DOCUMENT RESUME ED 129 453 INSTITUTION SPONS AGENCY … · 2013. 10. 24. · DOCUMENT RESUME. PS 008 877. Brown, Judy Managing the Preschool Classroom (Preschool - Third. Grade)

ED 129 453

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PS 008 877

Brown, JudyManaging the Preschool Classroom (Preschool - ThirdGrade).Far West Lab. for Educational Research andDevelopment, San Francisco, Calif.National Inst. of Education (DHEW) , Washington,IDC'7585p.; For related documents, see PS 008 875-891Far West Laboratory for Educational Research andDevelopment, 1855 Folsom Street, San Francisco,California 94103 ($4.95)

EDRS PRICE MF-$0.83 HC-$4.67 Plus Postage.DESCRIPTORS Behavior Change; Class Activities; *Class Management;

Classroom Arrangement; Classroom Materials;*Classroom Techniques; *Early Childhood Education;Elementary Education; Performance Based Education;*Performance Based Teacher Education; PreschoolEducation; Scheduling; Teacher Education; *TeacherEducation Curriculum

IDENTIFIERS Far West Laboratory for Educational R and D;*Flexible Learning System

ABSTRACTThis unit of the Flexible Learning System (FLS)

provides training on how to use classroom planning to avoidmanagement problems and techniques to reduce inappropriate behaviorin the classroom. Management is approached as the process oforganizing and structuring the classroom, its activities, and theresponsibilities of staff and children. Management is directed towardhelping children assume responsibility for their own behavior in aclimate designed to maximize individual freedom and minimizedisturbances in the learning environment. Criteria for classroommanagement establishing rules and limits, scheduling, and theprovisioning and use of materials are explored in the context ofminimizing the occurence of management problems. Practice is providedin developing rules and limits, arranging classroom activities,developing daily plans, demonstrating the arrangement of materials,and extending and adapting classroom materials to meet individualneeds. In a discussion on how to handle inappropriate behavior,topics include: determining the problem; anticipating and redirectinginappropriate behaVior; attending to positive behavior, contingentuse of classroom activities, using time out, and why punishment is aninappropriate form of classroom management. Activities involveclassroom observation, demonstration, working with children, thoughtand problem-solving activities. (Author/SB)

Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes everyeffort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects thequality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS).EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made fromthe original.

Managing thePreschool

ClassroomPreschool Third Grade

by

.-: Judy Brown

Masako N. Tanaka, Dire,:torFlexible Learning System

Stanley H. L. Chow, Deputy DirectorFlexible Learnina System

Far West Laboratory for EducationalResearch and Development

San Francisco

3

"PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BY

Far West Lab. for Educ.Research & Development

TO ERIC AND ORGANIZATIONS OPERATINGUNDER AGREEMENTS WITH THE NATIONAL INSTITUTE OF EDUCATION FURTHER REPRO.DUCTION OUTSIDE THE ERIC SYSTEM RE-OUIRES PERMISSION OF THE COPYRIGHTOWNER

This learning unit is a productof the Early Childhood EducationProgram of the Far West Labora-tory for Educational Researchand Development, San Francisco,a public, nonprofit organizationsupported in part by funds fromthe National Institute of Educa-tion, Department of Health,Education and Welfare. Theopinions expressed in thispublication do not necessarilyreflect the position or policyof the National Institute ofEducation, and no officialendorsement should be inferred.

Far West Laboratory for EducationalResearch and Development

1855 Folsom Street, San Francisco,California 94103 - (415) 565-3000

Copyright 1975 Far WestLaboratory for EducationalResearch and Development. Allrights reserved. Copyright forthese materials is claimedonly during the period ofdevelopment, test, and evalua-tion, unless authorization isgranted by the National Insti-tute of Education to claimcopyright also on the finalmaterials. For informationon the status of the copyrightclaim, contact either thecopyright proprietor or theNational Institute ofEducation.

ACKNOWLEDGMENTS

Staff ofthe Early Childhood Education Program(during the development of this,unit)

Alward, Keith*Biestman, MargotBrown, JudyChow, Stanley*DeAnda, NatividadDe La Torre, RosemaryDiaz de Leon, JosefinaFerguson, GloriaFitzGibbon, AnnHay, JohnnieLewis, FrancioneLittles, JamesMatteson, RosaryMonroe, Jean*

*Special acknowledgment isexpressed to these staff mem-bers for their contributionto this unit.

Production Coordinator: Fred SimmonsEditors: Fred Rosenau, Linda WallsCover Design: Chet TanakaInterior Book Design: Brenda TigheDrawings: Carol Ann Ragle

An expression of appreciationto:

Geraldine Wilson, projectdirector, New York City HeadStart Office, New York Univ-ersity, for reviewing thepreliminary form of this unitand for the subsequent valuablesuggestions tor revision.

Betty Halpern, professor of EarlyChildhood Education, Sonoma StateCollege, for reviewing the pre-liminary form of this unit andfor her valuable suggestions forimproving the unit.-

Rayder, NicholasRhodes, AnneRobinson, Margaret*Stewart, lngjerdTanaka, Masako*Tate, EmmaTaylor, JoEllynTaylor, TerryThoms, DenisUribe, OscarValenta, MikeWong, PierinaYinger, Joanne

ABOUT THE AUTHOR

Judy Brown has a master's degreein Curriculum and Teaching fromFordham University, New York, N.Y.

She has worked extensively inthe field of Early ChildhoodEducation for the past sevenyears. Her experience as ateacher-trainer includes expertisein several curriculum models asshe has been on the staff of thoFollow Through Projects at boththe University of Illinois andNew York University.

Before joining the staff of theEarly Childhood Program at theLaboratory, Mrs. Brown served aseducation director for the Cityof New York's Human ResourcesAdministration coordinating theAgency for Child DevelopmentHead Start Programs.

TABLE OF CONTENTS

Page

Section I: Getting a Good Start

Objectives1

Physical Arrangement 3

Activity 1 5

Activity 2 9

Rules and LimitsActivity 3

15

17

Scheduling 23Activity 4 25Activity 5 30

MaterialsActivity 6Activity 7

Section II: Minimizing Inappropriate Behavior

434548

Objectives 53

Determining the ProblemActivity 8

Anticipating Problems - RedirectionActivity 9

5557

6265

Attending to the Positive 69Activity 10 73

Contingent Use of Classroom Activities 75Activity 11 77

Time Out - Removal from Activity 83

Punishment - Why Not Tol 84

Activity 12 85

Activity 13 87

7

OVERVIEW How to Use this Unit

Classroom management means that This learning unit was designed toevents in a learning situation be used by an individual, or in a

are supervised and sequenced in group setting with an instructor.*some systematic way. Managementinvolves the organizing and struc- I. On Your Ownturing of: the classroom, theday's activities, and the respon- a. Read unit at your own pace.sibilities of the adults in theclassroom. To create a learning b. Do the activities relatedenvironment that is exciting to to what you read.children, yet is at the same timesupportive of classroom manage.- c. If you should have troublement, will require careful with an activity or ques-planning. tion, turn the page and

look at the "Hints andClassroom management begins long Answers" provided forbefore the first child enters the +hat activity.classroom. It is much easier toestablish standards for appropri- II. With an Instructorate behavior and for understand-iHg of classroom procedures a. Read a topic (for example,if the "stage is set" from the . Physical Arrangement).beginning. Section I of thisunit will review those planning b. Do the related activities.activities that are needed foran environment that facilitates c. Answer the activity ques-effective management. tions.

Although careful planning willprevent many problems, even in

the "beit" of classrooms somechildren misbehave. In addition,children who are observed mis-behaving in the same way (e.g.,throwing a block) are likely tobe doing so for different reasons

In order to determine the reasonsand to help each child graduallygain control over his own be-havior, teachers should acquirea variety of management skills.Section II of this unit willprovide you with various manage-ment approaches that can minimizeinappropriate behaviors in theclassroom.

*Recommended format.

8

d. An instructor will offerworkshops for each topic.In the workshops you willhave an opportunity toshare your work and experi-ences with other learners.Workshop learner sheets areincluded in this text.

Do only one topic betweenworkshops.

f If you should have troublewith an activity or ques-tion, turn the page andlook at the "Hints and An-swers" provided for thatactivity.

g. Ask your instructor forassistance as needed.

SECTION 1: GETTING A GOOD START

Objectives

When you complete this section, rules and area limits foryou should be able to: your classroom.

