on children.
10.6 Examine the impact of supervision on children’s learning.
10.7 Discuss principles for working with children displaying negative behavior.
ELA11W1. The student produces writing that
establishes an appropriate organizational structure,
sets a context and engages the reader, maintains a
coherent focus throughout, and signals a satisfying
closure.
 ELA11LSV1. The student participates in student-toteacher, student-to-student, and group verbal
interactions.
 NFACS4.5. Demonstrate techniques for positive
collaborative relationships with children.
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Enduring Understandings:
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Pro-social behaviors have to be nurtured in an atmosphere of acceptance.
According to Dreikurs, all children’s misbehaviors stem from one of four underlying goals:
attention, power, revenge, and inadequacy.
In humanistic psychology, the basic, underlying tenet is mutual respect and acceptance
between adult and child.
Behavior management is based on the notion that children’s behavior can be changed by
changing the environment.
An eclectic approach to guidance allows teachers to select those features of various
approaches that work best for them.
The long-range goal is for children to learn constructive ways of solving problems.
Essential Questions:
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What are some philosophies of guidance and how do you select one that works well for
you and the children in your care?
What techniques or guidance are available and how and when should these be used?
How do you differentiate between behaviors that fall within the range of “normal” and
ones that are so problematic that you should seek help?
What factors affect children’s behavior?
How can you help children deal with and learn alternative behaviors such as aggression,
biting, and shyness?
What behaviors do we expect of young children?
REMINDERS
*Please ensure that Standard 13 notes are
complete. OPEN NOTES TEST ON
TOMORROW!!
EOCT AROUND
THE CORNER….
STUDY HARD!!
*All Cultural Diversity Posters, along with a
sample craft, should be complete at
this point.
*All missing assignments must be
completed by Friday, May 9th. There will
be a 5 point deduction for each day that
late assignments are not turned in.
MISSING ASSIGNMENTS
*Field Experience (will be made
up through ECE Field Experience
Make-up assignment in Edmodo)
*Observation Journals
*Sourcebook Organized
*Cultural Diversity Poster
WORK HARD TO COMPLETE TODAY’S
TASKS- LESS TALKING AND MORE
FOCUS!!!!
Make-Up Day
Housekeeping
Please ensure that your
sourcebook is organized properly:
Cover Page
Name
Period
2013-2014
Early Childhood Education
•Table of Contents
(2 pages- front only)
•Section 1- Bell Ringers
•Section 2- Notes
•Section 3- Observation Journal
Pay close attention to the
completion of the following:
•Long Term One Child Study
(Performance Task & Test Grade!!)
•Job Shadow (Journal, Packet,
Cultural Diversity Lesson Plan)
•Missing Observation Journals
-Complete missing assignments
 *Observation Journals
( Field Experience/Job Shadow)

*Performance Tasks
 *Notes (Sourcebook)
-Ensure that notes are complete for
Standards 9a (Curriculum & Instruction) ,
10 (Guidance) , & 13 (Cultural Diversity)
-Ensure that Sourcebook is organized.
Sourcebooks will be checked by May 16th
!! (TEST GRADE!!)
-One Child Observation Study due by May
16th (See Edmodo for details on how to
submit this assignment)

FINAL EXAM TODAY!!
EOCT AROUND
THE CORNER….
STUDY HARD!!
MISSING ASSIGNMENTS
Permission Slips Due TODAY
For General Preparation and Study of the Play
•Ghetto
• Detroit
•Siamese twins
• Pediatric Neurosurgery
• Neurosurgeon
• Neurology
• Boston
• Johns Hopkins Hospital
• Paralysis
• Seizure
• Resident
• Internship
• Radiology
• Premed
• Hemispherectomy • Brain Tumor
• Brain damage
• Mental Retardation
• Inoperable
• Referrals
• Plasticity
• Cyst
• Australia
•Yale University
• University of Michigan
Define the following terms:
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GUIDANCE
VERBAL ENVIRONMENT
CONSEQUENCE
TIME-OUT
I-MESSAGE
PROMPTING
REDIRECTING
MODELING
ACTIVE LISTENING
OVERSTIMULATED
FRUSTRATION
STRESS
FLEXIBLE LIMITS
ROUTINES
TRANSITIONS
AUDITORY SIGNALS
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What are the four reasons for
misbehavior?
What are the four goals of
guidance?
What are the six types of
guidance techniques?
Identify five ways to build selfdiscipline.
