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Foundation Of Education

Psychological Basis of Education

Learner

Temperament

Personality

Learning Process

Motivation

Discipline and Guidance

The Teacher and the Policy maker


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Psychological Basis of

Education

Psychological Basisof Education

Learner

Temperament

Personality

Learning Process

Motivation

Discipline andGuidance

The Teacher

and the

Policy maker

Reporters

Education depends heavily upon

psychology because the king and amount

of education that the learner acquires is

conditioned by his psychological traits

such as general mental ability, aptitudes,temperament, interests, effort-making

capacity, physical condition, etc.

The systems of Schoolsof Psychology

Psychological factors that Condition theIntellectual and Behavioural Development
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Temperament

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Education


Learner



Structuralism Functionalism Behaviorism Gestalt Psychology

This is the point of view held byWundt and Titchener. All consciousness

of facts and phenomena of experiences

are based upon the operation of the

nervous system, particularly the brain.Then follows as abstract analysis of the

mental structures that are operating.


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Led by Dewey and Carr,functionalists are interested in how an

organism makes its adjustment to its

environment, that is, either it changes or

makes adaptation to it.


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Founded by Watson, behaviorismconsiders the Stimulus Response

hypothesis as its basic theory. This theory

believes that a stimulus, physical or

otherwise, creates a response.


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According to this theory, the wholeis more than the sum of all its parts,

meaning that the whole processes

qualities, attributes, or functions which

the individual component elements do notpossess.


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Reflexes Drives, needs, wants, urges

Capacities and special aptitudes Temperament or emotion

These are inborn automaticresponses to simple localized stimulation

involving particular muscles and parts of

the body. The automatic withdrawal of a

foot upon stepping on a live charcoal isan example.


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The systems of Schoolsof Psychology Psychological factors that Condition theIntellectual and Behavioural Development



These are inborn urges andtendencies and wants. Some refer to

these instincts as drives. These

tendencies give rise to ambitions which

motivate individuals to exert efforts toattain their goal.


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These include all those latentpotentialities that an individual possesses

which are developed through the process

of education. Besides general capacity

and intelligence, an individual possessescertain special talents or aptitudes, such

as those for mathematics, arts, music

and the like.


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This refers to certain emotionalpredispositions of an individual. Some

emotional patterns such as rage, some

forms of fear, and lust (sex) are inborn.

One with a poor temperament , one whois easily irritated and emotionalized even

with trivial matters.


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Learner

Learner

n 1: someone (especially a child) wholearns (as from a teacher)

or takes up knowledge or beliefs[syn: scholar, assimilator]

2: works for an expert to learn a trade[syn: apprentice, prentice]

Definition Types of LearnersPsychological Basisof Education

Learner

Temperament

Personality

Learning Process

Motivation


The Teacher

and the

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Stages ofdevelopment


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Learner

Definition Types of LearnersStages of

development

1. Prenatal Period

From conception to birth, during this period all parts

of the human body such as the internal organs, skeletalbones, flesh, etc. are formed. The inherited characteristics

from the parents are also imparted to the child during this

period.

2. Period of Infancy or Babyhood

This period is from birth to two years. The baby

begins to learn the rudiments from right and wrong.


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Learner 3. Early Childhood

From 2-6 years, the pre-school age. The child

begins to learn some social relationships and mixes andplays with children of his age group. The child wants to

explore or anything he can reach and asks too many

questions.

4. Late Childhood

From 6 or 7 years to 11 or 12 years, the elementary

period. They learns things taught in school such as reading,

writing, arithmetic, and language, and social studies.

Further learns what is right and wrong. They begins to be

interested in the opposite sex.


development


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Learner 5. Puberty Stage

from 12 or 13 to 14 or 15 years, the early high

school period. This is the stage when the urge of sexbegins to assert itself very rapidly. In fact, man at this age is

already capable of procreation. The girls start having their

monthly period.

6. Early Adolescence

From puberty to 17 years, middle high school

period. Rapid sex maturation occurs. Some young people

get married at this age. Voice, feeling and thinking continue

changing. Start to develop their life ambitions and

aspirations.


development


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Learner 7. Late Adolescence

From 18 to 21 years. The student in college are

now preparing for the professional or vocational careersand those out of school are entering or finding jobs in

preparation for an independent life. Development of

intellectual and social skills continues.

8. Early Adulthood

From 21 40 years, productive years. New life

adjustments occur such as courtship and marriage,

parenthood, employment, recreational hobby, religious

affiliation which may occur earlier, joining clubs, and years

of achievement.


development


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9. Middle Age

From 46 - 65 years. Man or woman must have

achieved most of his/her aspirations in life such as a well-

established home and family, stable and lucrative employmentor business, creative achievements even political

achievement. Some physical and physiological functioning

begin to decrease or deteriorate. The preparation of

retirement.

10. Old age

65 and above, period of retirement. Characteristics

of old age occur, such as deafness, failing eyesight,

forgetfulness, baldness arthritis, senility, etc. Painful

adjustments have to be made to meet some unavoidable

circumstances such as death of spouse, solitude as childrennow have their own homes or jobs in far places, etc.


development


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Learner

Definition Types of Learners

Visual Learners

Kinesthetic Learners

Read-Write Learners

Auditory Learners


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DefinitionStages of

development Types of Learners


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Learner

Definition Types of LearnersVisual

Learners

Kinesthetic

Learners

Read-Write

Learners

Auditory

Learners

Visual learners are characterized by the following:

_ They tend to be fast talkers.

_ They exhibit impatience and have a tendency to interrupt.

_ They use words and phrases that evoke visual images.

_ They learn by seeing and visualizing.

Your teaching strategy for visual learners shouldinclude the use of demonstrations and visually pleasing

materials, and you should make an effort to paint mental

pictures for learners.


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DefinitionStages of



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Learner


Learners

Kinesthetic

Learners

Read-Write

Learners

Auditory

Learners

Auditory learners are characterized by the following:_ They speak slowly and tend to be natural listeners.

_ They think in a linear manner.

_ They prefer to have things explained to them verbally rather

than to read written information.

_ They learn by listening and verbalizing.

Your teaching strategy for auditory learners should

sound good and should be planned and delivered in the form

of an organized conversation.


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DefinitionStages of



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Learner


Learners

Kinesthetic

Learners

Read-Write

Learners

Auditory

Learners

Read-write learners are characterized by the following:

_ They prefer for information to be displayed in writing, such as

lists of ideas.

_ They emphasize text-based input and output.

_ They enjoy reading and writing in all forms.

Your teaching strategy for read-write learners should include

writing out key words in list form. The learners will learn by silentlyreading or rewriting their notes repeatedly; writing out in their own

words the ideas and principles that were taught or discussed;

organizing any diagrams, graphs, other visual depictions into

statements (e.g., The trend is . . . ); and putting reactions, actions,

diagrams, charts, and flowcharts into words. They like multiple-choice

tests.


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DefinitionStages of



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Learner


Learners

Kinesthetic

Learners

Read-Write

Learners

Auditory

Learners

Kinesthetic learners are characterized by the following:

_ They tend to be the slowest talkers of all.

_ They tend to be slow to make decisions.

_ They use all their senses to engage in learning.

_ They learn by doing and solving real-life problems._ They like hands-on approaches to things and learn

through trial and error.


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DefinitionStages of



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Temperament

9 Temperament

Characteristics 4 Temperament TypesDefinition

Temperament

In psychology, temperament refers to thoseaspects of an individual's personality, such as

introversion or extroversion, that are often

regarded as innate rather than learned. A great

many classificatory schemes for temperamenthave been developed; none, though, has

achieved general consensus in academia.


