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Reach for the stars, handout


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Reach for the stars, handout

  1. 1. Reach for the Stars
  2. 2. Challenging behaviors• Interfere with children’s learning, development and/or play• Are harmful to the child or others around them• Put the child at risk for future social and school challenges
  3. 3. Skills children need to succeed• Confidence• Ability to develop positive and healthy relationships with peers and adults• Concentration and persistence on challenging tasks• Ability to effectively communicate emotions• Ability to listen to instructions and be attentive• Ability to solve social problems
  4. 4. What we know…• Challenging behavior usually has a message (I am bored, I am sad, you hurt my feelings, I need some attention)• Children often use challenging behavior when they don’t have the social or communication skills they need to engage in more appropriate interactions• Behavior that persists over time is usually working for the child• We need to focus on teaching children what to do in place of the challenging behavior
  5. 5. Promoting children’s success• Create an environment where EVERY child feels good about coming to school• Design an environment that promotes child engagement• Focus on teaching children what to do! – Teach expectations and routines – Teach skills that children can use in place of challenging behaviors
  6. 6. Major Messages• The 1st and most important thing we can do is build positive relationships• Focus on prevention and teaching appropriate skills• Promoting social emotional development is not easy. There are no quick fixes to challenging behavior• It requires a comprehensive approach that includes building relationships, evaluating our own classrooms and behaviors and TEACHING
  7. 7. Building relationships• Helps children feel accepted in the group• Assists children and learning to communicate get along with others• Encourages feelings of empathy and mutual respect among children and adults• Provides a supportive environment in which children can learn practice appropriate and acceptable behaviors as individuals and as a group
  8. 8. Ideas for making deposits• Greet each child by name as they arrive• Post children’s work around the room• Have a “star” of the week• Allow children to bring in items from home and share during circle time• Call it the child’s parent in front of them to say what a great day they are having• Call a child after a difficult day and say, “I’m sorry we had a tough day today. I know tomorrow will be better”
  9. 9. Ideas for making deposits• Give hugs, high-fives and thumbs up for accomplishing tasks• When they are absent, tell them how much you missed them• Write on a T-shirt all the special things about a given child and let them wear it• Find out a child’s favorite book and read it to the whole class• Play with children, following their lead• Have children create an “All About Me” book and share them at circle time
  10. 10. Classroom arrangement and designTraffic patterns:• Minimize large open spaces• Minimize obstacles and other hazards• Consider the needs of children with physical and sensory disabilities
  11. 11. Classroom arrangement and designLearning Centers: Physical Design • Clear boundaries • Visibility • Visual prompts when centers are not an option • Adequate number of centers • Size and location of centers • Number of children in centers • Organization of materials • Preparation of centers
  12. 12. Classroom arrangement and designLearning Centers:• Create meaningful and engaging learning centers that: – Are relevant to children’s needs, interests and lives – Are highly engaging and interesting – Provide a variety of materials in each center – Are changed and rotated on a regular basis
  13. 13. Schedules and routinesDevelop a schedule that promotes child engagement and success. To do this:• Balance activities – Active and quiet – Small group and large group – Teacher directed and child directed• Teach children the schedule• Establish a routine and follow it consistently – When changes are necessary, prepare children ahead of time
  14. 14. TransitionsPlan for transitions• Minimize the number of transitions that children have during the day.• Minimize the length of time children spend waiting with nothing to do.• Prepare children for transitions by providing a warning.• Structure the transitions so that children have something to do while they wait.• Teach children the expectations related to transitions.• Individualize supports and cues.
  15. 15. Giving directions• Make sure you have the children’s attention before you give the direction• Minimize the number directions given• Individualize the way directions are given• Give clear directions
  16. 16. Giving directions• Give directions that are positive• Give children the opportunity to respond to a direction• When appropriate, give the child choices and options for following directions• Follow through with positive acknowledgment of children’s behavior
  17. 17. General guidelines for rules• Few and simple• Involve the children in developing• Post visually• Teach them systematically• They generally address: – Noise level – Movement inside – Interactions with property – Interactions with adults – Interactions with peers
  18. 18. Ongoing monitoring and positive attention • Give children attention when they’re engaging inappropriate behaviors • Monitor our behavior to ensure that we’re spending more time using positive, productive language and less time giving directions or correcting inappropriate behavior
  19. 19. Positive Feedback and Encouragement1. Contingent on appropriate behavior2. Descriptive3. Conveyed with enthusiasm4. Contingent on effort
  20. 20. Using positive feedback and encouragement• Use both verbal and nonverbal forms• Individualized use based on child’s needs and preferences• Encourage other adults and peers to use positive feedback and encouragement
  21. 21. Stages of Learning• Acquisition – new skill or concept• Fluency – the ability to immediately use the skill or concept without a prompt• Maintenance – continuing to use the skill or concept over time• Generalization – applying the skill or concept to new situations, people, activities, ideas, and settings
  22. 22. Play Organizers• Describe skill – Get a friend’s attention – Give a friend a toy – Offer suggestions of what to do with toys/materials• Demonstrate skill• Practice• Promote
  23. 23. Sharing• Describe skill – Child has materials – Offers or responds to request from peer for materials• Demonstrate skill• Practice• Promote
  24. 24. Being Helpful – Team Player• Describe skill – Children might assist each other – Tell or show a friend how to do something – Assist a friend in distress• Demonstrate skill• Practice• Promote
  25. 25. Taking Turns• Describe skill – “You take a turn, I take a turn” – Might ask for a turn with a toy – Might initiate turn taking games• Demonstrate skill• Practice• Promote
  26. 26. Giving Compliments• Describe skill – Verbal – say things like: “Good job _____! or I like the way you _____!” – Physical – Do things like: Hug, pat on the shoulder, high five• Demonstrate skill• Practice• Promote
  27. 27. Knowing How & When to Apologize• Describe skill – Children might say, “I’m sorry I hit you when you took my ball.” – “I didn’t mean to push you.”• Demonstrate skill• Practice• Promote
  28. 28. Setting the Stage for Friendship• Inclusive setting• Cooperative use toys• Embed opportunities• Social interaction goals and objectives• Atmosphere of friendship
  29. 29. Strategies for Developing Friendship Skills• Modeling• Preparing peer partners• Buddy system• Reinforcement
  30. 30. Activities to Support Friendship Skill Development• Friendship Can• Planting Seeds of Friendship• Friendship Tree/Compliment Tree• Books about Friendships• Friendship Quilt• Friendship Journal• Music/Songs