Identify the seven means of
giving positive guidance.
Name five techniques for
effective guidance.
Identify the six causes of
behavioral problems.
Name five stressors that lead
to behavior problems.
Copy the vocabulary terms from slide #6 in the
Standard 9a- Curriculum and Instruction
EDU-IECE-5. Students will demonstrate techniques for positive
collaborative relationships with children.
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GUIDANCE
VERBAL
ENVIRONMENT
CONSEQUENCE
TIME-OUT
I-MESSAGE
PROMPTING
REDIRECTING
MODELING
ACTIVE LISTENING
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OVERSTIMULATED
FRUSTRATION
STRESS
FLEXIBLE LIMITS
ROUTINES
TRANSITIONS
AUDITORY
SIGNALS
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GUIDANCE- Consists of direct and indirect actions used by an adult to help children
develop appropriate behavior patterns.
VERBAL ENVIRONMENT- All the communication that occurs within the setting
CONSEQUENCE- A result that follows an action or behavior
TIME-OUT- A guidance technique that involves moving a child away from others for a
short period of time.
I-MESSAGE-Tells the child how you feel about his or her behavior in a respectful
manner.
PROMPTING-Making a verbal or nonverbal suggestion that requires a response.
REDIRECTING- divert, or turn, the child’s attention in a different direction.
MODELING-Verbal or nonverbal actions by one person, setting an example for others.
ACTIVE LISTENING-You first listen to what the child is saying to you and then
respond by repeating what was just said.
OVERSTIMULATED- Overexcited by many things
FRUSTRATION- Feelings of defeat or discouragement causing tension
STRESS-The body’s reaction to physical or emotional factors, often taking the form
of tension
FLEXIBLE LIMITS- Limits that can be adapted to the needs of an individual or a a
situation
ROUTINES-Everyday experiences
TRANSITIONS- Changing from one activity to another and/or moving from one place
to another
AUDITORY SIGNALS- Informing children of a change through the use of sound
Situation A Eleven-year old
Claire writes remarkably well for
her age. Her work shows a
creativity and maturity of thought
uncommon in elementary school.
However, she is failing writing
because she rarely turns in
homework assignments and
occasionally fails to complete
classroom work. The work that she
does complete is often riddled with
spelling and punctuation errors and
her handwriting is atrocious. You
have talked with Claire and with her
parents on several occasions. She
claims that she simply forgets to
finish her work.
Situation B Ten-year-old Kelly is an average
student who seems to enjoy school and the social
community of the classroom. Unfortunately, she
enjoys the company of the other students so
thoroughly that she can’t stop talking to her
neighbors, or even to the kids across the room. Her
frequent disruptions are beginning to wear on you
and to annoy many of the class members. Kelly is
almost always good-natured and always agrees to try
harder when you remind her to be quiet, but the
problem only seems to be getting worse.
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Situation C Eight-year-old Dustin is reading
well below grade level. He attends resource, but he
doesn’t seem to be progressing. Dustin shies away
from any classroom activity that involves reading—
he looks terrified whenever you ask for a volunteer.
You can see that he is beginning to retreat into
himself. He doesn’t interact much with the other
children and he tries to melt into the background
when you are calling on students.
His theory:
Behaviorist- a theory of learning based upon the idea
that all behaviors are acquired through conditioning.
 Classical conditioning is a technique used in
behavioral training in which a naturally
occurring stimulus is paired with a response.
Next, a previously neutral stimulus is paired
with the naturally occurring stimulus.
Eventually, the previously neutral stimulus
comes to evoke the response without the
presence of the naturally occurring stimulus.
The two elements are then known as the
conditioned stimulus and the conditioned
response.
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Operant conditioning Operant conditioning
(sometimes referred to as instrumental
conditioning) is a method of learning that
occurs through rewards and punishments for
behavior. Through operant conditioning, an
association is made between a behavior and
a consequence for that behavior.
Imagine a rat in a cage. This is a special cage
(called, in fact, a “Skinner box”) that has a
bar or pedal on one wall that, when
pressed, causes a little mechanism to
release a foot pellet into the cage. The rat is
bouncing around the cage, doing whatever
it is rats do, when he accidentally presses
the bar and -- hey, presto! -- a food pellet
falls into the cage! The operant is the
behavior just prior to the reinforcer, which is
the food pellet, of course. In no time at all,
the rat is furiously peddling away at the bar,
hoarding his pile of pellets in the corner of
the cage.
