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6/23/2013
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Maximizing Learning Time: Preventing and Addressing Challenging Behavior
Color in your House!
Engaging Interactions and Environments
• Well organized• Social Emotional
Support• Instructional
Interactions
During this session, you will
learn more about:
What we look for
From CLASS
• Behavior Management
• Productivity
• Instructional Learning Formats
The BIG idea is to maximize learning time for children!
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Maximizing Learning Time: Preventing and Addressing Challenging Behavior
• Designing environments
• Schedule and routines
• Zoning and Staff Scheduling
• Transitions
• Behavioral Expectations
Maximizing Learning Time:
Designing Environments
FALL 2012
The focus
CLASSROOM ENVIRONMENTS THAT PROMOTE CHILDREN’S DEVELOPMENT
AND LEARNING
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Effective environments
Support Children’s Engagement
Well-Designed Physical Space
Relevant Contents
Intentional Groupings
Designing early childhood classroom
The rooms in this video are used everyday with children.
As you watch the video, reflect on both the strengths and limitations you see.
Well Designed Physical Space
Classroom or family home is designed with a variety of areas with easily viewed boundariesAvoid wide open spacesMaterials are organized and in good working order – before children arriveFriendship spacesVisual reminders of expected behaviorStaff zoning
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Avoiding wide-open spaces
Visual reminders of expected behavior
Visual reminders of expected behavior
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Visual reminders of expected behavior
Visual reminder: Part of picture series featuring expected behavior in book
area
Visual reminder: Soft and Loud
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Visual reminder: Voice volume chart
Stop sign provides a visual reminder that the area or activity is not currently available
Picture chart provides play ideas for a child in the block area.
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Drawings provide visual reminders of what children are to do at large group time.
Child holds chart at circle time featuring reminders of expected behavior
Design the classroom contents
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Guide learning
Books & Music
Props
Visual Displays
Toys
Materials
Activities
How is the learning being guided?
Design the groupings
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One-on-one: Provide individually focused instruction.
Small groups: ↑opportunities for interactions and scaffolding.
Large groups: Build community, do routine activities, and introduce concepts.
Maximize learning
Other considerations
Rotating Children & Toys
Learning Activity
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Maximizing learning time:Schedules and Routines
FALL 2012
The BIG Picture
Help children know what to expect
Enhance feelings of security
Influence cognitive and social
development
Increase rates of engagement
Schedules…
• Organize the day• Arrange meaningful
experiences for children
• Correspond to concrete units of time
A1
Slide 30
A1 change "correspond to sizeable units of time" to:
Correspond to concrete units of timeAuthor, 8/28/2012
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Components OF A SCHEDULE
Blocksof time
• Group time• Activity/ center time• Meals• Outdoor time• Story time
Sequenceof time
• Classroom activities• Classroom routines
Balance
Requirements
Active/Quiet activities
Small/Large groups
Teacher-directed/Child-initiated
Examples of schedules
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Teaching the schedule
Post the schedule
Follow the schedule consistently
Teach the schedule so ALL
children understand
Individualize instruction
Encourage children’s efforts
Changes to the Schedule
Prepare children ahead of time
Announce at large group
Provide visual supports
Gently remind children often
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Provide Visual Supports
Routines
Series of behaviors
Include•Clean–up •Nap time•Meal times•Arrival/departure
Occur regularly
Teaching Routines
Provide model
Provide positive feedback
Provide visual supports
A3
Slide 39
A3 replace "modeling" with:Provide model
the word "model" should start with a lower case 'm' and be underlined
delete "for following routines"Author, 8/28/2012
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HAND WASHING: DETAILED STEPS
Turn-Taking Schedule
Maximizing Learning Time:Zoning and Staff Scheduling
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Maximizing Learning Time- Zoning
One strategy for facilitating a well-organized learning environment is to use a staff schedule and zoning chart
Zoning is an effective practice used to help children stay engaged and child engagement maximizes learning time
Zoning is a tool used to organize classroom staff or guide planning for family childcare providers
Why Use Zoning?
Zoning can increase engagement behaviors
Zoning can increase provider efficiency
Zoning helps build confidence in providers who work in teams or individually
Zoning is flexible and can help make communication easier between staff, or it can help with planning for family childcare providers
McWilliam, R.A. & Casey, A.M. (2008). Engagement of every child in the preschool classroom. Baltimore, MD: Paul H. Brookes Publishing Co.
Types of Zoning
In a classroom In family child care
Zone: Each staff member is responsible for a separate area or “zone” of the classroom.
Zone: Staff is responsible for preparing separate “zones” by providing age appropriate and independent activities in areas
One‐to‐One: Staff members are responsible for staying near or “zoning” with a child who has more significant challenges.