1. Group classroom activitiesin4o areas that will fccil-itate efficient classroommanagement.

2. List criteria for the devel-opment of classroom rules/limits.

3. Develop good general ground

4. Develop a daily plan thatmeets the criteria for agood daily plan.

J. Demonstrate, in one area ofyour classroom, systematicarrangement of materials.

6. Extend and adapt classroommaterials o better meetthe needs of children.

9SECTION ONE 1

GETTING A GOOD START

Physical Arrangement

The space, materials and equip-ment available will vary fromclassroom to classroom. Whateveryou have available should be ar-ranged in the best way possibleto create an exciting learningenvironment that also promotesclassroom management. Daily con-tact with an uncluttered, well-planned environment allows themto set their own pace in makingchoices of activities and helpsthem to .ocus their attention onthe activities and materials thatthe teacher has planned to haveavailable.

The way -i.hat furnitLre in theroom is r'rranged, the way thatthe function of areas is defined,the way that traffic patternsare established--all theseinfluence the way that childrenand adults interact in a class-room. For example, a child

10

want,.; to play with the Legobuilding toy but the only workspace provided is a table inthe front of the room. Themanipulative toys are kept inthe back of the room. He goesto get the Lego set and on theway back to the table he collideswith another child. Result:the pieces scatter, the otherchild is upset, and the teacherlooks up in dismay! This situa-tion might have been avoidedif the manipulative toys werestored and used in the samearea.

We have all heard statements suchas, "Teacher, Evonne knocked overmy building" and "Ted ran over mypicture with his truck." To min-imize this type of disruption,arrange your classroom so asto cut down on as many intrusionsas possible.

SECTIN ONE 3

Activityl

Draw a picture of yourclassroom (includingurnituro, windows, radi-

ators, other stationaryitems).

b. Indicate by dot.ted lineshow people ordinarily moveabout the room.

c. Observe your classroom forthree days and record anyproblems in traffic flow.

Questions:

1. Are some areas alwayscrowded?

2. Did you notice more ac-cidents (bumping, etc.)in certain areas?

1 1

SECTION ONE 5

I Arl ',w.. i

If you oro hoving ')uhlo wifhoctivily, try wlectin(1 ono

(-hild cud Wj Ic h h i mvomonl from_Or,3 [(J oroo.

)11,1;ly the f I I inta moo;

Low Shelf Sink

Ii

wcDcn.c

/ ,.... / \/ \\ \

%\ i

\\I

TeacherDesk

Puzzlebox

\.

Sciencelt;rea

Uathroom

piano I

ListeningPost

Children's Cubbies

1

Book Shelf

TableLearnin,,i ...)ooth

In this example there appears to area as children go back andbe congestion around the science forth to their cubbies.

6 SECTION ONE 12

Many problems can be avoided if

the teacher plans and organizesthe classroom and its activitiesin a way that makes it easy forthe child to act acceptably.Children should not have to basetheir behavior on constant re-minders from the teacher. Chil-dren model their behavior fromadults and also directly from thecues provided within the environ-ment. Each area, by the types ofactivities available, can helpchildren learn what kind of be-havior is acceptable within thatarea. If the environment givesconflicting cues to children,inappropriate behavior is likelyto occur.

A simple diagram* may help illus-trate the relation of space toacceptable activities:

quiet-o-

wet

dry

-11.- active

*Diagram idea borrowed from Nancy Rambusch, American MontessoriSchooZ.

SECTION ONE 7

1 3

The opposite ends of the arrows(.quiet-active, wet-dry) representactivity areas that give dif-ferent cues to children's be-havior and that should be physi-cally removed from each other.

If the block area (active) is inthe same area as the library(quiet), the child is given con-flicting cues as how to act ap-propriately. Should he be quiet?Can he be noisy when playing withblocks?

By filling in the sections of thediagram, we can play the activi-ties and behavior that are mostcompatible for each area.

pasting

*quiet

wet

waterplay

tablegames

("lotto")

dry

blocks

active**

*Quiet activities refer to those activities that usually takeplace at a surface with sitting available. The term does notmean "no taZking."

**Active activities refer to those activities that do notrequire sitting.

148 SECTION ONE

Activity 2

List all the activities in yourclassroom that could belong ineach area.

quiet-wet wet-active

quiet-dry dry-active

Questions:

1. Are your classroom activ- dren to be comfortabletoities occurring in appro- be involved without impcs-priate areas? ing on Ihe

children?rights of other

2. How are your areas defined?(partitions, shelves, etc.)

3. Does your classroom struc-ture make it easy for chil-

1 5

4. Taking into account anytraffic problems noted in

Activity 1, what changes doyou think need to be made?

SECTION ONE 9

Hints and Answers (Activity 2)

The following:'are typical class-room activities:

quiet-wet

eating

paste

paper mach

finger painting

wet-active

sand play

water play

easel painting

watering plants

quiet-dry

listening

stor

puzzles

table toys(lotto, etc.)

Summary:

dry-active

housekeeping

dancing

woodworking

building games

blocks, etc.

Here are some general guidelines flow from one activity toto follow: the next.

1. The environment should besimple and uncluttered.

2. The environment should notgive conflicting cues tochildren.

3. Traffic patterns shouldpermit small-group func-tioning and allow for easy

10 SECTION ONE 16

4. The environment should bethe result of planning bythe teaching team andshould result in childrenlearning how to functionindependently.

Refer to unit entitled Arrangingthe Classroom for Children formore specific suggestions.

Workshop I Learner Worksheet

trt

GIRLS'

BATHROOM

LU

LU

MMEMEND

BOYS '

BATHROOM

LOCK

ACTI V I TY

AREA

AREAPHYS I CAL

COATRACKS

HOUSEKEEP I NGAREA

L1J

JC11

0 :z o<

MI RROR <W

C__I ILI

z<

r _WOODWORK I NG

BENCHI

# IEASELS

DRY I NG

RACK

co I

IOIz <.tc

LcjiLU

P I LLOW

L I BRARY

RUG

1 7

RABBI T nCAGE

0

BOOKCASE

SECT I ON ONE I I

Workshop I Learner Worksheet

G I RLS BATHROOM

111

Ti

1 8

m

BOYS BATHROOM

SECT I ON ONE I 3

Rules and Limits

In addition to a carefully organ 5. Ground rules should "fit"ized room, it is necessary to the children's developmen

.have a plan for using the room tal level.that is clearly understood byeveryone. Children, as well 6. Ground rules should changeas adults, feel more secure throughout the year as thewhen they know what is expected children grow and the needof them. The establishment for rules changes.of a limited number of groundrules gives everyone this In addition to ground rules forinformation. Ground rules relate total class functioning, eachto overall regulations for class area of the room may haveroom functioning. Here are specific limits. For example,some examples of ground rules. the block area will have limits

relaing to the use of blocks,1. When it is necessary to the art area will have others

speak to a person individ relating to use of supplies,ually, go directly to that etc. It is important to involveperson. children in the development

of area limits. Children need2. If you are going to leave to understand the why for lim:ts

the classroom, let the if they are expected to followteacher know where you are them: It's best to discussgoing. limits in the area with small

groups of children. Try toelicit examples from the chil

When developing class rules, dren. Using.pictures orkeep the following criteria in stories, you might rolc-playmind: familiar situations with the

children, demonstratina +he1. Ground rules should be need for limits. You might

easily understood by every also present an object, askingone (one interpretation). .the children to think about

problems that might occur related2. Ground rules should be to that object (e.g., one bicycle).

stated clearly and As the limits are developed, youpositively. might post them in the appropriate

area. This notice serves not oni/3. Ground rules should be to put in print the children's

short and concise. thoughts, but to alert volunteersand parents to what the limits are.

4. Ground rules should be few Pictures may also be drawn toin number. illustrate the rules.

1 9

SVC1ION 0 NE 15

16 SECT I ON ONE

2 0

Activity 3

Task 1

Put a check next to the state-ments you feel are examples ofgood classroom/area limits.

1. Walk in the housekeep- 4.ing area

2. Hammers are to be usedat the work bench

3.

Task 2

Materials are to be re-placed when not beingused so that others mayuse them

What are your classroom rules/limits now? List them.

5.

6.

7.

8.

No running in the room

No throwing of blocks

Put paint brushes inwater jar when finished

Blocks are for building

Children and adultslive by the same rules

General Ground Rules Area Limits

SECTiON ONE

2 1


1. Items 1, 2, 6, 7, are examplesof good limits; they are:

short and concise

positively stated

easily understood

open to only one interpretation

2. The following are examples ofsome classroom rules/arealimits:

Rules Area Limits

1. Tell someone when youare angry instead ofhitting first.

2. Always ask before youtake something thatsomeone else is alreadyusing.

3. We call people only bynames they like.

4. We walk in the classroom.

1. Counter tops and tablesare to be cleaned afterpainting or clay work.

2. Return your game to itsright place.

3. Put your doll clothes backon the hooks when you havefinished playing,

4. Use a quiet voice in thelibrary area.

2 2

18 SECTION ONE

Questions:

1. How were your classroom/ 4. Would you change any rules/rules limits formulated? limits?

2. Which rules are most fre-quently ignored?

3. Do they meet the criteriafor rule development?

5. What do you think is neededto improve your classroomstructure?

2 3SECTION ONE !9

-Parents should also be involvedin the establishment of class-room rules. Parent goals andvalues must be respectad. Youas a teacher must reinforce thechild's own experiences (cultureand environment); you must pro-mote the culture of The child,not your own as a teacher. Thisis particularly true in the es-tablishment of classroom rules.For example, suppose a classroomrule states, "If someone hitsyou, you tell the teacher or youwalk away." But the child istaught at home, "If someone hitsyou, you hit him back." Here youas teacher would be settingup a conflict between homeand school; you would be impos-ing your own values. A moreappropriate rule may best state,"We should not hit anyone inthe classroom," with a clearprocedure to follow if "hitting"occurs. To avoid conflictsbetween home and school, teachers

20 SECTION ONE

2 4

should work with parents andtogether decide on appropriateclassroom rules.

Summary:

1. Ground rules give everyonea clear understanding ofhow to function (behave)in the classroom.

2. Area limits help children understand how to use the room

3. Rules/limits should be:

stated clearly

stated positively

short and concise

few in number

4. Parents should be involvedin the development ofclassroom rules.

NameWorkshop 2 Learner Worksheet

InstructorObservation Form - Planning

Planning Yes No Comments

1. Plans are developed and writtenfor each day of the week.

2. Plans include:

a. General objective for week.

b. Specific objectives for eachday.

c. Materials to be used duringeach day.

d. Quiet and active activities.

e. Provision for teacher-initiated and child-initiatedactivities.

f. Responsibilities of adultspresent each day.

g. Provision for large- andsmall-group activities.

3. Plans are accessible to adultsso that they can refer toplans as needed.

_

25 SECTION ONE 21

Workshop 2 Learner Worksheet

InstructorObservation Form - Planning


4. All staff participates inplanning sessions.

5. Time is set aside each dayfor planning.

,

6. Time is set aside each weekfor evaluation planning.

7. Plans are also flexible.

a. Time is extended for chil-dren to complete activityif they are very involved.

b. Time is shortened if chil-dren are not interested orinvolved.

c. Additional activities areplanned for use as needed.

d. Teachers respond spontane-ously to learnings occurringin classrooms, incorporatingthese into day's plans.

8. Plans reflect individual needsof children.

a. Activities are written infor individual children.

2 6

22 SECTION ONE

Scheduling

In planning for classroom manage-ment, you need to provide forday-to-day continuity. Planningthe daily schedule lets everyoneknow at about what time a fewbasic activities will occur andwhat the sequence of events forthat day will.be. Consistentdaily routines can greatly reduceconfusion and wasted time. Thecompletion of one activity oftenbecomes the cue for the start ofthe next. A schedule that pro-vides for change of pace andvariety while at the same timeletting children know what theyshbuld be doing, or what they areto do next, helps develop inde-pendent behavior in a comfortablesetting.

A daily schedule helps theteacher:

1. plan for needed materialsand equipment.

2. work more effectively withchildren (eliminates "Whatdo I do next?").

3. work more effectively withother team members (rolesand responsibilities areclear).

It helps children:

1. develop a sense of timeand sequence.

2. feel more comfortable(know what will happen).

3. become more in.dependent(know what to do next).

2 7SECTION ONE 23

Activity 4

Write down an example of yourdaily schedule. (Use additionalsheets.)

Questions:

1. Do children understand whatis expected of them? De-scribe incidentE toillustrate.

2. Have you provided adequatetime for transitionsbetween activities?

3. Have you provided for

2 8

special needs o children?

4. Have your provided oppor-tunities for children tomake real choices as toactivities and materials?

5. Have you provided for bothquiet and energeticactivities?

SECTION ONE 25


Consider the following when an-swering the activity questions:

1. Evidenced by:

flexible schedules with plansaltered if needed (group rest-less, etc.)

opportunities for choice byeasy removal and replacement childrenof materials

4. Evidenced by:responding to class

availability of various activ-children listening to teacher ities and materiaisdirections

children caring for own per-sonal needs (toilet, snacks)

encouraging each child tothink about what he wouldlike to do

responsibility for room's providing time for childrenmaintenance to complete chosen activity

children's spontaneous move- 5. Evidenced by:ment from area to area

2. Evidenced by:

advance notice given to chil-dren to let them know clean-up time is near

providing time for children tocomplete nearly finished work.

smooth transitions that in-volve the children (imaginarytrain, etc.)

3. Evidenced by:

Individualized instructionalperiods

2 9

26 SECTION ONE

active activities not exten.d-ing for so long that theybecome over-stimulating

quiet activities

activities not extending forso long that children becomerestless

6. Evidenced by:

clear role responsibilitiesdefined

specific activities andtasks assigned to teammembers

In addition to a daily timeschedule it is important todevelop specific plans for eachday of the week. There areseveral criteria to keep in

mind when developing your dailyplans.

1. Plans should specify theobjective for the day.

2. Activities designed to meetobjectives should beincluded.

3. Materials to be used shouldbe listed.

4. Plans should provideteacher time with indi-vidual children.

5. Plans should include bothquiet and active play.

6. Plans should show evidenceof a balance of teacher-initiated and child-initiated activities.

7. Plans should provide forsome large blocks of timefor uninterrupted work/play.

8. Plans should be flexibleand provide opportunityfor the teacher to respond.

In order for your plan "to work,"all adults in the room must workas a team. It is advisable forteam members to plan specificresponsibilities in the variousareas of the classroom. By plan-ning which activities will re-quire adult guidance and whichwill not, you Can provide chil-dren with a choice of activitiesthat you will be able to super-vise effectively. Try to avoidplanning too many activitiesthat require teacher supervisionat the same time.

When you are working with a smallgroup of children in one area,situate yourself in a placewhere you can view the otherareas of the room so that youcan be alert to other childrenas they need your attention.When only a few children canparticipate with an adult atany one time, it is advisablethat the other adults move aroundthe room to monitor the remainingareas, or you might decide tocut down on some of the choicesavailable.

Parents and other adults in theclassroom need to be involved inplanning their roles and activ-ities if they are to have success-ful experiences. Find out whatthe participants themselvcs feel

3 0

SECTION ONE 27

are their particular strengthsand interests in working in theclassroom. Some adults may feelmore comfortable if there is achoice of specific jobs or activ-ities--e.g., reading a story,supervising a cooking experience,or accepting an area assignment(blocks, dramatic play).

During staff conferences, theteaching team should plan howall adults will function in

the classroom. Here are somesuggestions:

Example

Charts

Charts can be used to help youplan what activities will beoccurring in the various areasof the room. A chart can serveas a reminder fur all adultsworking in the room, showingwhat the weekly objectives areand how to use the room accord-ingly so as to reinforce thoseobjectives. A chart can alsoshow where people are in theroom and how they relate tospace and each other.

Objective:To determine the number of shapeseach child can recognize and name.

Area Activity Responsibility

ArtArea

Paper to be cut in

circles, squares,and triangles. Ask:What shape do youwant?

Joanne

Reading Read the book, The DonCirdle and the Line.

BlockArea

Check understandingof shapes during freechoice.

Don

ConceptForma-tion

Shape color forms"matching" game withfelt board.

OutdoorPlay

Draw different shapeson play ground, playjumping games, move-ment games, makingshapes without bodies.

JoanneandDon

28 SECTION ONE3 1

Example

Job Card Chart

e1 simple chart with pockets:ontaining 3"x5" cards, withspecific duties and tasks thatleed to be done during the weekyritten on them, can facilitateintegration of adults workingin the room.

makeanimallotto

Job Chart

arrange buy Jello determinefor for cooking if Ann knows

game zoo visit experience her colors

Teacher

Write downstories thatchildren tell

Teacher Assistant

Joanne wouldlike to beread to

Volunteers

3 2 SECTION ONE 29

Activity 5

The followkig continuum suggestsa scale for self-evaluation onplanning.* Circle the numeralthat you feel best indicates howplanning occurs in your classroom.

1

no time schedule or preparationof materials.

2

time schedule--some preparationof materials.

3

time schedule--general objectivesfor week stated.

4

time schedule--general objectivesfor week plus list of specificdaily objectives and activities.

5

Items listed in 2, 3, & 4 plus:specific objectives and activi-ties for individual children.

If yoU circled numeral one or two, complete task 1.

If you circled numeral three, complete task 2.

If you circled numeral four, complete task 3..

If you circled numeral five, skip this activity.

''Adopted from an article written primarily by Glen Rimnicht, withcontributions from Francione Lewis, Betty H. Tuck, and Mary Griffin

30 SECTION ONE

3 3

Task I

A. Decide on a major objectiveyou wish to concentrate onfor the week.'

B. Look at each area of yourclassroom and brainstorm ideasas to how you might organizethat area to promote yourweekly objective.

C. Choose one area of your roomand rearrange it (add

A. Weekly Objective

materials, take away others,etc.) to stimulate learningsaround your objective.

D. Plan specific activitiesrelated to your objective forthat area.

E. Determine which activitieswill need adult supervisionand decide which team memberwill be responsible.

C. Area D. Activities(include materialsneeded)

3 4

E. Responsibility

SECTION ONE 31

Hints and Answers (Activity 5, Task I)

A. Develop Senses and Perceptions

C. Area

Art

Set up materials ontable--(space forfour children)

32 SECTION ONE

D. Activities(include materialsneeded)

Collage Activity

pastenewsprint papercrayons, chalkvarying texture shapes

from fabric,cardboard, wood

3 5

E. Responsibility

Suzanne

Task 2

A. Decide on major objective(s)for the week.

B. Refine general objective byplanning a specific objectivefor the day.

C. Look at each area of yourclassroom and brainstorm ideasas to how you might organizeeach area to promote your

A. Weekly Objeotive(s)

B. Daily Objective

daily objective.

D. For each area of the roomplan specific activitiesthat relate to your dailyobjective.

E. Determine which areas oractivities may need adultsupervision and decide onteam responsibilities.

C. Areas of the room D. Activities

3

E. Responsibility

SECTION ONE 3,5

Hints and Answers (Activity Task 2)


B. Develop Sense of Touch

C. Areas of the room

Science

Woodworking

Large group

Music

Library

34 SECTION ONE

D. Activities

Learning Episode:

Thermometer--hot andcold water

sandpaper--rough andsmooth wood

feely bag game

feels and guesseswhat he thinks it is

Teach song: "WaterThat's Hot"

Read:Feel"

"How Things

3 7

E. Responsibility

Suzanne

Ted

Suzanne

Suzanne andTed

Ted

A. During team planning, decide on who have common needs.major objective(s) for the week.

D. Develop specific activitiesB. Ba5ed on information you have related to your objectives

gathered on each child, refine for these children.general objective by planningspecific objectives for indi- E. Determine which activitiesvidual children. may need adult supervision

and decide on teamC. Group objectives for children responsibilities.

A. Weekly Objective

B. Specific DailyObjective

".

,-

C. Children'sNames

D. SpecificActivities

E. Responsi-bilities

SECTION ONE 35

3 8

,)nd Answers (Aclivity 5, Tdsk 3)


B. Specific DailyObjective

auditory dis-crimination

visual dis-crimination

same and dif-

C. Children'sNames

Larry, Vic,and Patricia

John, Maria,and Evonne

D. SpecificActivities

sound cangames

pegboards:

As childrenwatch, make

E. Responsi-hilitles

Ted

Suzanne

ferent through a pattern onsight the pegboard;

then givechildrenempty boardsand ask chil-dren toproduce thesame pattern--comparereplicationwith model

3 9

36 SECTION ONE

It is also necessary, whorl plan-ning, to work out the procedureby which your children willchoose and/or be guided to (IC:Hy-ities. Especially during freechoice, it is helpful to providea mechanism for managing freetime. During free choice, chil-dren decide on their own activ-ities from the choices theteacher makes available to them.That is, freedom is not absolutebut within limits set by theteacher. The major problemthat occurs during free choice

is tho ovorleading of an activityarod.

The following are suggestions forhandling the problem:

1. Outside each area, post thenumber of children who areallowed within that area atany given time. If your chil-dren cannot recognize numerals,use dots or pictures or tan-gible objects. When the numberis reached, the area is auto-matically closed.

4 0

3ECT!ON ONE .:*;"/

2. Limit the area by controllingthe size (space). This canbe done by the amount of workspace, seating, and materialsthat are made available.

3. Set up a choice board. Thisis a fairly structured way of

setting area limits. To enter

an area during a given activity period, a child would needa pass (card, tag, etc.) takenfrom a choice board. Thenumber of passes the teacherposts on the choice board foreach area limits the numberof children in the area towhich it corresponds.

38 SECTION ONE

4 1

Choice boards can help chil-dren make conscious decisionsabout what they want to do.They are meant to be flexible.Children should be allowed tomake as many choices as theydesire within any one timeperiod. The teacher shouldobserve what areas childrenchoose most frequently, taking

notes of needs and interests.You may want to guide chil-dren to new areas and exper-iences if you observe themconstantly working in only oneor two areas of the room.Observation of children'sinterests during this timewill help you plan moreadequately.

4 2

SECTI.ON ONE 39

Name


Criteria for Evaluating Daily Plan

i. General objectives are specified

2. Activities designed to meet objectives areincluded

3. Materials are specified

4. Responsibilities for adults, (e.g.,teacher, aides, volunteers) are indicated

5. Evidence of balance of teacher-initiatedactivities

6. Provisions for small-Rroup/individualizedactivities

7. Provisions for quiet and active activities

4 3

Present Absent

EEEl

ELI

LI

E

SECTION ONE 41

Materials

Another aspect of managing aclassroom concerns the use ofcurriculum materiais by the chil-dren. In order for children tobe able to function in theirclassroom, they need to knowwhere materials are locatedand the rules for working inthe room. The way materialsare utilized may also help avoidmany problems. For example,instead of one large box ofcrayons, provide each childwith his own box of crayons. If

possible, provide more than oneset of high-interest materials.

Systematic arrangement of class-room materials is important tomanagement for the followingreasons:

1. A systematic and consistentarrangement of materials

4

satisfies children's needsfor security in the classroomand reinforces the sense oforder,.

2. A teacher facilitates chil-dren's ability to get andreplace materials when she hasarranged materials by centersof interest.

3. When materials are arrangedsystematically, they arevisually clearer to children.

4. Arranging materials in a sys-tematic way makes the environ-ment more attractive, theatmosphere calmer and lesschaotic.

5. Arranged materials cue theteacher to the periodicreplacement of materials.

SECTION ONE 43

It may be necessary fcr yo L. torepackage your classroom ma'e-rials. Boxes may be too bigor foo flimsy. The orginalpackage may not be designeifor use by young children (df-ficult lids, etc.). The contents

should he visible or clearlylabeled. The way materialsare stored and arranged helpsmake mate-ials more easilyaccessible to children; it alsoserves the teacher by making7-lassroom manacement easier.

4 544 SECTION ONE

Activity 6

Answer the following questionsbefore beginning Task 1.

Questions:

1..To what extent do the childrenin your classroom select thematerials they wish to playwith?

2. Are the children responsiblefor getting and putting awaytheir own learning materials?

3. Are materials arranged in thesame place on open, unclut-tered shelving until timeto rotate or change materials?

4. What is the physical conditionof the materials that areavailable (fresh, clean, at-tractive, and colorful)?

Task 1

1. With the classroom teacher,choose the shelving unit formaterials you're going torearrange.

2. Repackage materials, if neces-sary, placing a label (code)on the outside of the con-tainer. Make sure you havea range of materials (typeand complexity).

3. Replace materials on theshelves; be sure materialsare at or below child's eyelevel.

4. Place label on each shelfimmediately below the labelon the container holdingmaterial.

4 6SECTION ONE 45


List the kinds of boxes andstorage materials you may need.Remember that all items incontainers should be equallyaccessible. Leave adequate shelfspace. Children should seewhat's inside the container.

Suggested containers:

Trays (plastic school-lunchtype)

Baskets

Clear plastic boxes of varioussizes

Low cardboard boxes (boxesholding beer or soda cans ingrocery store are good)

Clear plastic ice-creamcontainers

Large plastic detergent bottles(cut off top)

46 SECTION ONE

Management problems often arisewhen children are bored or frus-trated. If children are chal-lenged within the range of theirabilities, problems are lesslikely to occur.

Individual differences among thechildren with respect to motor,perceptual, language, cognitive,and affective development must beprovided for if you are to createa learn.ing environment thatfosters each child's growth anddevelopment. Providing a rangeand a variety of materials isessential to achieve this goal.Too often materials are put onthe shelf and remain there

,

throughout the year. It isa good idea to hold back someof the materials at the beginningof the year and then graduallyto introduce them by periodicallyreplacing older materials.

When planning which materials tohave available, consider thecomplexity of the material. Youmay be able to head off potentialfrustration if you are sure thata child does not yet have theability to use the material(e.g., advanced motor skillsnecessary). By intervening withan easier task for that child,you can avoid failure andfrustration.

Even if you have only a limitedsupply of materials, it is pos-sible to extend, adapt, and varyuse in such a way as to providea variety of experiences usingthe same set of materials.

-For example, you make a concen-_

tration card game cons'sting ofsixteen cards:

fourthem

fourthem

fourthem

fourthem

have numeral 1 wr tten




on

on

on

on

The regular procedure is to placeall the cards face down on atable. The child is then askedto turn over two. If they are amatch, he may keep the cards; if

not, he must turn them back (facedown) and wait for his next turn.

Here are some variations for useof these same materials.

1. Children match numeral pairsby sight only.

2. Children must match and namenumeral pairs.

3. Children may sort numerals infour piles.

4. Children match one numeralwith another numeral that is"one more."

5. Children match one numeralwith another numeral that is"one less."

6. Children may make up theirown use-they may stackcards, build a house, bridge,etc.

4 8

SECTION ONE 47

Activity 7

To provide you with practice inextending and adapting a game,make the following lotto game.

Materials:

Four 6"x6" cardboard squaresdivided into 2" squares with eachsquare colored a different color.

red yellow blue

green brown black

purple white orange

36 - 2" squares; color four of each color

4 white4 red

48 SECTION ONE

4 blue4 yellow, etc.

A. During group discussion ses-sion, brainstorm how many waysyou might use this game.

B. Take this game into your class-room and see how many ways youcan use it to provide a rangeof experiences for differentchildren.

C. Record your activities andbring your notes to groupdiscussion session.

Questions:

1. Did you change the number ofpieces--add some? Take someaway?

2. Was there a difference in howthe game was used with chil-dren of different ages--e.g.,three-year-olds vs. five-year-olds?

3. Did the children make up anyuses for the game?

5 0SECTION ONE 49

Summary:

The materials available to chil-dren and the ways they are usedare important elements of ef-fective classroom management.

Materials should:

Be easily accessible

Be arranged neatly andsystematically

Be attractive and appealing

Provide a range of materialsfrom simple to complex so thatchildren have the opportunityto be involved in a variety ofexperiences.

50 SECTION ONE

5 1

NameI


Material Evaluation Specific Areas

Planning Yes No

/ Housekeeping

1. Are there enough props for dramaticplay (clothes, telephone etc.)?

2. Are materials stored in a way thatallows for easy access?

Block Area

1. Are blocks arranged on shelvesthat are low enough for thechildren to reach easily?

2. Are shelves marked with shapeof blocks to encourage children toput away blocks according to shapeand size?

3. Are there other materials (trucks,animals) that can be used with theblocks?

Art Area

1. Are there easels and working space(table, chairs)?

2. Are there a variety Of materialsfor children to use in their artwork?

3. Are items like scissors, paste,and paper easily accessible tochildren?

-4. Is there a place for children toput materials to dry (won'l bedestroyed, etc.)?

5. Is there a place 'to store smocksthat children can gct,end putaway without teacherssi,:Jance?

5 2 SECTION ONE 51


Material Evaluation Specific Areas


Manipulative Materials

1. Are materials displayed on acces-sible shelves for oniHren to useindependently?

2. Do materials have their ownpermanent spaces on open,uncluttered shelving?

3. Is there a variety of games andmaterials to met +he differentleveAs of chiidren's development?

Language Arts

1. Are books displayed attractivelyand accessible to the children?

2. Are books periodically rotated--new books a;:ded?

3. Is there DrcVisi31 for listeningactivities (tape recorder, recordplayer, Language Master)?

4. If children wish to "write" or.dictate stores, is there workingspace available? Paper, pencils,crayons accessible?

Woodworking

1. Is there a storage facility toallow for childrer's clerLr-up ardclassification of tools?

2. Is the wood nontoxic, soft, andin ample supply?

3. Is there a variety of tcols? Arethey sturdy, durable, "real"?

52 SECTION ONE 5 3

SECTION II: MINIMIZING INAPPROPRIATE BEHAVIOR

Objectives

When you complete this section,you will be able to:

1. Identify and define in-appropriate behavior forwhich teacher interventionis necessary.

2. Determine the most appro-priate management approachfor inappropriatebehaviors.

3. List the steps to followwhen using a redirectionmanagement approach.

5 1

4. Specify three steps touse when giving positiveattention.

5. Demonstrate increaseduse of positive attentionfor appropriate behaviorin your classroom.

6. List the proce-iures neces-sary for phasing outcontingent use of classroomactivities.

7. List at least four reasonswhy punishment is an inap-propriate managementapproach.

.1 I ji7i.

SECTION TWO 53

MINIMIZING INAPPROPRIATE BEHAVIOR

.Ideally, the classroom environ-ment should be designed torespond to the learners. Theteacher should not need to userewards or punishment to motivatethe learner. A major objectiveof a sound early childhoodprogram is to help developself-directed learners by helpingchildren gain inner control.It is important to recognizethis objective and to acceptthe fact that preschool childrenat the beginning of the yearwill probably not be self-directed learners. This sectionwill attempt to give you someapproaches for helping childrenreach the final goal, that is,becoming self-directed, involvedlearners.

In your classroom you will finda wide range of learning styles/modes and degress of independ-ence. You will find some childrento be highly self-directed,finding great pleasure in theactivities of the 'classroom.A number of your children,however, will probably needteacher support at the earlystages of learning: attention,praise, and recognition. Theremay also be a few children whohave little inner control andfor whom teacher support aloneis not enough.

As you go through the year, andget to know your children by a

continual process of assessmentand observation, you will learnwhat degree of direction isneeded for each child. Thisunit is designed to help youindividualize your management

55

approaches so that you willbe able to meet the varied needsof your children.

Determining the Problem

Since this section will deal with"what to do" about inappropriatebehavior, first try to definewhat inappropriate behavior is.There is no one way to defineinappropriate behavior. What oneteacher finds acceptable anotherteacher may find unacceptable.What is considered inappropriatein your classroom will dependon the child and on your ownstandards and limits about whatis tolerable. In general,however, there are certainbehaviors that most people wouldagree are inappropriate in aclassroom. These fall intothe category of actions thatresult in harm to another person(e.g., biting, spitting, etc.).

Too often teachers assume thatwhen a child acts inappropriatelyin the classroom, he/she hasserious problems at home. Al-though sometimes this is true,we should first take a carefullook at what happened to thatchild at school that day. Perhapsthe child is tired, hungry, orcoming down with a cold. Perhapsyour program does not meet thedevelopmental leve of the child;you might be asking too much,or too little. Perhaps your lim-its are unreasonable. Sometimeschildren are thought to be actimginappropriately when they arereally just acting their age.

SECTION TWO 55

Good planning is based on knowl-edge about each child, hisculture, lanyuage, lifestyle,health history, and changes inthe child's environment (e.g.,new foster home, newborn brotheror sister). Systematic obser-vations will give basic infor-mation that can help you deter-mine each child's interests andneeds, strengths and weaknesses,

Observation Activity

To help determine if a child'sbehavior is really "inappropri-ate":

1. Choose a child who you thinkis a "behavior problem."

2. Plan with the classroomteacher, a specific time whenyou can observe this child.

3. When you.are doing yourobservation, it is best notto be involved in the class-room activities-"stand back"and just watch.

56 SECTION TWO

5 6

and pattern of behavior. If a

child continuously acts in whatyou consider an inappropriatemanner, discuss your concernswith his parents, comparing hisbehavior at home and the center.This exchange of information mayhelp determine the reason for thechild's behavior. But first youmust recognize what constitutesan inappropriate behavior for you.

4. Write down what you see thatchild doing.

5. Bring the observation to groupsession.

After you have determined whethera child's behavior is really in-appropriate, it is important todetermine how often, and underwhat circumstances, the behavioroccurs. Sometimes you may over-estimate a problem is you findit unpleasant or underestimatea problem if you don't want toadmit a problem really exists.

Activity 8

The following activity providesone way of recording the fre-quency of "inappropriate" be-havior e.xhibited by a particularchild.

