This document provides guidance for staff at Rainbow Nursery on addressing challenging behaviors. It emphasizes establishing clear expectations and a positive learning environment. It outlines types of unwanted behaviors like disengaged, disruptive and unacceptable and suggests strategies for responding, including distraction, eye contact, and moving a child. The document stresses the importance of responding positively, reviewing strategies, and helping children understand their behavior is their choice to develop self-control.
This is a short talk delivered to parents of La Salle Academy's (Iligan City) Kindergarten pupils. Thanks to the invitation of Mr. Pendang of the Guidance Office.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
This is a PowerPoint Presentation that discusses how play is the most important process through which young children learn. Although toys are fun, they are also tools that can help children learn about themselves and the world around them.
This is a short talk delivered to parents of La Salle Academy's (Iligan City) Kindergarten pupils. Thanks to the invitation of Mr. Pendang of the Guidance Office.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
This is a PowerPoint Presentation that discusses how play is the most important process through which young children learn. Although toys are fun, they are also tools that can help children learn about themselves and the world around them.
Effective Approaches to managing Children's Behaviour in the Early YearsSammy Fugler
This presentation was given by Sammy Fugler, Day Care Director at Rainbow Nursery, Tel Aviv in October and December 2019. It sets out a framework for early years practitioners to support behaviour in early years settings, specially relevant to 3 - 5 year olds.
Disciplinary requirements for preschoolers are distinct from those of older children. These preschool-specific suggestions can help you keep your young ones on track.
Sharing books in the Early Years (EYFS)Sammy Fugler
This presentation provides information, guidance ond tips on how and why we should share books with young children in the EYFS. Reading is key in the early years. This presentation explores some of the reasons why
This presentation looked specifically at how we can effectively manage transitions around the building, and support children in 'planning destinations' within the classroom.
Staff Training: Meetings with parents Sammy Fugler
This presentation was used at Rainbow staff training to focus on communication with parents during meetings. It links to the EYFS requirements, and supports staff with conducting meetings
Making Continous Provision good! Early yearsSammy Fugler
This short presentation is from the Rainbow Nursery Tel Aviv Staff meeting May 2019. It focuses on supporting children's free play, making the most of spontaneous learning opportunities and delivering effective continuous provision. This is relevant to working in the EYFS
This presentation was developed for a staff training day for Rainbow Nursery, Tel Aviv to support staff in developing their understanding of working with children with special and additional needs. It is appropriate for anyone working in early years and delivering the EYFS
Effective communication in Early YearsSammy Fugler
This presentation provides an overview for Rainbow Nursery staff of how to communicate effectively with their key children, and all the children at the nursery. It relates to EYFS and best practice in early years.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
4. Peer Education |Teaching time!!
■ Review the Powerpoint hand out
together
■ Re-teach what you learnt at the Staff
training
■ Bring your peers ‘up-to-speed’
■ Check understanding
■ Teaching is the best way of learning
and consolidating
10. Positive behaviour
■ Co-operating with each other
■ Encouraging each other
■ Helping others
■ Asserting oneself
■ Full involvement in a chosen activity
■ Taking on new challenges
■ Showing empathy
■ Taking responsibility
■ Sharing
11. Encouraging positive behaviour
■ Clear rules
■ listen to and observe what children communicate both verbally and
non-verbally;
■ praise and respond appropriately to all forms of children's positive
behaviour
■ promote and reinforce positive behaviour by example;
12. Make sure the environment you have
created will ENGAGE children
13. Make sure that children know what they
are doing / what their options are
Choose
something
to do…
Everyone
tidy up
Stop that! Do
something
sensible!
Play nicely
out here for
10 minutes
Just
wait!
14. Praise quickly and consistently. Make sure
children understandWHY you’re praising
them
Wow! Great
It was lovely that
you helped Jilli
settle when she
came in this
morning!
Good job!
I can see you
have got really
messy – well
done for taking
part so well!
Thank you for
letting Eddie go
first with the
scissors, great
sharing!
15. Look out for ‘good’ behaviour (catch
them being ‘good!)
