The document discusses mistaken behavior in children and an encouraging classroom approach. It describes three levels of mistaken behavior: experimentation, social influence, and strong needs. The guidance approach involves understanding the root causes of behaviors and encouraging children to resolve conflicts respectfully. An encouraging classroom uses guidance rather than punishment, builds trust, and involves parents through a partnership approach to promote appropriate child development.

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 Behavior
Misbehavior 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