1. Fill in child's name.

2. Describe the behavior youare going to observe.(What you see him do!)

3. Observe him carefully forone week.

4. Mark an (X) every time youobserve the behavior. Placethe (X) in the room areawhere it occurs.

Name

Recording Child Behavior

Behavior

Sample: Areas of the Room

Dates:Dramatic

PlayBlocks Library (Others) specify

5 7SECTION TWO 57


The following activity providesone way of recording the frequen-cy of "inappropriate" behaviorexhibited by a particular child.

1. Fill in child's name.

2. Specify the behavior you

Name Janet Chang

are going to observe.

3. Observe him carefully forone week.

4. Mark an (X) every time youobserve the behavior. Placewhere it occurs.

Recording Child Behavior*

Behavior Biting

Areas of the Room

Dates: DramaticPlay

Blocks Library (Others)

Science

Specify

OutdoorsTableToys

WaterTable

Math Pri-vate

5/7 X

5/8

5/9 X

5/10 X

5/11

*It may be helpful to involve the totaZ team in this activity.Use separate.forms and compare at end of week.

58 SECTION TWO

5 8

Questions:

1. How many times did you observethe behavior?

2. Was the behavior exhibited asoften as you thought?

3. How distracting or interrupt-ing was the behavior?

4. Was the child having troublein every area/activity or inonly one or two?

5. Was the child having troublewith other children?

6. Discuss how you might use thisinformation to help this child.

5 9 SECTION TWO 59

Systematically recording in-appropriate behaviors may helpyou decide several points:

help you determine what isbest for each child. Considerthe following example:

1 Whether there really is a Annette's mother works nightsproblem. and is not able to prepare

breakfast for Annette in theExample: morning. Her older sister bringsMs. Lee thought Shawn was her to the center. Annette isprobably very insecure because always clinging to the teacher.she thought that she was al- Annette has a tremendous appetiteways sucking her thumb, and often takes other children'sWhen Ms. Lee started record- food.ing Shawn's thumb-suckinabehavior, she found that Keith is an only child. HisShawn sucked her thumb only mother is very protective oftwo or three times during Keith and "babies" him. Keithone day! will not play in the block area

or sit on the floor to interactWhether certain behaviors are with the other boys. He says heexhibited only under certain doesn't want to get his pantscircumstances, with certain dirty, so he just sits at a tablepeople, or in certain all day, playing with his tableactivities. toys.

Example:Joe hit other children onlywhen they took something thatbelonged personally to him,or Joe whined a lot onlywhen working with Ms. Lee,or Joe is restless only atgroup story time.

Some possible reasons for chil-dren's behavior may be drawn fromobservations, but the behaviorsexhibited e:re only problemsignals and may not alone indi-cate what the problem is.As mentioned earlier, theknowledge aathered about eachchild's family, culture, life-style, and health record will

6 0

60 SECTION TWO

Terry's mother just had a newbaby girl. Terry is very bigfor his age. The teacher isalways telling Terry what a bigboy he is, but Terry always wantsto be next to the teacher, tohold her hand, and to sit in herlap during story time.

What are the behaviors (problemsignals) these children areexhibitina:

What do you think may reallybe the problem?

How could you find out whatmight be the causes of theproblem?

Behavior Problem

Annette

Keith

Terry

S-ummary:

It is important for you to learnas much as possible about eachchild in your classroom if youare to determine what needs areinfluencing a child's behavior.As stated earlier, children mayact inappropriately if the pro-gram itself asks too much ofthem. Sometimes what you havejudged as inappropriate behaviorreally isn't; knowledge abouttypical behavior at a givenage-level is crucial. Childrenmay have serious problems intheir personal lives--problemsover which you have littleinfluence. Being aware of theseproblems, however, will helpyou develop the sensitivity,caring, warmth, and understandingthat are so necessary to thedevelopment of a meaningfulrelationship with each child.Although you may not be able

6 1

to solve all the problems ofyour children, you certainlycan do your best to meet theirvaried needs. You can listenand accept them and help themto function more appropriatelyin a classroom setting. Anunderstanding of why your chil-dren exhibit many of theirbehaviors can give you importantcues as to what your behaviorshould be in relation to eachchild. It will help you decidewhich children need more atten-tion and which managementapproach is most appropriatefor each child.

in the following pages we will dis-cuss various management approaches.Based on your knowledge of yourchildren and yourself, you shouldbe able to select those approachesthat will be most helpful to you.

SECTION TWO 61

Anticipating Problems

As mentioned in Section 1, manydiscipline problems can beavoided altogether if the class-room and its activities are or-ganized in a manner that.makes iteasy for children to do what isexpected of them. A preschoolteacher needs to set realisticexpectations of what young chil-dren are capable of. When chil-dren are confronted with tasksbeyond their ability they arelikely to rebel or give up. Thefollowing behaviors are typicalof most preschool children:

Difficulty in sharing

need to work out their anger byinvolvement in energetic activ-ities (e.g., tumbling, punchingbag), but others may need torelax with quieter activities(e.g., being read to, waterplay).

Young children often get upsetwhen there is a change inroutine. Even within your normalday's activities, tell childrenahead of time what is goingto happen. Always try to allowenough time for children tofinish what they are doing beforemoving them into anotheractivity.

Inability to sit still forlong periods When you redirect children, how

you do it (verbal and body Ian-Talkative guage) is most important. When

you redirect withoug giving chil-Expressing their feelings dren any choices, without helpingphysically them to understand their feelings

and the feelings of others, youDependent on adults are doing everything for the

children. You are not helpingActive them to deal with their own

feelings or those of others.Limited motor skills

A teacher who continually as-sesses the needs, interests, andcapabilities of each child willoften be able to identify poten-tial problem areas. By antici-pating trouble and guiding chil-dren to alternative activities(redirection), teachers mayprevent many problems. If youknow when a child is gettingrestless, you can guide him toanother activity. You may moveto an area where you observetensions mounting. Knowing yourchildren well makes it easier toredirect and facilitate learning.Some children, for example, might

62 SECTION TWO

Consider the following state-ments. Put a check next to thosethat you feel are good examplesof redirection:

1. (Timmy has knocked down theother children's blockbuilding.)

6 2

a. "Timmy, let's pick up theblocks and help rebuild thebridge. Then you can buildsomething of your own. Orwould you like to do some-thing else?"

b. "Timmy, tell the children

you're sorry and find some-thing else to do."

2. (Tommy and Bob are splashingwater at the water table.)

"This water table is a bit.small for five children.Tommy, do you want to helpme fill another pan of waterfor that table over there?"

b. "Here are some straws andsoap powder. Who wouldlike to blow bubbles?"

frustration because she knowsthe child cannot do withouthelp

When a disturbance is aboutto spread

When someone's personalproperty is in danger

When she observes potentialtrouble due to scarcity ofmaterials

When you uSe redirection, thefollowing approach is suggested:3. (Billy is throwing sand in the

sandbox.) 1. Ask an open-ended questionabout the behavior.

a. "Billy, if you want tothrow, you need to get aball."

b. "Billy, would you andJeannette like to playwith the dump truck inthe sandbox."

Every time your children actinapprcpriately it is not neces-sary for you to intervene.Children often can settle theirown problems. You should en-courage your children to tryto setlle problems for them-selves, at the same time lettingthem know you are there to helpthem if necessary. When shouldyou intervene? Generally ateacher will use redirectionas a management approach underthe following circumstances:

When a child :s in danger

When she observes potential

6 3

"What's the matter?" Encouragechildren to talk about what'sbothering them. Allow chil-dren time to tell you!

2. Give children a chance to set-tle the problem.

"What can we do about it?"

3. If necessary, provide an open-ended choice for the child toredirect himself.

"What would you like to doinstead?"

4. If necessary, redirect with a

limited choice.

"Ivon, you may play in theblock area or with a puzzle."

When you redirect, it is impor-tant to stay with the childuntil he is actively involvedin another activity.

SECTION TWO

Summary:

By developing redirection skillsyou can often ward off problemsituations before they occur.Redirection involves anticipatingproblems (where possible) andguiding children to alternatives.Since teacher intervention isminimal, redirection works bestwith children who do not need alot of direction.

54 SECTION TWO

After a problem situation hasoccurred, allow children achance to work out solutionsfor themselves. If necessary,intervene but structure thesituation so as to engagethe children in solving theproblem. Lastly, if needed,present an either/or choicesituation.

61

Activity 9

Select a child who frequentlyexhibits inappropriate behavior.Following the steps outlined forredirection, try this techniquethe next -time you observe thebehavior.

Questions:

I. Briefly describe whathappened.

2. Was the child able tosettle the problem byhimself?

3. If not, was it necessaryto redirect with an open-ended choice or with alimited choice?

4. If redirection did nothelp this child, whatdid you do next?

6 5

SECTION TWO 69

Hints ond Answers (A(.Iivily 9)

Ask your instructor or anofheradult in the classroom toobserve you when you are trying

66 SECTION TWO

a redirection technique with aspecific child. Together dis-cuss what happened.

