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Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
Misbehavior or mistaken behavior
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Misbehavior or mistaken behavior

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  • 1. Misbehavior or Mistaken Behavior By Kathleen Clark Inspired by :A Guidance Approach for the Encouraging Classroom 5th Edition by Dan Gartrell
  • 2. The Guidance Approach for the Encouraging Classroom
  • 3. Misbehavior or Mistaken BehaviorMisbehavior is what is typically referred to when the child’s behavior seems willfully done but may not actually be and is now referred to as Mistaken Behavior. Mistaken Behavior is made up of three different levels which in themselves explain each level in the learning process as they lack the experience and interactions to know the difference and therefore make errors in judgment in their actions What are the three levels of Mistaken Behavior?
  • 4. Mistaken Behavior The first level is Experimentation which has a relational-ship Pattern with the Motivation of Exploration in the development of the learning process. The second level is Socially Influenced with a relational ship pattern of being an Adjustor in wanting to please and identify with others significant in their lives The Third level is Strong Needs which is in a relational ship pattern with being unable to cope due to unmet needs
  • 5. Level One Experimentation : begins when a child starts to explore their surroundings and engage in activities and relationships . The child is motivated by his /her natural curiosity and becomes Involved in an unintentional conflict by a new situation getting out of hand due to lack of experience. Another way of using their curiosity may be to Intentionally cause a conflict to see what might happen. The experimentation level is the beginning of the learning process where a lot of patience and guidance is the best approach in enhancing the child’s learning self esteem self confidence with
  • 6. Level Two Socially Influenced Level is when the child has had some experience in learning and significant people in their lives have made an impression or reinforced in some way, behaviors or actions. Sometimes it is unintentional as social influences may include cartoon characters superheroes from video games or television, along with Parents,siblings,friends,neighbors, Teacher or Caregiver .
  • 7. Level Three Strong Needs This level consists of a child’s inability to be able to cope with problems and they may act their anxieties, fears , frustrations ,tantrums,hostility, Inattentiveness, fatigue withdrawal out in the classroom. These behaviors usually increase over time and need prompt attention in finding what and why and dealing with the behavior and addressing the problem so the child can learn to cope constructively.
  • 8. Challenging Behavior
  • 9. Guidance Approach A teacher must apply the guidance approach when dealing with mistaken behavior. When a child is having a conflict over a toy in the Dramatic Play area she should approach the children and try to involve them in constructing a fair solution, a teacher should encourage the child’s The input in solving conflict and talking about their problem to avoid fighting or arguing .The teacher should not treat the behavior as misbehavior because that would imply the child has behaved in a willful wrongdoing and deserves to be disciplined.
  • 10. Positive Discipline A teacher needs to obtain all the possible necessary information in any action that might need to be addressed in a child’s mistaken behavior issue. Creating an environment that the child can adapt to and manage in learning acceptable behaviors or the alternatives to them, in doing so the Teacher is also building a Guidance Approach in helping the child /children with their behaviors by intervening without punishment with a solution oreientation.
  • 11. Punishment Punishment is a term not used when using the Guidance Approach. Guiding a child to learn and be able to understand and reason is conflict resolution Using a reward punishment system is the driving force to make children obedient to the educational program teaching social and emotional skills through all classroom situations. Guiding children to develop and use their own personal strength and understanding in making ethical and intelligent decisions.
  • 12. Punishment Punishment is a term not used when using the Guidance Approach. Guiding a child to learn and be able to understand and reason is conflict resolution Using a reward punishment system is the driving force to make children obedient to the educational program teaching social and emotional skills through all classroom situations. Guiding children to develop and use their own personal strength and understanding in making ethical and intelligent decisions.
  • 13. Half Time Show Staying Calm: A Classroom Strategy http://youtu.be/6Fb39YIXLg4 Children Challenging Behavior in Young Children Http://youtu.be/8eCfnrGu5xo Discipline in Montessori -with Miss Donna Part 1 http://youtu.be/L1wojtOxz_4 Interactive Website Puzzles games www.thefamilypuzzle.net/?f I thought these were all great examples that use guidance or as Dr Montessori said “Teach by Teaching not by Correcting!”