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Temperament

Definition 4 Temperament Types9 Temperament

Characteristics

Activity

Research by Thomas and Chess used the following nine

temperament traits in children based on a classification scheme

developed by Dr. Herbert Birch

Regularity Withdrawal

Adaptability Intensity Mood

DistractibilityPersistence and

attention spanSensitivity


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Temperament

Definition

9 Temperament

Characteristics 4 Temperament Types

9 Temperament

Characteristics

Activity Regularity Withdrawal Adaptability Intensity

Mood DistractibilityPersistence and


Activity refers to the child's physical energy. Is the childconstantly moving, or does the child have a relaxing

approach? A high-energy child may have difficulty sitting

still in class, whereas a child with low energy can tolerate a

very structured environment. The former may use gross

motor skills like running and jumping more frequently.Conversely, a child with a lower activity level may rely more

on fine motor skills, such as drawing and putting puzzles

together. This trait can also refer to mental activity, such as

deep thinking or readingactivities which become more

significant as the person matures.


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Temperament

Definition

9 Temperament


9 Temperament

Characteristics




Regularity, also known as Rhythmicity, refers to the level ofpredictability in a childs biological functions, such as waking,

becoming tired, hunger, and bowel movements. Does the

child have a routine in eating and sleeping habits, or are

these events more random? For example, a child with a high

regularity rating may want to eat at 2 p.m. every day,whereas a child lower on the regularity scale may eat at


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Temperament

Definition 4 Temperament Types9 Temperament

Characteristics




Initial reaction is also known as Approach or Withdrawal.This refers to how the child responds (whether positively or

negatively) to new people or environments. Does the child

approach people or things in the environment without

hesitation, or does the child shy away? A bold child tends to

approach things quickly, as if without thinking, whereas acautious child typically prefers to watch for a while before

engaging in new experiences.


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TemperamentTemperamentTemperamentTemperament

Definition

9 Temperament


9 Temperament

Characteristics




Adaptability refers to how long it takes the child to adjust to

change over time (as opposed to an initial reaction). Does the

child adjust to the changes in their environment easily, or is the

child resistant? A child who adjusts easily may be quick to

settle into a new routine, whereas a resistant child may take a

long time to adjust to the situation.


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Temperament

Definition

9 Temperament


9 Temperament

Characteristics




Intensity refers to the energy level of a positive or negative

response. Does the child react intensely to a situation, or

does the child respond in a calm and quiet manner? A more

intense child may jump up and down screaming with

excitement, whereas a mild-mannered child may smile orshow no emotion.


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Temperament

Definition

9 Temperament


9 Temperament

Characteristics




Mood refers to the childs general tendency towards a happy

or unhappy demeanor. All children have a variety of emotions

and reactions, such as cheerful and stormy, happy and

unhappy. Yet each child biologically tends to have a generally

positive or negative outlook. A baby who frequently smiles andcoos could be considered a cheerful baby, whereas a baby

who frequently cries or fusses might be considered a stormy

baby.


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Temperament

Definition

9 Temperament


9 Temperament

Characteristics




Distractibility refers to the childs tendency to be sidetracked

by other things going on around them. Does the child get

easily distracted by what is happening in the environment, or

can the child concentrate despite the interruptions? An easily

distracted child is engaged by external events and hasdifficulty returning to the task at hand, whereas a rarely

distracted child stays focused and completes the task at hand.


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Temperament

Definition

9 Temperament


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Characteristics




Persistence and attention span refer to the childs length of

time on a task and ability to stay with the task through

frustrationswhether the child stays with an activity for a long

period of time or loses interest quickly.


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Temperament

Definition

9 Temperament


9 Temperament

Characteristics




Sensitivity refers to how easily a child is disturbed by changes

in the environment. This is also called sensory threshold or

threshold of responsiveness. Is the child bothered by external

stimuli like noises, textures, or lights, or does the child seem to

ignore them? A sensitive child may lose focus when a doorslams, whereas a child less sensitive to external noises will be

able to maintain focus.


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Temperament

Definition

9 Temperament


Each of the four types of humours corresponded in ancient times to

a different personality type.

Sanguine temperament

Phlegmatic temperament

Choleric temperament

Melancholic temperament


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Choleric temperament

Temperament

Definition 4 Temperament TypesSanguine temperament

Phlegmatic temperamentMelancholic temperament

9 Temperament

Characteristics

sanguine temperament is fundamentally impulsive and pleasure-

seeking; sanguine people are sociable and charismatic. They tend toenjoy social gatherings, making new friends and tend to be

boisterous. They are usually quite creative and often daydream.