A behavior followed by a reinforcing stimulus
results in an increased probability of that
behavior occurring in the future.
What if you don’t give the rat any more
pellets? Apparently, he’s no fool, and after
a few futile attempts, he stops his barpressing behavior. This is called extinction
of the operant behavior.
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The real solution to any problem is likely to be as complex and interesting
as the people involved. We do not mean to suggest that any one principle
of educational psychology will provide an easy and definitive solution.
However, for the purposes of this exercise, try to come of with at least
one concrete idea, based on the principles of operant conditioning, that
you can implement in an effort to solve your particular problem.
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Be introspective, creative, and realistic. Consider the possible strengths
and weaknesses of your solution. Discuss the implications of the solution
that you have chosen and how it will potentially effect the student, the
other students in the classroom and your own teaching. Discuss why you
think you have chosen a sound solution and offer any insights you might
have gathered from other teachers who have encountered similar
situations. Be sure to include information about the theory on which you
are basing your solution.
 A misbehaving child is a
discouraged child. Why?
 Is based on a child’s mistaken
interpretation of how to find
BELONGING & SIGNIFICANCE!
1. Attention
2. Power
3. Revenge
4. Give-up
Reasons for Misbehavior
•Stage of Growth: the child is
behaving in a normal manner
for the stage of growth he/she
is in: power, attention,
revenge, assumed inadequacy
are normal
•Unfulfilled Needs: The
child’s needs are not being
met and she/he is acting out
in order to try to get his/her
needs met.
Reasons for
Misbehavior
•Environment: The child
is uncomfortable in or
does not understand
his/her environment.
•Doesn’t know Better:
The child has not been
taught the concept he/she
is dealing with.
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To maintain children’s self-esteem and produce a desired change in
behavior
To produce self-regulation and self-control
Teach them to direct their own behavior without outside control
To promote prosocial behaviors among children
 Accepting and respecting others’ feelings
 Verbally and physically comforting others
 Expressing strong emotions in acceptable ways
 Helping others
 Cooperating with others in play and cleanup time
 Sharing toys and materials
 Sharing affection
 Showing concern
Explain the components of effective communication with children.
Use simple language
 Speak in a relaxed voice
 Be positive
 Offer choices with care
Encourage independence and cooperation
 Be firm
 Be consistent
 Provide time for change
 Consider feelings
 Intervene when necessary
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Examine guidance approaches that include
modeling, behavior modification, and cognitive and
psychoanalytic approaches.
Types of Guidance
Techniques
1. Natural and Logical
Consequences
•To make the punishment fit the
crime.
•Natural Consequences: occur without
interference, child can see the result of
their choices
•Logical Consequences: should be
relevant to the misbehavior
•Example: if Sally spills the paint,
she must clean up the mess that is
made
•Short in duration, not imposed in
anger, provide opportunities for
children to learn from their
behavior
•Cannot be used if the consequence
will cause harm to self, others or
property, or too far in the future.
2. Positive Statements
•Clearly states what is expected,
then help them get started
•When guiding children,
phrase all requests in a
positive manner
•Talk to children at their
eye level when giving
directions
•Example: say, “Let’s walk to
the blocks,” rather than,
“Don’t run to the blocks”
3. Redirection
•Children up to two years
old can be easily distracted
•Get him to focus on
something else.
•Example: if he is
angry at the blocks
area, lead him to a
different area of the
room and introduce a
different activity
4. Reverse Attention
•When a child’s behavior is
inappropriate, focus on a
child who is displaying the
appropriate behavior and
make a positive comment
•Ignoring the negative,
reinforcing the positive
•If the first child
changes his behavior, he
should be immediately
reinforced with a
positive statement.
5. Limited Choices
•Do not give him an
unlimited choice unless
he can really have
what is chosen.
•Only give choices that
are available.
•Example: “Do you want
juice or water for a
drink?” rather than,
‘What would you like to
drink?”
6. Time Out
•Use a place where
there are no
distractions or positive
reinforcers
•When a child has
disobeyed a rule, she
will be sent to a
predetermined place
to distance herself
from the problem
and gain composure.
•Should be a last
option, limited
use.
How the environment reinforces and punishes modeling:
People are often reinforced for modeling the behavior of others. Bandura suggested that
the environment also reinforces modeling. This is in several possible ways:
 1, The observer is reinforced by the model. For example a student who changes dress to fit in
with a certain group of students has a strong likelihood of being accepted and thus reinforced
by that group.