  • 14. Small group Activity Break into groups of 4 and discuss some behavior levels in your classrooms and create a Mistaken Goal Chart see the example in your handouts by Jane Nelsen www.positivediscipline.com Write a Behavior Intervention Plan using the handouts guidelines You are the IEP Team !
  • 15. The Encouraging Classroom As far back as the 18th century theorists such as Owens ,Friedrich Froebel and many others determined that children learn through interactions with the physical and social world and organize their experiences around the interactions. Teachers teach best through interaction and not just talking to children. People are more productive when they were respected and treated well
  • 16. The Encouraging Classroom continued Applying the Constructivist approach and self psychologists approach in applying developmental practices that encourage the child to alter their behaviors to be able to achieve their goals as they believe all behavior is goal directed and the ultimate goal being social acceptance. Four Mistaken Goals of Misbehavior when unable to gain social acceptance 1) getting attention2)seeking power3)seeking revenge4)displaying inadequacy
  • 17. The Encouraging Classroom continued Applying the Constructivist approach and self psychologists approach in applying developmental practices that encourage the child to alter their behaviors to be able to achieve their goals as they believe all behavior is goal directed and the ultimate goal being social acceptance. Four Mistaken Goals of Misbehavior when unable to gain social acceptance 1) getting attention2)seeking power3)seeking revenge4)displaying inadequacy
  • 18. Mistaken Behavior
  • 19. The Encouraging Classroom continued Teaching children to learn from their mistakes rather than punishing them for their mistakes. Teaching children to solve their problems . Encouragement rather than just praise in efforts and achievements in all areas .Guidance empowers the Encouraging classroom,all children feel accepted as capable members and learners. Each individual in the classroom is treated with friendly respect. All individuals even young children can prevent and resolve problems by using words in a peaceful way.
  • 20. The Encouraging Classroom Teachers create friendly classrooms by modeling and teaching conflict resolution which compliments the Guidance approach . The need to expand and carry this philosophy and environment with the families and at home is crucially important for it to be effective .
  • 21. Parent Teacher Partnership Encouraging developmentally Appropriate Behaviors in a Positive Environment must be continued in the Team relationship that includes the teacher,the family and the child. Parent Teacher Partnerships are very important and said to be an essential component in developmentally appropriate practices. When the teacher practices and implements these strategies when guiding childs behavior including following through with the parents ,the child has the best support and foundation in being able to manage their behavior.
  • 22. Strategies for Challenging Behavior Welcome new children and their family. Allow for involvement make a phone call ,greeting meetings,positive notes,conferences and even home visits. Use contact talks,with the child outside the conflict situation find and make time be an active listener. Know your students and build trust watch the conflicts become less severe.Start at the beginning of the day to avoid or reduce conflicts during the day.
  • 23. Strategies for Challenging Behavior Welcome new children and their family. Allow for involvement make a phone call ,greeting meetings,positive notes,conferences and even home visits. Use contact talks,with the child outside the conflict situation find and make time be an active listener. Know your students and build trust watch the conflicts become less severe.Start at the beginning of the day to avoid or reduce conflicts during the day.
  • 24. Compliment Sandwiches! Use compliment sandwiches to show the family and the child that you are working with them and not against them. Compliment the efforts and recognize the progress the child has been demonstrating Address Challenging behavior and offer alternates that the child can use the next time. Monitor for continued Compliments in the efforts and progress the child makes. Be Private and respectful
  • 25. Interventions Keep interventions private and respectful Compose self help child calm down Keep your voice low and be firm and friendly not firm and harsh Involve the child in asking his view of what happened with respect to his feelings and perceptions Teach specific useful alternatives for next ti Ask the child repeat so they can understand and reason Ask the child what he can do to make other child
  • 26. Build Support System Allow child to feel comfortable and let them know it is ok to vent there frustrations with people they trust Let them know that it will be confidential and not shared with others Strive to lessen angers and frustrations, after honest venting children may not seem so challenging Involve family classroom staff personnel outside professionals in developing a comprehensive plan which may prevent expulsions with resources implemented .
  • 27. Works Cited Dan Gartrell s A Guidance Approach for the Encouraging Classroom 5th Edition The NAEYC Oregon Winter Conference 2007

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