However, some alone time is crucial for those of this temperament.

Sanguine can also mean sensitive, compassionate and thoughtful.

Sanguine personalities generally struggle with following tasks all the

way through, are chronically late, and tend to be forgetful andsometimes a little sarcastic. Often, when they pursue a new hobby,

they lose interest as soon as it ceases to be engaging or fun. They

are very much people persons. They are talkative and not shy.

Sanguines generally have an almost shameless nature, certain that

what they are doing is right. They have no lack of confidence.


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Temperament

Definition 4 Temperament TypesCholeric temperamentSanguine temperament


9 Temperament

Characteristics

choleric temperament is fundamentally ambitious and leader-like. They have a lot of aggression, energy, and/or passion,

and try to instill it in others. They can dominate people of other

temperaments, especially phlegmatic types. Many great

charismatic military and political figures were choleric. They

like to be in charge of everything. However, cholerics also tend

to be either highly disorganized or highly organized. They do

not have in-between setups, only one extreme to another. As

well as being leader-like and assertive, cholerics also fall into

deep and sudden depression. Essentially, they are very much

prone to mood swings.


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Temperament



9 Temperament

Characteristics

melancholic temperament is fundamentally introverted andthoughtful. Melancholic people often were perceived as very

(or overly) pondering and considerate, getting rather worried

when they could not be on time for events. Melancholics can

be highly creative in activities such as poetry and art - and

can become preoccupied with the tragedy and cruelty in theworld. Often they are perfectionists. They are self-reliant and

independent; one negative part of being a melancholic is that

they can get so involved in what they are doing they forget to

think of others.


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Temperament



9 Temperament

Characteristics

phlegmatic temperament is fundamentally relaxed and

quiet, ranging from warmly attentive to lazily sluggish.

Phlegmatics tend to be content with themselves and are

kind. They are accepting and affectionate. They may be

receptive and shy and often prefer stability to uncertainty and

change. They are consistent, relaxed, calm, rational, curious,and observant, qualities that make them good administrators.

They can also be passive-aggressive.


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Personality

Definition Five-dimension Personality Model

According to the Diagnostic and Statistical

Manual of the American Psychiatric Association,

personality traits are "enduring patterns ofperceiving, relating to, and thinking about the

environment and oneself that are exhibited in a

wide range of social and personal contexts."

Theorists generally assume a) traits are relatively

stable over time, b) traits differ among individuals

(for instance, some people are outgoing while

others are reserved), and c) traits influence

behavior.


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Personality

Definition Five-dimension Personality ModelLewis Goldberg proposed a five-dimension personality model,

nicknamed the "Big Five":

A. Openness to Experience: the tendency to be imaginative,

independent, and interested in variety vs. practical, conforming,

and interested in routine.

B. Conscientiousness: the tendency to be organized, careful, and

disciplined vs. disorganized, careless, and impulsive.

C. Extraversion: the tendency to be sociable, fun-loving, andaffectionate vs. retiring, somber, and reserved.

D. Agreeableness: the tendency to be soft-hearted, trusting, and

helpful vs. ruthless, suspicious, and uncooperative.

E. Neuroticism: the tendency to be calm, secure, and self-satisfiedvs. anxious, insecure, and self-pitying


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Learning Process

Levels of Learning Domains of LearningHow People Learn

Principles of LearningDefinition of Learning

Learning Theory

Learning theory may be described as a body of principles advocated

by psychologists and educators to explain how people acquire skills,knowledge, and attitudes. Various branches of learning theory are

used in formal training programs to improve and accelerate the

learning process .