6 6

Workshop 6Name

Learner's WorksheetTeacher Direction Checklist

1. Children select and use materialswithout adult guidance.

.2. Materials are provided for children by teacher.

3. Children are expected to remain in group activities.

4. All c.hildren engage in the same activityat the same time.

5. Children select their own activities andmove freely about the room.

6. Sharing of materials and equipment is required.

7. Plan for the day is always followed.

8. Children are required to walk in linewhen leaving the classroom.

9. Children wait for adult instructionsbefore beginning their work/play.

10. Children must always put away materialswhen the plan calls for the next activity,

1. Noisy, active play is not allowed.

2. Children return materials and equipmentto their storage places when they havefinished using them.

3. The teacher often sits near an activity,indirectly encouraging play.

14. Children are told what to do by the adults.

15. Adults talk and listen to children on aface-to-face level.

16. The physical environment, with clearlydefined interest areas, tells childrenwhat they may do.

17..Childrents desires are often ignored.

18. Children initiate plans for work/playand adults help children carry them out.

6 7

Yes No

SECTION TWO 61

Attending to the Positive

Careful observation throughout appropriate behaviors youthe year can give you important will need to be carefulinformation about children's how you attend to thatbehavior that will help you child. It should bedetermine how to individualize obvious that this childyour planning for each child and needs attention; how andhow to help children decrease the when it is given is important.amount and frequency of theirinappropriate behavior. Children Here's how:misbehave for some re6son. Thisbehavior may be a result of 1. Make sure that your rules andsomething that is happening in limits are clear and that thethe classroom, or it may have child knows what is expected.its foundation outside the center.In either case, how you react and 2. Pay lots of attention to ap-what you do may also support the propriate behavior. Let chil-behavior. It is important to dren know when they are actingremember that no matter how inap- inappropriately.propriate a behavior may be,there is something causing the 3. Try not to pay attention tochild to repeat the behavior in him/her when he/she is actingspite of unpleasant reactions. inappropriately. Be sure to

give him/her attention as soonExample: as possible (when you observeA child who often misbehaves may positive behavior).be reprimanded frequently by theteacher (unpleasant result) but It is obvious that there arethe child is gaining teacher at- times when you cannot ignoretention (which may be desirable). behavior. If the child is very

distracting to others, you cannotBy your actions you may unknow- ignore them. When such a problemingly, be causing some children occurs, minimize your attentionto misbehave more often. Re- and the attention of peers bymember, teacher attention comes going over to the child andin many forms; e.g., frowns, speaking directly to him; thenthreats, and reprimands are refer only to the behavior thatsigns of teacher attention, is causing the problem. DoThus the more you frown, yell, not personalize.or threaten, tl-.e more you maybe increasing inappropriate Example:behaviors. It is a good idea A child is very noisy in theto ask someone else to observe block area during large-groupyour teaching behavior to see story time.if you are acting that waywith some children. If you "Your noise is disturbing us.observe that one child seems You may join us or pick a quietto be exhibiting inappropriate game to play with."behavior in order to get yourattention, then in helping Always provide the child with anthat child develop more alternative; don't just tell

6 8 SECTION TWO -69

him to stop. If a situation hasdeveloped to the point where achild is really out of control(fighting, kicking, screaming),he may not be able to listen.towords alone. When that happens,it is best to move quickly(sometimes between children) andtalk briefly. it might be necessary to hold a child and restrainhim from further actions. Forsome children, the warmth ofit serves only to make the situa-tion worse. Knowing your children is the only way to decidewhat is appropriate: Try toredirect children after suchsituations. Later when theyhave calmed down, be sure totalk and listen, again tryingto get at the reason for theproblem.

With children who "act out" inorder to get your attention,try to focus attention on children who are acting appropriatelyto establish a model for gettingattention. For example, if youknow that Ion is banging histinker toys on the table to get

6 9

70 SECTION TWO

your attention, and Sally nextto him is building intently, say,"Sally, you are really buildingw ith those toys," instead ofsaying, "Ion, stop that!" If

Ion wants your attention, hew ill probably stop his bangingand start playing constructivelyw ith his toys. (He has a choice--continue banging and get noattention, or build and get yourattention.) When he does startbuilding, it is important to lethim know immediately, by yourattention, that his behavior isacceptable. As stated before,to make a decision as to howto attend to Ion, you must knowIon. If Ion is not trying toget your attention, if he is

bored or frustrated or justdoesn't know how to build withtinker toys, your behavior andyour approach will be different;you would probably gulde Ion toanother activity, or sit andhelp him build.

Knowing your children andunderstanding why they act asthey do cannot be stressed enough.

Summary:

Sometimes children act inappro-priately because they want yourattention--in any form. Ifthis is the case, it is importantthat you not give these childrena lot of attention when they aremisbehaving, as you will onlyencourage them to misbehave morefrequently. Children have needsexpressed in their behavior, andit is necessary for you to re-spond to these underlying needs.Give children like this lots

of attention--but give it foracceptable behavior. Even withthe most difficult child, thereis always something positive youcan find in what he is doing--let him know it. Take extra timeto sit and talk and listen. Giv-ing of yourself, psychologically,with patience, trust, and car-ing, is sometimes difficult whenbehavior is negative--but it iscrucial. It's easy when behavioris positive.

7 0

SECTION T1.40 71

Activity10

Objective:

To practice paying attention toappropriate behavior and ignoringinappropriate behavior.

Procedure:

1. Select six children. Choosethree children who you feelare self-directed and threewo often exhibit inap-propriate behavior.

2. Select an appropriate learningepisode for the group.

3. Use a tape recorder (videotapeif possible) to record theactivity.

4. Concentrate on using verbaland nonverbal attention(smile, wink) with thosechildren who are actingappropriately. Practiceignoring by attending tothose children who are "onthe job" instead of thosewho are not.

"being good" (acting appro-priately) and let each ofthem know it.

6. Listen to the tape. Record:

a. The number of times youhear yourself payingattention to appropriatebehavior.

b. The number of times youhear yourself payingattention to inappropriatebehavior.

Questions:

1. Was your attention specific(e.g., "Joe, I like theway you're listening")?

2. DiA you use children's names?

3. Was your attention general. (e.g., "Good," "Right")?

4. What facial expressiondid you use?

5. Was there any physical5. Try to catch every child contact?

SECTION TWO 737 1


If you are not satisfied withyour behavior, try this activityagain with another group ofchildren.

74 SECTION TWO

Contingent Use of Classroom Activities

Some children in your class mayhave had to deal with difficultchanges in their lives that haveresulted in a general mistrustof adults. Children who haveexperienced several foster homes,divorce, death, and perhaps childabuse may withdraw initially fromteacher attention. If there aresome children of this type inyour classroom, another manage-ment approach that involvesthe use of classroom activitiesis sometimes employed. It isadvisable to use this approachonly when redirection and useof teacher attention to positivebehavior have not helped thischild.

However, parents and teachersprubably use this approach quitefrequently. Knowingly applyingits principles to help developself-direction involvessystematic application.Consider these statements:

"Eat your spinach, Leroy, andthen you may have some icecream."

"After you do your homework,you can go out and play."

The principle is:

you have to accomplish such andsuch before you get to dosomething you desire.

When the approach is applied stothe classroom, the teacherrequires the appropriate class-room behavior to occur before adesirable activity ie offered.

"Barbara, if you can go withouthitting anyone all morning,

you can water the plants atlunch time!"

The principle is:

if tne appropriate behavioroccurs, the desired activityoccurs, but if the appropriatebehavior does not occur, thedesired activity does notoccur.

Discuss the desired behaviorswith the child in terms ofaccomplishments. If you accom-plish such and such, you willbe able to do such and such.Behaviors should not be definedin terms of obedience: "If youdo what I tell you, you cando such and such." Rewardsfor accomplishments lead toindependence. Rewards forobedience lead only to continueddependence on the person towhom the child learns to beobedient.

Careful observation of childbehavior will help you determinewhich activities in your class-room might be used to strengthenmore appropriate behavior. Adultsoften ignore those activitiesthat interest and excite chil-dren. If you look around yourclassroom, you will see many"fringe" activities that yourchildren enjoy. Examples:using felt tip pens, passingout snacks, watering the plants.

In determining the activity thechild will engage in, most teach-ers prefer, when possible, to pro-vide quiet activities that will notdisturb the other children, e.g.,painting, puzzles, clay, cutting andpasting, being read to, etc.

