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POSITIVE GUIDANCE

Early Years ConferenceMarch 17 2017

Lusaka International Community School

What is behaviour? Behaviour is the way one acts or conducts him/herself towards others in a given situation. As early years educators we are constantly assessing why young children in our care act in a certain way and how we can support and teach LICS: Maximising the potential of future world citizens

the skills necessary to develop their emotional, social and personal aspect of their lives.Behaviour theories There are a variety of theories that explain how people behave. Some theories see behaviour as being a result of nature (heredity/genes) or nurture the influence of the environment and experiences on behaviour and a third one that suggests that children go through stages at certain times of their lives. These theories put forward valid arguments but each child is unique and at times the behaviours observed fall outside or are a combination of the explanations stated by the theories. We do, however, know that there are certain factors that affect behaviour and these encompass the elements of the different behaviour theories. In spite of this we cannot ignore misbehaviour. Factors that affect behaviour

The developmental level – we must be aware of the developmental theories in order to know what type of behaviour to expect in children at various stages. This helps to anticipate what children will do and therefore maintain reasonable expectations. The environment – if for instance, the three year old classroom environment is not developmentally appropriate in terms of resources, setting, activities etc. this will impact negatively on their behaviour. The learning environment must be safe, stimulating, challenging and offer age appropriate activities. The schedule planned must include daily routines such as toileting, eating, sleeping etc. A balance between teacher directed, child centred, free and structured play activities should make up the daily schedule with adequate transition time between each.Individual factors – as early years educators we soon learn about the characteristics and temperament of children in the class

Social and emotional aspects - the young child is in the process of mastering the skill of communication and initially uses non-verbal methods to demonstrate their needs and feelings. Key adults are responsible in offering the young child the means to communicate these feelings both verbally and through appropriate body language. Social contexts have a bearing on how a child

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behaves e.g. the arrival of a new infant into the family, the separation of parents, the influence of TV, health, nutrition etc. Culture - every child is born into a family that has its own specific value and belief system in relation with their culture. These values and beliefs give guidance on child rearing practices which, as educators we need to be aware of as they may conflict with our ideas on managing inappropriate behaviour Other influences are weather which is known to affect children e.g. wild windy, rainy days seem to stimulate children into high excitable behaviour.

Guidance Guidance is a process that relates to the development of the child and is on-going. Effective guidance develops in learners dignity and self-esteem. It teachers learners to reflect on their behaviour by learning to control their feelings, make appropriate

choices and constructively solve problems. Effective guidance also teaches learner how to use strategies to channel frustrations and control their impulses. Strategies used in effective guidance have to suit the individual learner, the particular situation and the adult or adults on site.

The guidance lens There are no quick fixes or strategies that apply to all situations. Positive guidance methods are created to fit a child, the adult and the situation. These 3 factors need to be considered together and relate to each other.

The difference between positive guidance, discipline and punishment


The learnerWho am I?What is my

developmental level/skillsMy familyMy cultureHow do I fit

into the class?

The situationWhat happened?

The timeWho is involved?Where is it taking

place?What is the social

setting at the time?

The adultMy role/

relationship with the learner

Best fit strategiesMy goal for

these learnersCultural aspectsGroup

Punishment: is usually the consequence or outcome of inappropriate behaviour. It is used to correct negative behaviour and has a ‘negative element’ associated with it. Punishment is authoritarian in nature and gives the recipient of the strategy little choice but to comply with the measures implemented. Punishment is a form of negative reinforcement and used to end or suppress inappropriate behaviour. Two types of punishment are presentation and removal punishment. Presentation punishment occurs when a stimulus is added to suppress inappropriate behaviour e.g. detention after school. Removal punishment is the taking away of stimulus e.g. the removal of privileges to modify behaviour.