Behaviorists

Combined Approach

Cognitive

Learning TheoryPsychological Basis

of Education

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Learning Process

Learning Theory


Principles of LearningDefinition of LearningLearning Theory

Behaviorists Combined ApproachCognitive

Behaviorists believe that animals, including humans, learn

in about the same way. Behaviorism stresses the

importance of having a particular form of behavior

reinforced by someone, other than the student, to shape or

control what is learned. In aviation training, the instructor

provides the reinforcement. Frequent, positive

reinforcement and rewards accelerate learning. This theoryprovides the instructor with ways to manipulate students

with stimuli, induce the desired behavior or response, and

reinforce the behavior with appropriate rewards.


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Learning Process

Learning Theory



Behaviorists Combined ApproachCognitive

Cognitive TheoryMuch of the recent psychological thinking and

experimentation in education includes some facets of the

cognitive theory. This is true in basic as well as more

advanced training programs. Unlike behaviorism, the

cognitive theory focuses on what is going on inside thestudent's mind. Learning is not just a change in behavior; it

is a change in the way a student thinks, understands, or

feels.


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Learning Process

Learning Theory



Behaviorists Cognitive Combined Approach

Both the behavioristic and the cognitive approaches areuseful learning theories. A reasonable way to plan, manage,

and conduct aviation training is to include the best features

of each major theory. This provides a way to measure

behavioral outcomes and promote cognitive learning. The

combined approach is not simple, but neither is learning.


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Learning Process

Learning Theory



Learning is Purposeful

Learning is an Active Process

Learning is Multifaceted

Learning is a Result of Experience


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Learning Process

Learning Theory


Principles of LearningDefinition of LearningDefinition of Learning


Learning is an Active ProcessLearning is Multifaceted


Each student sees a learning situation from a different viewpoint.Each student is a unique individual whose past experiences affect

readiness to learn and understanding of the requirements

involved. For example, an instructor may give two aviation

maintenance students the assignment of learning certain

inspection procedures. One student may learn quickly and be able

to competently present the assigned material. The combination ofan aviation background and future goals may enable that student

to realize the need and value of learning the procedures. A second

student's goal may only be to comply with the instructor's

assignment, and may result in only minimum preparation. The

responses differ because each student ads in accordance withwhat he or she sees in the situation.


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Learning Process

Learning Theory






Since learning is an individual process, the instructor cannot do it for

the student. The student can learn only from personal experiences;

therefore, learning and knowledge cannot exist apart from a person. A

person's knowledge is a result of experience, and no two people have

had identical experiences. It seems clear enough that the learning of a

physical skill requires actual experience in performing that skill.

Student pilots learn to fly aircraft only if their experiences include flying

them; student aviation maintenance technicians learn to overhaul

power plants only by actually performing that task. Mental habits are

also learned through practice. If students are to use sound judgment

and develop decision


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Learning Process

Learning Theory






If instructors see their objective as being only to train their

students' memory and muscles, they are underestimating

the potential of the teaching situation. Students may learn

much more than expected if they fully exercise their minds

and feelings. The fact that these items were not included inthe instructor's plan does not prevent them from influencing

the learning situation.


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Learning Process

Learning Theory






Students do not soak up knowledge like a sponge absorbswater. The instructor cannot assume that students remember

something just because they were in the classroom, shop, or

airplane when the instructor presented the material. Neither

can the instructor assume that the students can apply what

they know because they can quote the correct answerverbatim. For students to learn, they need to react and

respond, perhaps outwardly, perhaps only inwardly,

emotionally, or intellectually. But if learning is a process of

changing behaviour, clearly that process must be an active

one.


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Learning Process

Learning Theory



Readiness

Effect

RecencyIntensity

Primacy

Exercise


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Learning Process

Learning Theory


Principles of LearningDefinition of Learning Principles of Learning

Readiness Effect

RecencyIntensityPrimacy

Exercise

Individuals learn best when they are ready to learn, and

they do not learn well if they see no reason for learning.

Getting students ready to learn is usually the instructor's

responsibility. If students have a strong purpose, a clear

objective, and a definite reason for learning something, they

make more progress than if they lack motivation. Readinessimplies a degree of single-mindedness and eagerness.

When students are ready to learn, they meet the instructor

at least halfway, and this simplifies the instructor's job.