One‐to‐One: Staff is responsible for staying near or “zoning” with the youngest children, or those with more challenges, while staying aware of the whole group
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Staff Schedule in a Classroom
Activities/ Transitions
Staff Person A Staff Person B Staff Person C
ArrivalGreet children and
parentsHelp children put away
backpacksGet tables ready for
breakfast
Breakfast At red table At blue table At green table
Transition to outside
Signal transition/blow bubbles
Clean up breakfast tables Help children to transition
Outside At big toy In the field Clean and sanitize tables
Transition to classroom
Help children transition to circle time
Signal transition Help children wash hands
Circle timeSupport children at
circleLead circle Break
Centers Zone 1 Zone 2 Zone 3
Classroom Map With Zoning Areas
Staff Schedule in a Classroom or Family Child Care with Two Adults
Activities/ Transitions Lead staff/FCC Owner Assistant
ArrivalGreet children and parents, Help children put away backpacks
Get tables ready for breakfast
Breakfast Sit and talk with children at tableHelp bring food or utensils as needed during meal, talk with
children
Transition to outsideSignal transition/blow bubbles, Help children to transition
Clean up breakfast tables
Outside At big toyClean and sanitize tables, join
children at the sandbox
Transition to classroomHelp children transition to circle
timeSignal transition, Help children wash
hands
Circle time Support children at circle Lead circle
Centers Zone 1 Zone 2
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Staff Schedule for One Teacher or One FCC Provider
Activities/transitions
Lead teacher or Family child care provider Planning and preparation beforechildren arrive
Arrival Greet children and parents, Help children put away backpacks
Prepare tables and food for breakfast before children arrive
Breakfast Bring food to the table, sit at table with children
Transition to outside
Signal transition/blow bubbles, Help children totransitionClean up breakfast tables, Clean and sanitize tables
Prepare activities for children to do while waiting (i.e. puzzles, books, etc.)
Outside At big toy
Transition to classroom
Signal transition, Help children wash handsHelp children transition to circle time
Circle time Lead circle Prepare all circle materials so they are ready to go
Centers Zone: Zone with younger children or those needing more support directly.
Prepare self‐directed activity for older children.
How to Use Zoning in the Classroom or FCC Home
Break down each activity into various duties
If you work alone, think about how you will prepare ahead of time for activities
Specify the teacher roles, zones, and responsibilities at the beginning of the week
If you work alone, think about the children who you will need to zone with the most this week
Make sure everyone understands their roles and zones
Post a chart in a visible location in the classroom
Tips for Zoning
Position your body so you can see your whole zone, and if alone, the whole group
Scan your zone inside or outside the area often
Practice talking to the other provider or assistant in the classroom as children move between areas, and if alone, check in with children as they move around.
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FALL 2012
Maximizing Learning Time:
Transitions
TRANSITIONS BETWEEN ACTIVITIES
Transition refers to a change between:
Activities
Multiple settings
Programs.
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Why is it important?
Transitions are time consuming.
Idle waiting = challenging behavior.
They can be stressful and frustrating.
The ability to transition is a critical skill.
Strategies to support Transitions: Before the transition
Minimize the number of transitions.
Plan for what adults will do during transition times.
Teach children the expectations.
Provide verbal and nonverbal cues.
Strategies to support Transitions: During the transition
Engage children.
Allow time to finish projects.
Plan for “quick” finishers.
Individualize support.
Teach during transitions.
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Strategies to support transitions: After the transition
Provide positive attention and feedback to children.
Promote independence during transitions
Allow children to transition independently.
Teach children to help one another.
Help children self-monitor during transitions.
Designing early childhood classroom
The rooms in this video are used everyday with children.
As you watch the video, reflect on both the strengths and limitations you see.
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VIDEO: Individual Transitions
VIDEO: Transitions:ChildChoice
Designing early childhood classroom
The rooms in this video are used everyday with children.
As you watch the video, reflect on both the strengths and limitations you see.
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SMOOTH TRANSITIONS: ENVIRONMENTAL SUPPORT
SMOOTH TRANSITIONS: MATERIALS ADAPTATIONS
SMOOTH TRANSITIONS: ENVIRONMENTAL SUPPORT
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SMOOTH TRANSITONS:ALL DONE BUCKETS
SMOOTH TRANSITIONS: VISUAL SUPPORTS
Transition Cue Cards
See the http://www.HeadStartInclusion.org website for more transition cue cards.
Lets hear your best ideas!
At your table share your best ideas for signaling and supporting transitions for young children
Write them down on the paper provided and be prepared to share your top three favorite ideas!
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Maximizing Learning Time:
STATING BEHAVIORAL EXPECTATIONS
FALL 2012
WHAT ARE BEHAVIORAL EXPECTATIONS?
Appropriate behaviors expected from children during specific activities and routines.
Ongoing moment-to-moment teaching practice
Teachers SAY what they want to SEE
BENEFITS of Behavioral Expectations
Prepare children for success!Maximize children’s learning time.
Build a common language.Provide a consistent message
to children.Set the stage for learning. Help prevent behavior problems before
they happen.
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DEVELOPING AND TEACHING EXPECTATIONS
STEPS:
1. Anticipate unfamiliar activities.
2. Plan for appropriate behaviors.
3. Prepare children for what you want to see.
4. Recognize children’s appropriate behavior.
Step One: Anticipate unfamiliar activities
Teachers anticipate by:
Thinking through daily activities that may be unfamiliar for children.
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Step Two: PLANNING
Teachers plan by:
Writing out expectations in positive terms. “Say what you want to see”
Preparing needed materials.
Step Three: Preparing children
Teachers prepare children by:
Stating expected behaviors in advance.
Posting expectations: At children’s eye level.
With simple words and pictures.
Repeating expectations often.
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Preparing Children: book area
Preparing Children: voice volume
Preparing children
Teachers prepare children by:
Using a variety of strategies
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VIDEO: Practice Raising a Quiet Hand
VIDEO: Stop, Look & Listen
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Step Four: Recognize children’s appropriate behavior
Teachers recognize children’s appropriate behavior by:
Acknowledging appropriate behavior.
Encouraging behavior to continue.
Review: Stating Behavioral EXPECTATIONS
STEPS:
1. Anticipate behaviors.
2. Plan for appropriate behaviors.
3. Prepare children for what you want to see.
4. Recognize children’s appropriate behavior.
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FALL 2012
LEARNING ACTIVTY
Color in your House!
Engaging Interactions and Environments
• Well organized• Social Emotional
Support• Instructional
Interactions
You just learned more about:
