Chapter 4 Guidance in the Classroom

Chapter Four
“Guidance in the Classroom”
©2014 Cengage Learning.
All Rights Reserved.

Guiding Questions
• What is the difference between a teacher
who is a professional and a teacher who is a
technician?
• How are teacher-child relationships the basis
of the guidance approach?
• How does guidance reduce the need for
mistaken behavior?

Guiding Questions
• What does it mean that guidance is “solution
oriented”?
• Why is liberation teaching fundamental to the
encouraging classroom?
• CULTURAL RESPONSIVENESS: How can
poverty influence the child in the classroom?
• FAMILY PARTNERSHIPS: How does the
teacher overcome traditional obstacles to
building partnerships with families?

After studying this chapter, you should be
able to:
• Explain the meaning of “guidance is
solution-oriented.”
• Define liberation teaching and explain its
relationship to the encouraging
classroom.
• Describe the role of family-teacher
partnerships in the guidance approach.

Teacher as a Professional vs.
Teacher as a Technician
• The professional teacher:
– Uses diagnostic skills to assess situations.
– Makes ongoing hypotheses and takes action
based on the hypotheses.
– Learns from experience.
• The teacher as a technician:
– Follows specific rules in predetermined,
inflexible ways.

Positive Teacher-Child
Relations
• To build positive teacher-child relations:
– Engage in one-to-one interactions with children
– Get on the child’s level for face-to-face
interactions
– Use a pleasant, calm voice and simple language
– Provide warm, responsive physical contact
– Acknowledge children for their accomplishments
and effort

Reducing Need for Mistaken
Behaviors
• Mistaken behaviors often have roots in the
challenges of childhood or a mismatch
between the child and the program.
– To address mistaken behaviors stemming from
challenges of childhood, get to know each child in
your care and when and how best to intervene.
– To address mistaken behaviors stemming from
mismatch, revise your program to better meet the
child’s needs for engagement.

Solution Oriented
• Guidance interventions are solution oriented and
include the following:
– Conflict management
– Guidance talks
1. Calm all down, including yourself.
2. Come to agreement on each person’s perceptions of the conflict.
3. Brainstorm possible solutions to the conflict
4. Agree on a solution that best resolves the conflict.
5. Put it into effect with teacher-monitoring and follow-up if needed

Solution Oriented
(continued)
• Guidance interventions are solution oriented and
include the following:
– Class meetings
– Crisis management
1. Requesting a choice
2. Calming
3. Cool-down time
4. Passive restraint

Liberation Teaching
• Teacher-responses that affirm the child’s sense of
belonging, worth, and competence empower the child
toward growth.
• To the extent that a child feels safety needs unmet,
mistaken behavior is likely to occur as they try to get these
needs met.
• A teacher who figures out these needs, develops a
helping relationship with the child, and assists the child in
conquering mistaken behaviors is engaged in liberation
teaching.
• In order to be a liberation teacher, you must monitor your
own feelings and stay consistent in your communication.

Family Partnerships
• Building partnerships is crucial to the work of
a guidance teacher.
• To build such relationships, professionals
need to put aside biases and focus instead on
the wellbeing of the child.
• Keep in mind when working with parents:
– There is no more important profession for which there is
so little preparation as being a parent
– Parents are the primary educators of their children;
teachers only help.

Family Partnerships
• To become involved busy parents need
invitations, choices for ways to be involved,
and teacher support.
• Children benefit from these partnerships by
learning that they are supported at home and
school, mistaken behaviors are reduced, and
progress in learning democratic life skills
becomes real.

Chapter 4 Guidance in the Classroom

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