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Learning Process

Learning Theory



Readiness Effect


Exercise

The principle of exercise states that those things most often

repeated are best remembered. It is the basis of drill and

practice. The human memory is fallible. The mind can rarely

retain, evaluate, and apply new concepts or practices after a

single exposure. Students do not learn to weld during one

shop period or to perform crosswise landings during one

instructional flight. They learn by applying what they have

been told and shown.


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Learning Process

Learning Theory



Readiness Effect


Exercise

The principle of effect is based on the emotional reaction of

the student. It states that learning is strengthened when

accompanied by a pleasant or satisfying feeling, and that

learning is weakened when associated with an unpleasant

feeling. Experiences that produce feelings of defeat,

frustration, anger, confusion, or futility are unpleasant for the

student. If, for example, an instructor attempts to teach

landings during the first flight, the student is likely to feel

inferior and be frustrated.


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Readiness Effect


Exercise

Primacy, the state of being first, often creates a strong,

almost unshakable, impression. For the instructor, this

means that what is taught must be right the first time. For the

student, it means that learning must be right. Unteaching is

more difficult than teaching. If, for example, a maintenancestudent learns a faulty riveting technique, the instructor will

have a difficult task correcting bad habits and reteaching

correct ones. Every student should be started right.


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Readiness Effect


Exercise

A vivid, dramatic, or exciting learning experience teaches

more than a routine or boring experience. A student is likely

to gain greater understanding of slow flight and stalls by

performing them rather than merely reading about them.

The principle of intensity implies that a student will learnmore from the real thing than from a substitute. In contrast

to flight instruction and shop instruction, the classroom

imposes limitations on the amount of realism that can be

brought into teaching.


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Readiness Effect


Exercise

The principle of recency states that things most recentlylearned are best remembered. Conversely, the further a

student is removed time-wise from a new fact or

understanding, the more difficult it is to remember. It is easy,

for example, for a student to recall a torque value used a few

minutes earlier, but it is usually impossible to remember anunfamiliar one used a week earlier. Instructors recognize the

principle of recency when they carefully plan a summary for

a ground school lesson, a shop period, or a postflight

critique.


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Learning Process

Learning Theory



Graph Definition


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How People Learn

What I hear, I forget.What I hear and see, I remember a little.

What I hear, see, and ask questions about or

discuss with someone else, I begin to

understand.

What I hear, see, discuss, and do, I acquireknowledge and skill.

What I teach to another, I master. (Silberman,

1996, p. 1)

Graph Definition


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Graph Definition


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Levels of Learning

Graph Definition

Levels of learning may be classified in any number of ways.

Four basic levels have traditionally been included in aviationinstructor training. The lowest level is the ability to repeat

something which one has been taught, without

understanding or being able to apply what has been

learned. This is referred to as rote learning. Progressively

higher levels of learning are understanding what has been

taught, achieving the skill for application of what has been

learned, and correlation of what has been learned with other

things previously learned or subsequently encountered.

Figure 1-3


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Cognitive Domain

Affective Domain

Psychomotor Domain


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Levels of LearningHow People Learn


Domains of Learning

Cognitive Domain Affective Domain Psychomotor Domai

GraphDefinition


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Domains of Learning


GraphDefinition

Besides the four basic levels of learning,

educational psychologists have developedseveral additional levels. These classifications

consider what is to be learned. Is it knowledge

only, a change in attitude, a physical skill, or a

combination of knowledge and skill? One of

the more useful categorizations of learning

objectives includes three domains: cognitive

domain (knowledge), affective domain

(attitudes, beliefs, and values), and

psychomotor domain (physical skills). Each of

the domains has a hierarchy of educational

objectives.


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Domains of Learning


GraphDefinition


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Domains of Learning


GraphDefinition The affective domain may be the

least understood, and in many ways,the most important of the learning

domains. A similar system for

specifying attitudinal objectives has

been developed by D.R. Krathwohl.Like the Bloom taxonomy, Krathwohl's

hierarchy attempts to arrange these

objectives in an order of difficulty.