 2. The observer is reinforced by a third person. The observer might be modeling the actions of
someone else, for example, an outstanding class leader or student. The teacher notices this
and compliments and praises the observer for modeling such behavior thus reinforcing that
behavior.
 3. The imitated behavior itself leads to reinforcing consequences. Many behaviors that we
learn from others produce satisfying or reinforcing results. For example, a student in my
multimedia class could observe how the extra work a classmate does is fun. This student in turn
would do the same extra work and also receive enjoyment.
 4. Consequences of the model’s behavior affect the observers behavior vicariously. This is
known as vicarious reinforcement. This is where in the model is reinforced for a response and
then the observer shows an increase in that same response. Bandura illustrated this by having
students watch a film of a model hitting a inflated clown doll. One group of children saw the
model being praised for such action. Without being reinforced, the group of children began to
also hit the doll .
Behavior modification is based on the principles of operant
conditioning, which were developed by American behaviorist B. F.
Skinner (1904-1990). Skinner formulated the concept of operant
conditioning, through which behavior could be shaped by
reinforcement or lack of it.
 In behavior modification, extinction eliminates the incentive
for unwanted behavior by withholding the expected response.
A widespread parenting technique based on extinction is the
time-out, in which a child is separated from the group when he
or she misbehaves. This technique removes the expected
reward of parental attention.
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Cognitive-a learning theory of psychology that attempts to explain
human behavior by understanding the thought processes. The
assumption is that humans are logical beings that make the choices
that make the most sense to them.
Pschoanalytic-The Conscious and Unconscious Mind
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The Structure of the Mind According to Freud
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The conscious mind includes everything that we are aware of. This is the aspect of
our mental processing that we can think and talk about rationally. A part of this
includes our memory, which is not always part of consciousness but can be
retrieved easily at any time and brought into our awareness. Freud called this
ordinary memory the preconscious.
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The unconscious mind is a reservoir of feelings, thoughts, urges, and memories
that outside of our conscious awareness. Most of the contents of the unconscious
are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict.
According to Freud, the unconscious continues to influence our behavior and
experience, even though we are unaware of these underlying influences.
Determine developmentally appropriate practices that promote selfdiscipline.
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! Increase positive interactions
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! Teacher organizes the daily schedule to reflect consistency and variety that are clearly focused and
relevant to students.
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! Teacher establishes smooth, efficient classroom routines and procedures.
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! Teachers interact with all students in a positive, caring manner.
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! Teachers provide incentives/recognition/rewards to promote excellence.
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! Teachers set clear expectations/standards for classroom behavior and apply them fairly and
consistently.
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! Teacher engages students in helping solve classroom problems.
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! Teacher moves around room for increased proximity to students.
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! Teacher visually scans the room for opportunities to acknowledge responsible behavior.
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! Teacher makes eye contact with students and smiles.
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! Teacher acknowledges responsible behavior verbally or with tangible rewards
! Teacher establishes a positive attitude about the potential for success for every student.
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! Teacher models and reinforces the expected behaviors.
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! Teacher provides opportunities for positive practice of expected behaviors.
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! Teacher places hand on student’s shoulder to remind and show support.
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! Teacher gives a verbal reminder to redirect behavior.
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! Teacher corrects behavior errors in a manner that provides instruction.
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! Teacher makes accommodations in areas of classroom to increase the student’s chance of success.
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! Teacher develops lessons to help students manage situations that cause difficulties..
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! Student is given quiet time to think about behavior.
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! Student and teacher discuss better choices.
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! Student is given time-out in the room.
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! Teacher and student develop a signal to help the student realize when he/she is engaging in inappropriate behavior.
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! Teacher uses a pre-correction to help a student avoid an inappropriate behavior when there seems to be a good chance of the inappropriate behavior occurring
based on prior history.
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! Teacher Ignores behavior to deprive student of desired attention.
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! Teacher contacts parent.
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! Teacher consistently praises expected behavior and/or gives consequences for inappropriate behavior (
! Teacher follows through on problem behavior with predetermined consequences.
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! Teacher changes student’s seat in the room or physical arrangement of the room to enable teacher to respond consistently to minor misbehavior, to prevent
misbehavior from escalating, and to engage more frequently in positive interactions with students.
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! Have student fill out a Behavior Improvement Form.
Distinguish guidance strategies, including direct and
indirect, that promote positive behavior in children.
