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2. Kindergarten can be an exciting time for you
and your child because it sets the stage for his
entire school career. You will look on in wonder
as he grows into a more capable, confident, and
enthusiastic learner.
But sending your child off to kindergarten can
be rough. As the day approaches,
you will probably experience
a mix of feelings ranging
from relief to fear. Your anxiety
will be rooted in some
specific questions that nag you.

3. Early Intervention is the Key!
Your role as teachers is an essential part to the
success of our students.
A proactive approach by teaching staff will
facilitate early identification of student issues and
referral to appropriate support services.

4. Staff are „gatekeepers‟ – prevent crisis
situations by referring students to
appropriate professionals
 Listen, help and refer
 NOT expected to identify or diagnose
students, can‟t be doctors or counsellors
 Boundaries are important and necessary
 If in doubt, refer
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5. Be fair, but firm.
Be consistent with praise and punishment.
Do not be seen to have favourites, every teacher does
have preferred pupils, the best teachers aim to treat all
equally.
Draw a clear line over what constitutes acceptable and
unacceptable behaviour and stick to it.
children cannot cope with inconsistency; they crave
the stability of routine.
Children love to be given fixed rules, they do not really
seem to like excessive freedom.
how would you feel to be punished for an act that you
did not realize was wrong.
don't expect them to read your mind over what you
want them to do.
Be organized. Pupils want to feel that they are getting a
"good deal";

6.  Reinforce the child when they are showing
good behaviour
 Avoid disciplinary action which has not
worked in the past
 Have clearly set out limits and rules about
behaviour
 Use humour rather than sarcasm and threats
 Always reassure the child that it is their
behaviour that is unacceptable not them as a
person.

7. Primarily by behavior that falls significantly
beyond the norms of their cultural and age
group on two dimensions. Called
externalizing and internalizing.
 Externalizing – antisocial behaviors may
include:
lying, stealing, fighting, yelling, ignoring
authority, destroying property, temper
tantrums, noncompliance
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 Internalizing – too little interaction with
others which limits their opportunities to be
successful

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Answering back
Cheekiness
Car misbehaviour
Defiance
Lying
Bedtime
misbehaviour
Shop misbehaviour
Bullying
Homework problems
Biting
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Cruelty
Delinquent behaviour
Mealtime
misbehaviour
Refusing to accept
NO
Seat belt refusal
Screaming
Tantrums
Insulting the teacher
Swearing
Running away when
called

9. POSSIBLE RESPONSES:
o Change teaching strategies from
group discussion to individual written
exercises or a videotape
o Give strong positive reinforcement
for any contribution.
o Involve by directly asking him/her a
question.
o Make eye contact.
o Appoint to be small group leader.

10. How do children learn social
skills?
• Children learn how to act pro-socially in
much the same way that they learn how
to act anti-socially.
• They learn through:
– modeling
– practice
– reinforcement

11. Attention-seeking students prefer being
punished, admonished, or criticized to
being ignored
 Give attention to this student when he or
she is on-task and cooperating
 “Catch them being good!” – and let
them know you caught them
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12. POSSIBLE RESPONSES:
 Don't embarrass talkers.
 Ask their opinion on topic being discussed.
 Ask talkers if they would like to share their
ideas.
 Casually move toward those talking.
 Make eye contact with them.
 Standing near the talkers, ask a near-by
participant a question so that the new
discussion is near the talkers.
As a last resort, stop and wait.

13. Lying
that is probably not a
serious problem:
Young children (ages 4-5)
often make up stories and tell
tall tales. This is normal activity
because they enjoy hearing
stories and making up stories
for fun. These young children
may blur the distinction
between reality and fantasy.

14. What to do if a Child lies:
Parents are the most important role
models for their children.
When a child lies, parents should take
some time to have a serious talk and
discuss: the difference between make
believe and reality, lying and telling the
truth, the importance of honesty at
home, school and in the community, and
alternatives to lying.

16. stealing
tell the child that
is wrong
help the youngster to pay for or return the stolen
object
make sure that the child does not benefit from the
theft in any way
avoid lecturing, predicting future bad behavior, or
saying that they now consider the child to be a thief
or a bad person
make clear that this behavior is totally
unacceptable within the family tradition and the
community
When the child has paid for or returned the stolen
merchandise, the matter should not be brought up
again by the parents, so that the child can begin
again with a "clean slate."