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Domains of Learning


GraphDefinition


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Domains of Learning


GraphDefinition Psychomotor or physical skills always

have been important in aviation. Typicalactivities involving these skills include

learning to fly a precision instrument

approach procedure, programming a

GPS receiver, or using sophisticated

maintenance equipment. As physical

tasks and equipment become more

complex, the requirement for integration

of cognitive and physical skills

increases.

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Motivation

Definition Positive Motivation Negative Motivation

Motivation is probably the

dominant force which governs the

student's progress and ability to learn.Motivation may be negative or positive,

tangible or intangible, subtle and

difficult to identify, or it may be obvious.

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Motivation


Positive motivation is provided by the promise or

achievement of rewards. These rewards may be

personal or social; they may involve financial gain,

satisfaction of the self-concept, or public

recognition. Motivation which can be used toadvantage by the instructor includes the desire for

personal gain, the desire for personal comfort or

security, the desire for group approval, and the

achievement of a favourable self-image.Reward is getting something good for doing a

given task. It needs someone who has the power

to give the good thing. It is the opposite of

punishment.

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Motivation


Negative motivation may engender fear, and be

perceived by the student as a threat. While negative

motivation may be useful in certain situations,

characteristically it is not as effective in promoting

efficient learning as positive motivation.

Punishment is the authoritative imposition of

something negative or unpleasant on a person or

animal in response to behavior deemed wrong by an

individual or group. Negative consequences that arenot authorized or that are administered without a

breach of rules are not considered to be punishment

as defined here.

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Definition GUIDANCE AND DISCIPLINE TECHNIQUES

Guidance and discipline of children are ongoing

processes that will embrace everything you do with

children. Learning self-control and how to get along with

others is part of growing up, and family child care providers

play an important role in teaching children these important

skills.

The word discipline comes from the word disciple,

meaning to teach. Caring for children for long hours each

day, year after year, gives providers a wonderful

opportunity to help shape, guide, and nurture the behavior

of children. A good understanding of children and guidance

techniques is the basis for effective discipline. Take time to

view things from a child's perspective. It can make a

difference in your relationship with children.

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SET UP A SAFEENVIRONMENTESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICAL

CONSEQUENCES

DISTRACT

REDIRECT

IGNORE

One of the most important things

a caregiver can do is to establish

a safe environment. Children

move quickly, and they love to

climb and explore. Take a close

look at your home indoors and

outdoors. A fenced-in yard will

help keep children away from the

street. Childproof your home bylocking up dangerous chemicals

and medicines, covering

electrical outlets, and storing

breakable objects up high.

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SET UP A SAFEENVIRONMENT

ESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICALCONSEQUENCES

DISTRACT

REDIRECT

IGNORE

Young children need a consistent

routine and schedule. Their small

stomachs and high energy levels

need nutritious snacks and

meals frequently. Establish

consistent times for eating,

napping, and playing. It helps

children learn how to pace

themselves. Balance active timewith quiet time and group time

with time to be alone. This kind

of balancing leads to a well-

planned and balanced routine.

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ESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICALCONSEQUENCES

DISTRACT

REDIRECT

IGNORE

Young children love to imitate

adults. Watch your habits

because children will be sure

to be copy them! If you want

children to treat each other

kindly or have good eating

habits, be sure to demonstrate

how to do it. Talk about whatyou do, and explain things in

simple terms.

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ESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICALCONSEQUENCES

DISTRACT

REDIRECT

IGNORE

Use your words carefully when you

teach children. Focus on what to do

rather than what not to do.

TRY SAYING: "Slow down and walk"

INSTEAD OF: "Stop running"

TRY SAYING: "Come hold my hand"

INSTEAD OF: "Don't touch anything"

TRY SAYING: "Keep your feet on the

floor" INSTEAD OF: "Don't climb on the

couch"TRY SAYING: "Use your quiet voice

inside" INSTEAD OF: "Stop screaming

and shouting"

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ESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICALCONSEQUENCES

DISTRACT

REDIRECT

IGNORE

Effective praise

encourages learning,independence, and

strong self-esteem in

children.