7 3 c'ECT!ON 7-WO. 75

You might set up a !)pe:iaI areawhere the chilo can work/playwith the selected activity. Thisarea should be designated as thelocation where chIldren work/piayoni pon teacher direction. If

Example:

you are using contingent class-room activities with severalchildren, you might organizethe materials in this area byproviding a container with thechild's name on the outside.

76 SECTION TWO

7 4

Activity 11

Select two children. Observethem carefully during freechoice. Make a list of objectsand activities in your classroomthat these two children seemto enjoy, that you might u§eto help them develop moreacceptable behavior.

Child 1 Child 2

7 5 SECTION TWO 7/

After you determine which class-room activities you are going touse to support appropriate be-havior, the following principlesshould be applied:

1. The activity promised shouldbe made available immediatelyand frequently.

This is very important whenfirst using this approachbecause a positive action onyour part after appropriatebehavior early in the sequencehelps children learn whatbehavior is appropriate.

2. The activity should be offeredafter the appropriate behaviorhas occurred.

Initially the behaviorrequested from the childshould be small and simple toperform. You want the childto succeed so be careful notto make your standardsunreasonable. You need tobe sensitive to signs ofimprovement.

3. Be consistent in your approach.

If you want children to beconsistent in their behavior,then your behavior must alsobe consistent. If you provide"the special" activity oneday and not the next, thechild may feel cheated,discouraged, angry--he may

78 SECTION TWO

just give up. Don't ignorepositive behavior.

This management approach ishighly teacher-directed; however,it may be necessary for somechildren. Good management skillsthat help children graduallydevelop inner control oftenmay mean different approacheswith different children. Yourgoal for all the children isto help them become self-directedso you have to learn how 'ohelp children become les:dependent on you. Followingthe procedures outlined belowwill facilitate this process.

1. When you use contingent class-room activities with somechildren, always rememberto use teacher attentionalso (descriptive praise).

2. Gradually require longer andlorer periods of appropriatebehdvior before providingcontingent classroom activ-ities (a morning, all day,a week).

3. As the behavior improves,gradually use less and lessteacher attention.

4. Soon the child will be ableto function without your extrasupport because the behaviorhas become rewarding forits own sake. (Your aoalis inner control.)

7 3

Summary:

When using this approach, youare in essence making a contractwith the child in that you agreeto provide certain activitiesin return for appropriate be-havior. When behavior is statedin terms of accomplishments,children will feel proud oftheir new behaviors. Your goalis to help develop new patternsof behavior. By using thisapproach with the child whoneeds it and by following theprocedures outlined for phasingout classroom activities, youwill be helping this child developself-direction abilities.

7 7 SECTION TWO 79

NameWorkshop 8 Learner Worksheet

Planning Form

Specify classroom activities(or how you would determinewhat to use).

Describe how you would presentthe procedure to the child.

Define your criteria forproyiding the activity.What does the child haveto do?

How do you plan toeliminate the need forusing classroom activ-ities with this childin the future?

7 8 SECTION TWO 81

Time Out Removal from Activity

Time out involves removing thechild from the activities ofthe classroom. This approachusually is not used unless thechild has repeatedly misbehavedor unlesS there has been a clearrule violation that must be dealtwith immediately and that mustnot be repeated (e.g., Johnhits Bill on the head with alarge block).

With very young children, when atime-out violation occurs, simplymove a chair four or five feetfrom the rest of the children.In a matter-of-fact way, withoutscolding, threatening, or lec-turing, restate the violation ofthe rule and seat the child in achair. After about three minutes,tell the child he may join thegroup again. Upon his return tothe group, you should try tonote any positive behavior.

Your purpose is to change be-havior, not to shame, ridicule,or punish. Statements like"Sit there until you're readyto behave" are not appropriate.

Time out is simply a procedurethat lets the child know he hasviolated a rule and that there isa consequence. Statements.like"OK, John, let's take some timeout to calm down and then you'llbe able to join us again in

a few minutes" are appropriate.

Time out must immediately followthe violation of the rule and itmust be executed in a calm,matter-of-fact way. A teacheracting upset, or scolding, mayjust be supporting a child'sinappropriate behavior.

7 9

Example of time out:

Tony and Betty Ann have beenfighting all morning; they arenow in the library corner lookingat books. Tony grabs Betty'sbook away from her; Betty grabsthe book away from him and pushesTony into the bookstand; thebookstand comes crashing to thefloor. Each child broke a rule.The teacher walks over tc thechildren and says: "You know ourrules. You don't hit and youdon't take other people'sthings." Teacher sits each childin a chair, and says, "WhenI tell you, you may join thegroup." When the two childrenreenter the classroom activities(3 to 5 minutes later), the teacherhelps by guiding them, if neces-sary, to other activities. Laterin the day, she should bringthem together to talk aboutwhat happened and why and todevelop plans for handling thistype of situation by themselves,if it should recur.

Time out is not isolation.It refers to the removalof a child from classroomactivities for a very shortperiod of time. Placing achild in the hall, or send-ing him to the director orprincipal, is not time out,for that action may be veryrewarding to the child.Young children almost alwayswant to be with each otherand to be involved in theclassroom activities; havingto leave the group, for evena few minutes, may serve asa respected consequence forinappropriate actions.

SECTION TWO 83

Punishment Why Not Tol

Punishment is probably the mostfrequently used method of classroom control and is the most in-effective way of helping childrengain inner control. One of thereasons punishment is so prevalent is that it is very rewardingto the punisher. Children areusually punished when they annoyor upset the teacher (or parent).As punishment will usually causesome momentary obedience,stopping the disturbing behavior(even momentarily) is rewardingto the punisher. Releasinganger, frustration, and otherpentup feelings may make theadult feel better, but what doesit do to the child?

Punishment:

1. Provides a model of aggressionfor children, because theycopy adult behavior andrespond to their moods.Punishing techniques showchildren how to be aggressiveto others.

2. Simply represses some be-

84 SECTION TWO

havior. It is shortliyedand the behavior will usuallyrecur.

3. Does not teach the appropriatebehavior. Children need tolearn what to do as well aswhat not to do.

4. Generalizes. Punishmentdoesn't just affect the inappropriate behavior--itaffects the whole child (andother children in the classroom). It demeans.

5. Associates the teacher withpunishment. This can causechildren to fear the teacher,avoid the teacher, avoid theschool.

6. Does not help childrenunderstand their feelingsand the feelings of others.Children are more likelyto remember only the punishment, and to feel anger andresentment for the adult,than the reason for hispunishment.

8 0

ActivRy12

Read the following descriptionsof classroom situations.

1. Leroy sulks if he makes a

mistake or if he isn't calledon right away during alearning episode. Eventhough the teacher giveshim extra attention whenthis happens, he continuesto sulk.

2. Joanne and Peter are always

Question:

1. Which of the managementtechniques (or which combina-tion) discussed do you thinkmight be best for:

fighting. The teacher ob-serves that Joanne usuallystarts it. Separating themand praising them for notfighting has not worked.

3. Pedro spends a lot of timewalking around the room,banging things. Once in a

while he will come close tojoining a small-group activ-ity; but if the teacher giveshim attention when he doesthis, he withdraws!

Leroy Peter Joanne Pedro

8 1 SECTION TWO 85

Hints and Answers

Although there are no clear-cut"right" answers, the followingmanagement approaches areprobably suitable.

Leroy

Ignoring the "sulking" be-havior, with teacher attentionto positive behavior.

Peter

Although the inappropriatebehaviors are exhibited by.both Peter and Joanne, thefact that Joanne usuallyinitiates the "problem" would

8 2

86 SECTION TWO

mean that Peter is probablyjust defending himself.Talk out feelings and tryto let him handle thesituation by himself.

Jóanne

If Joanne continually vio-lates a classroom rule (nohitting), try time out.

Pedro

As teacher attention causedwithdrawal, try contingentuse of classroom activities.

Activity 13

1. On a 3"x5" card, describesituations in your classroomwhere you think a child isacting inappropriately.

2. On another 3"x5" card, de-scribe what you or the class-room teacher did in thatsituation.

3. If you think you or the class-room teacher should have acteddifferently, describe onanother 3"x5" card what youthink should have happened.

4. Bring these cards with you toyour next group session.

8 3:7,LICTION TWO 8/

NameWorkshop 9 Learner Wo.7ksheet

Describing Child Behavior

Name Age How Long in School

"Negative" Behavior :kssumptions

(reasons for)

AttemptedSolutFon

Evaluation

Success-FailureDate What When

..

81 SECTION TWO 89