18. 
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When a child swears he is
only copying someone
else : set a good example
Selective deafness
Reduce attention :
increasing attention will
reinforce their use of the
words
“We don‟t like to hear that
here”
Consequences/timeout
removal of privileges

19. 
Aggressive behaviour includes :
 Hitting
 Biting
 Destroying property
 Stealing
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WHAT TO DO
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Remove the person from the situation
Remove victim from the situation
Reinforce the person for non-aggressive interactions

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Protect the victim
Distract the biter
Give incompatible toy
behaviour etc.
Firm “NO”
Lots of good toys and
attention to victim
Never bite the child back

21. Some children head bang
when bored or tired :
sleep or activity may be
the answer
 Cuddle them
 Interrupt and distract with
incompatible behaviour
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Being overly tired reduces
a small child's ability to
cope
Being overly stimulated
Feeling helpless and
frustrated in a situation
can lead to meltdown
Hunger can be a trigger
Wanting something
And…there are countless
other possibilities

23. 
Stage 1 tantrums:
› Ignore
› Remove the
audience
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Stage 2 tantrums
› Comfort hold
› Provide
containment
› sooth

24. Every behavior has a function
 Four primary reasons for disruptive behavior
in the classroom
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› Power
› Revenge
› Attention
› Want to be left alone (i.e., disinterest or feelings
of inadequacy)

25. Students who are experiencing emotional
and/or psychological problems that are
interfering with their ability to learn
How to recognise it
 Repeated requests for special consideration,
extensions, etc.
 Inability to concentrate
 Tearfulness/general emotionality
 Increased irritability/inappropriate anger
 Withdrawal from activities or friends.

26. Maintain your cool, avoid becoming angry when your child is upset.
 Be careful about the names you use: (stupid, dummy etc).
 Try not to respond to misbehaviour by threatening the child.
 Act don’t threaten to act.
 Try not to give in and accidentally reward your child for being
naughty.
 Try not to ask your child to do things in a harsh unpleasant voice.
 Try not to give vague or unclear instructions “ eg. Billy - don’t be
silly”
 Try not to expect your child to be PERFECT.
 Try to think of misbehaviour as a time for teaching rather than
punishment.
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27. Sometimes we can let a child‟s
behavioural problems control us and our
family.
Always
remember to separate the person
from their behaviour.
Dislike the behaviour – love the child.

28. 
A word on bribery
and reward
Set up a
reward box to
recognize and
encourage
good
behaviour

29. Dyslexia
Dyslexia is the only medical condition that is
educationally treated
Henry Winkler
Winston Churchill
Pablo Picasso
Albert Einstein
Muhammad Ali
Tommy Hilfiger
Harry Belafonte
Whoppi Goldberg

30. Dyslexia
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Lack of organization
Confusion with time, space & direction
Word confusion including orally
Visual perception challenges
Understanding of auditory information
Left-right disorientation
Difficulty with days, weeks, months
Need for 3-D vs. 2-D items & symbols
Considered an underachiever

31. Dyslexia
Bullying by peers
 Bullying by teachers who did not understand
dyslexia or know how to teach these students
 Parent and child shame
 Fear of school
 Frustration, fear, alternative methods of coping
 Redirection to non-college careers
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32. The Consequences of Being Left
Behind in Early Reading Growth
1. Children don‟t read as much, and
miss too many opportunities for
reading practice.
2. Reading is frustrating and this affects
attitudes and motivation to read
3. Opportunities for the development of
vocabulary are missed

33. Elementary Classrooms Must
Concurrently, build comprehension
skills, vocabulary, reading
aloud, writing, discussing
 Frequent assessment and instructional
adjustments
 1/3 of all Kindergarteners require
explicit systematic approach
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34. ADHD
Inattention:
often fails to finish what he starts
doesn‟t seem to listen
easily distracted
has difficulty concentration or paying attention
doesn‟t stick with a play activity
Impulsivity:
often acts without thinking & later feels sorry
shifts excessively from one activity to another
has difficulty organizing work
needs a lot of supervision
speaks out loud in class
doesn‟t wait to take turns in games or groups

35. Hyperactivity:
runs about or climbs on things excessively
can‟t sit still and is fidgety
has difficulty staying in his seat and bothers
classmates
excessive activity during sleep
always on the "go" and acts as if "driven"
Emotional Instability:
angry outbursts
social loner
blames others for problems
fights with others quickly
very sensitive to criticism

39. Parent Education
Behavior Modification Programs for Home
and School
Relaxation Training to Improve Emotional
Control
Cognitive Behavioral Therapy to Improve
Motivation, Problem Solving Skills and SelfEsteem
Fun Cognitive Rehabilitation Exercises
(Brain Training) to Improve
Attention, Concentration and Executive
Functioning
Parent Coached Social Skill
Training

40. 
Young children will tend to react to stressful
situations with impaired physiological
functions such as feeding and sleeping
disturbances. Older children may exhibit
relationship disturbances with friends and
family, poor school
performance, behavioural regression to an
earlier developmental stage, development
of specific psychological disorders such as
phobia or psychosomatic illness