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ESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICALCONSEQUENCES

DISTRACT

REDIRECT

IGNORE

When a child is running

out into the street or

about to get into thehousehold bleach, there

is no time for negotiation.

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ESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICALCONSEQUENCES

DISTRACT

REDIRECT

IGNORE

A more sophisticated

form of "remove or

isolate" is called "timeout." A "time out" is just

that - a cooling off period.

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ESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICAL

CONSEQUENCES

DISTRACT

REDIRECT

IGNORE

Natural and logical

consequences are

effective in helpingchildren see the

connection between their

actions and the results of

their behavior.

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ESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICALCONSEQUENCES

DISTRACT

REDIRECT

IGNORE

This technique works

especially well with very

young children. When achild is doing something

unacceptable, try to call

attention to another

activity - perhaps playingwith another toy or

reading a book together.

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ESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICALCONSEQUENCES

DISTRACT

REDIRECT

IGNORE

Sometimes the problem

with behavior is not what

the child is doing asmuch as how she is

doing it.

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ESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICALCONSEQUENCES

DISTRACT

REDIRECT

IGNORE

Behavior that is not

harmful to the child or

others can be ignored.The goal is to have the

child stop the undesirable

behavior by not paying

attention to it.

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ESTABLISH A

PREDICTABLE ROUTINE

REWARD

SET A GOOD EXAMPLE

WATCH YOUR

LANGUAGE

PRAISE

REMOVE OR ISOLATE

TIME OUT

NATURAL AND

LOGICALCONSEQUENCES

DISTRACT

REDIRECT

IGNORE

Remember that it is more

effective to reward good behavior

than to punish bad behavior. A

reward or "positive reinforcement"

refers to positive ways adults can

respond when children behave in

desirable ways. Positively

rewarded behavior is usually

repeated. Rewarding a child forgood behavior at the right time is

very important. So is the reward

itself. You can use social or

material rewards with children.

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Policy making often is considered a privilege and jealouslyguarded by those in authority. In education, policies are

usually made by school board members and

administrators, but teachers are rarely part of the process.

For our purposes, lets define policy as a definite method

of action selected from among alternatives to guide presentand future decisions.

Curriculum Planning

and ImplementationSchool-Based Management

Internal Evaluation

Technology Advisory Councils


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Curriculum Planning and Implementation School-Based Management

Internal Evaluation Technology Advisory Councils

Curriculum Planning and Implementation

Teachers are an integral part of thedecision-making process in curriculum planning

and implementation at the classroom level.

Unfortunately, the impact of teachers on the

curriculum at the K-12 level is minimized by the

involvement of special interest groups, politicians,and bureaucrats.


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School-Based Management

School-based management is another way to

maximize the teachers role as policy maker. In school-based

management, the decision-making process is decentralizedto involve school constituencies such as administrators,

teachers, parents, community members, and students

a higher level of meaningful involvement by teachers and

teacher teams in the decision-making process;

opportunities for professional development in decision-making skills;

a proactive approach to information sharing among school

constituents;

and freedom and empowerment for teachers to implement

innovative teaching reform ideas


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Internal Evaluation

Internal evaluation is a team-based

approach in which teachers can play an

important part in policy decisions. A

somewhat specialized form of actionresearch


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Technology

Computer technology has become an

inseparable part of the 21st-century

schooling in the United States and providesanother platform for teachers to get

involved in policy decisions. In a free-

market society, computer networks are one

of the best tools to establish dialoguesbetween professionals across different

disciplines, share ideas, enhance

professional awareness, and influence

public policy .


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Advisory Councils

Another avenue through which teachers

have impacted policy decisions is evident in theSchool Advisory Councils (SAC) created by the

Florida Department of Education (1998). SAC

is a model for school-site policy making and

accountability. SAC is made up of teachers,parents, community leaders, non-instructional

staff, and administrators. SAC gives its partners

responsibilities and opportunities for making

decisions on all school issues.


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