Positive Guidance
•Self-discipline: ability to
direct one’s own behavior
•Children may rebel
when parents punish
rather than discipline
•Consistency
is the key to
guidance
•Attention is a powerful
reinforcer to guide
children: they often
misbehave for attention
•Respond to aggressive behavior in
non-aggressive ways
•Discipline: guidance which helps
the child learn self-control
•Example: is a
very effective way
to teach children
desired behavior
Positive Verbal Environment
 Positive Reinforcement
 Using Consequences
 Warning
 Time-Out
 I-Messages (behavior, feelings about, effects)
 Effective Praise
 Suggesting
 Prompting
 Persuading
 Redirecting
 Modeling
 Listening
 Ignoring
 Encouraging
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Determine the impact of negative guidance such as physical punishment
and threats on children.
Social Behavior
 Corporal punishment is associated with children’s aggression and other antisocial
behavior (towards peers, siblings and adults).
Cognitive Effects
 Social relationships such as early attachment to caregivers, friendships and
collaborative learning between peers, and relationships between children and
teachers, directly and indirectly influence children’s learning and motivation to learn.
Quality of Parent–Child Relationships
 Children’s secure attachment is fostered by warm, positive parent–child interactions
and negatively associated with harshly punitive interactions.
Mental Health
 Mental health problems are associated with physical punishment due to their being
an outcome of the suppression of childhood anger associated with being hit by
adults who children depend on for love and nurturance.
Moral Internalization
 The major long-term goal of family discipline is to help children internalize the values
and attitudes of society to guide their own behavior. Many adults want children to
internalize such values, and they do not realize that the excessive use of powerassertive discipline in the absence of induction or explanation may have the opposite
effect from what they wish to achieve.
Examine the impact of supervision on children’s learning.
In your assigned class, observe adults dealing
with children’s behavior. Make notes on the
situations, the responses, and the outcomes.
Analyze what you observed. Describe in writing
two positive situations observed. What made
them positive? Describe two negative situations.
Recommend a positive approach that would have
been more effective.
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Actualize the student's learning to develop
specific skills/competencies
Continually assess the student's progress toward
their educational goals
Intervene in situations which are detrimental to
the student's learning, e.g. harassment
Facilitate the student's learning
Assist the student in gaining critical thinking skills
Apply principles for working with children displaying negative behavior.
Family Stressors That Lead to
Behavior Problems
Causes of Behavioral Problems
 Overstimulation
 Breaks in Routines
 Noise
 Waiting Time
 Frustration
 Physical Problems
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Birth or adoption of sibling
Marriage, separation or divorce of parents
Custody, visitation, or support issues
Marriage of a parent
Parent entering the workforce
Family member moving in or out
Death
Moving (Self or Friend)
Loss of employment
Financial or legal problems
Substance abuse or addiction
Exposure to violence
Incarceration of family member
Becoming homeless
Arguing, fighting, or violence among family members
Abuse or neglect of self or family member
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EBD teacher, assistant principal
in charge of discipline, school
resource officer, administrator
or counselor from alternative
school.
GUIDANCE POWERPOINT
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Cover Slide
 Name of Person, Date of Birth, Birth
Place,
 Your Name, Course Title, Period
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A TIME LINE: Birth to Recent
The Early/Later Years: What Guided
their Life
How the Behavior Could Have Been
Redirected/ How their Behavior
Was Directed
What Could They Have Been or
What did they Become? Where are
They Now
SPECIFICS
•Must have at least 10
slides (not to include the
cover slide)
•Must include
(appropriate) graphics
DUE BY FRIDAY 4/26/13
Post in Edmodo:
Name-Period-Guidance
PowerPoint
Develop a Poster (Similar to theorist poster
but smaller)
 Description of Subject/Hypothesis
 Current position/ accomplishments
 Description of Demeanor
 Evidence to Support Description of Demeanor
Actors/Actresses
Play a Role
Biography of the
person
(Theorist as support)
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Analysis of Environment
(Past and Current)
 Signs of communication (possible lack)
 Evidence of guidance approaches and strategies
▪ Developmentally appropriate practices
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Summary of Findings
 Determine the impact of negative guidance
Analyzing: Who is
this person?
Become the person
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http://tip.psychology.org/skinner.html
http://www.mcli.dist.maricopa.edu/proj/nru/o
pcond.html
http://chiron.valdosta.edu/whuitt/col/behsys/
operant.html