41. Tension reducing habit disorders
Thumb sucking
Repetitive
vocalisations
Tics
Nail biting
Hair pulling
Breath holding
Air swallowing
Head banging
Manipulating
parts of the
body
Body rocking
Hitting or biting themselves

43. In your own classroom, you may have
children who show the warning signs for
visual conditions, including:
Holding objects too close
Avoiding puzzles, picture books or other
near-distance work
Covering one eye when looking at
something up close
Complaining of headaches, blurred or
double vision, or burning, itching eyes
Poor eye-hand co-ordination

44. low self-esteem
a child with
will:
avoid trying new things
feel unloved and unwanted
blame others for his own shortcomings
feel, or pretend to feel, emotionally indifferent
be unable to tolerate a normal level of frustration
put down his own talents and abilities
be easily influenced
Be generous with praise. Use what is called descriptive
praise to let your child know
when they are doing something well. You must of course
become in the habit of looking for situations in which your
child is doing a good job or displaying a talent.
When your child completes a task .Also, use praise to point
out positive character traits or showing a talent. You can
even praise a child for something he did not do.
Teach your child to practice making positive selfstatements. Self-talk is very important in everything we do.
Avoid criticism that takes the form of ridicule or shame.

45. Problem solving skills
• Children need to learn how to identify the
problem
• Think of alternative solutions
• Decide what action they can take
• Understand what the consequences would
be
• Figure out ways to implement their solution
• Learn how to evaluate its success
– Is it safe? Is it Fair? Good Feelings?
– What to do when a solution doesn’t work?

46. Friendship skills
• Joining
– Stay close
– Look for a natural break
– Ask, “Can I play?”
• Maintaining appropriate
interaction
– How to give suggestions (play
organizers)
– Sharing toys and other
materials
– Turn taking (reciprocity)
– Being helpful
– Giving compliments
– Understanding how and
when to give an apology
Empathy
The ability to:
• Determine the
emotional state of
another person
• Assume the
perspective and
role of
another person
• Respond
emotionally to
another person

47. Managing feelings
• Impulse control
– Stopping and thinking through a
problem rather
than doing the first thing that comes to
mind
• Recognizing that anger can interfere
with problem solving
• Learning how to recognize anger in
oneself and others
• Learning how to calm down
• Understanding appropriate ways to
express anger

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Smacking models aggressive acts
Children change their behaviour out of fear not
because they have learnt right from wrong
It encourages children to be secretive rather than
remorseful
It can increase risk of child abuse
Children can’t retaliate against an adult but
younger children then become vulnerable to
revenge / bullying
It can lower self esteem
We don’t hit adults to change their behaviour!

49. 
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Tell them what TO DO instead of
what NOT to do.
Tell them what they did RIGHT
instead of what they did WRONG.
Before you say “NO” or “DON’T”
think how you could say it in a
POSITIVE way.
“Try again” or “That’s blue. Now can
you find red?” sounds better
than, “No that’s wrong”.
“Leave it there please” is better than
“don’t touch”.
“Talk softly” is better than “Don’t
shout”.
Use “I” Statements “I’d like you to
come inside please”

50. Giving options when there are not any
options
 Pleading
 Asking over and over
 Giving multi part commands
 Over intellectualising
 Confusing teaching manners with the
parents being the boss
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51. Giving Directions
• Make sure you have the child‟s attention.
• Minimize the number of directions.
• Individualize the way directions are given.
• Give clear direct, specific directions.
Give directions that are positive.
• Give children the opportunity to respond to
the direction.
• When appropriate, give the child choices and
options for following directions.
• Follow through with positive
acknowledgement of children‟s behavior.

52. General Guidelines
about Rules
• Have a few simple classroom rules.
• Involve the children in developing the rules.
• Post the rules visually.
• Teach the rules.
• Reinforce the rules.
Allow children to help generate the rules.
• Name the rule and have a child demonstrate
it.
• Name the rule and have the children identify
visual.
• Engage children in preparing the visual
prompts, such as posters or cards.

53. Getting to know the
family
• What can you do to get to know the
family ?
– Greet them when they arrive in the
morning.
– Send out newsletters that let them
know
what you are doing.
– Create a photo display of activities.
– Develop an interactive journal
– Let them know about their child’s
successes
– Invite them to visit the
classroom/fieldtrips

56. Avoid crises and confrontation situations
 Distract the child wherever possible
 List jobs and / or responsibilities to use as
distractors
 Allow children a way out of stressful
situations
 Speak quietly
 Avoid over-reacting
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57. When All Else Fails
When you have tried
everything you can think of
Don‟t hesitate to seek
professional advice.