16. Key concept
Children should not be allowed to hurt
themselves or other people either physically or
verbally, or destroy property.They must learn
how to control themselves instead of other
people controlling them.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28. Tips and thoughts for developing self-
control
■ Children learn emotional regulation from our modeling
■ Children take their cues about anxiety from the adults and peers around them
■ Every time we set a limit that the child accepts, they are practicing self-control
(three more, and then its Romi’s turn)
■ Punishment doesn't encourage self-discipline because the child isn't actually
choosing to stop; they are being forced
29. Talk clearly, simply, and often about
behaviours that matter
Reading
time is
quiet time
Take turns
with the
bimbas
Now is the
time to listen
and follow
directions
Being helpful
can make you
and others feel
happy
Keep rules and expectations simple, and remind children often when it’s time to follow them
30. Establish routines
Young children may not be able to
tell time, but they do become
accustomed to the cadence of a
regular schedule.When they know
that story time will be followed by
outdoor play, active children may be
more able to sit quietly while their
teacher reads.
31. Realistic expectations | Attention span
Acknowledge that young children have limited
attention spans by alternating learning activities that
require quiet, focused attention with opportunities for
independent play and learning activities that include
movement.
32. Call to attention
The ability to focus attention is a crucial executive function for success. Newborns are
drawn to the stimulus that is most noticeable in their environment. In the course of
normal development, infants begin focusing their attention on specific stimuli
emphasised by adults
33. In the baby unit…
When Shira climbs too high, gets frightened, and wants to come
down, how do you respond? If you can "guide" her down, talking
soothingly so she can stay calm, you're teaching self-control. She's
creating the brain pathways to talk herself through difficult situations
in the future. But if you let her anxiety rattle you so that you swoop in
to grab her down, she not only learns that she's incompetent, but that
anxiety can't be tolerated, so she has to rush in and take action, rather
than regulating herself to make rational decisions. That rushing
tendency comes from anxiety and sabotages the building of the
neural pathways she needs to stay calm.
34. In theToddler unit…
Toddlers don't have the ability to resist a treat left available to
them, while 30% of four year olds and virtually all adults do.
What makes the difference? The prefrontal cortex, which is
barely developed in a two year old and reaches maturity around
the age of 25. How do you strengthen the prefrontal cortex?
Practice! Some people have theorized that children who are
"smarter" are the ones who are able to wait. But "smartness" is
not static, and it is not just innate ability. It depends on being
able to control your anxiety and your impulses, which we know is
strengthened every time the child CHOOSES to do so.
35. "We can’t control the world, but we can control how
we respond to it. Once you realise that will power is
just a matter of learning how to control your
attention and thoughts, you can really begin to
increase it."
36. Children making choices
The process of learning self-control and self-discipline is
linked closely with how a child feels about themselves and
their relationship with the world. Its our role to help build and
strengthen children’s ability to determine for themselves
what is right and what is wrong, and how to control their own
behaviour.
41. Some strategies
■ Counting down…
■ Clapping or clicking
■ Distraction
■ Eye contact
■ Reassuring physical contact
■ Tones of voices and volume
■ Very clear instructions – bite size
■ Key words ‘focus’ or ‘welcome back’ or ‘and… listen’
■ Honesty… “I’m feeling….”
■ Moving a child
42. Respond positively
■ Promptly identify children’s unwanted behaviour when it occurs
■ Identify changes in that child’s behaviour that are unusual for them
■ Use knowledge of the child and their background to interpret their behaviour
■ Use strategies appropriate to that child, when responding to their behaviour
■ Give the child support if required
■ Regularly review the strategies that you use
■ Create effective opportunities for children to express their negative feelings safely
43. Steps to Intervention…
• Help the child understand that his/her behaviour is up to them
• If necessary, remove the child from the situation and keep him/her
with you. If behaviour persists, act calmly and promptly.
• Discuss feelings and rules after a reasonable period of calm.
• Involve the child in the decision of when to go back because taking
responsibility for his/her own behaviour is an important part of
instilling self-control
• Help the child be acceptable when he/she does come back so that
he/she has the experience of substituting unacceptable behaviour
for acceptable
45. Every Child is different
Every child is different, every situation is different,
therefore; every response needs to be different.
There is not one approach, but there are many
approaches. We must find the right approach and the
right strategy for each situation
50. Lets review our earlier scenarios…
■ Green - Disengaged
■ Orange – Disruptive
■ Red - Unacceptable
■ 1st Response
■ Follow up response
How can you support and develop self
control?