Within the school environment and the world as a whole there are acceptable forms of punishment e.g. expulsion due to a learner not adhering to stipulated school rules. Once within the learning environment rules and limits should ideally be articulated in a positive manner so that learners understand the consequences of inappropriate behaviour. Discipline – the word discipline usually evokes feelings of having to be in control and taking charge of a child’s behaviour. The word discipline comes from the word disciple i.e. a pupil, a follower and a learner. This suggest two important concepts that of following an example versus following rules and that of positive discipline. It is very similar to guidance in that it means to educate the learner in self-control and help them make thoughtful and responsible choices. According to Barakat (2016) in the article ‘positive discipline and child guidance’, for discipline to be effective it requires ‘patience, thoughtful attention and a good understanding of the child’.Positive guidance - is a process that relates to the development of the learner and is on-going. Effective guidance develops in learners dignity and self-esteem. It teaches learners to reflect on their behaviour by learning to control their feelings, make appropriate choices and constructively solve problems. Effective guidance also teaches children how to use strategies to channel frustrations and control their impulses. Strategies used in effective guidance have to suit the individual child, the particular situation and the adult or adults on site. The outcome of effective guidance is the development of self-esteem and independence. It takes into consideration the developmental level of the child and set limits with reasons. Effective guidance engages learners in discussions using positive language on expectations. It is a


process that encourages praise, reinforces appropriate behaviour and creates a supportive environment where learners develop their social, emotional and personal skills. For positive guidance to be effective certain guidelines and strategies need to be born in mind and implemented. The key term is positive and a learning journey that leads to the acquisition of self-discipline and the ownership of concepts ingrained in the appropriate behaviour strategies. The elements of positive guidance

There are two elements in the promotion of positive guidance and these are: the language used and the creation of a supportive environment.

Communication Voice – speak in the same way you speak to other people Tone – must be calm and your pitch must be lowered Speech pattern – simple, clear and age appropriate Physical element – make eye contact and get down to the level of the learner Non-verbal messages – must be caring and affectionate in nature Attitude – must be reflected upon in terms of culture, gender, race etc.

Environment Must be developmentally appropriate

Cultural aspects – must reflect cultural diversity. Engage parents and develop partnerships with them

Teacher as the role model – be conscious that young children are sensitive to how we behave towards others

Consistent reinforcement – of the guidance strategies Limits – must be realistic Observation – develops reflection in order that strategies can be modified Atmosphere – create a caring warm nurturing environment Physical structure – is the teaching and learning space(see the classroom

environment checklist).

The guidance ladderHow does one decide which strategy to use in a given situation? The guidance ladder is a continuum of strategies that start with the less intrusive to those that require greater intervention. These strategies guide teachers in choosing the most appropriate methods to use to guide behaviour. Guidance strategies

1. Ignoring behaviour - when behaviour is less serious in nature like whining


2. Active listening - Respond to the learner’s feelings as well as their words. listen to and understand what learner is saying beyond the words themselves and elaborate in your own words what you think the learner has Said. the learner then has an opportunity to correct misinterpretations e.g.

- ‘i hate school’, - ‘sounds like you are upset because you didn’t get a

chance to cook today’ - ‘i wanted to make a cupcake’

‘i’ messages are a way of making the learner reflect on how their actions affect others e.g. ‘i feel sad when you say you don’t like me’

3. Reinforcement - Is Based on consequences and the most effective is positive reinforcement which develops new appropriate behaviour and maintains it. as appropriate behaviour is repeated continuous reinforcement ensures that the behaviour is repeated and strengthens this behaviour. a variety of Reinforces can be used such as social ones e.g. praise, smiles, an affectionate pat or hug etc. The teacher can organise an activity that where learners are rewarded for appropriate behaviour with a special activity e.g. imaginative play with the new doll house. Other types of reinforces are stickers, prizes, Stars etc. Of these

praise is most effective especially when it is give positively, selectively and is specific. ‘positive praise’ develops self-esteem and is a way to give meaningful feedback on appropriate behaviour to learners. It also develops in learners intrinsic motivation. Unfortunately when overused praise and stickers create in learners a feeling of insubordination and reduce intrinsic motivation. Stickers, prizes etc. Should be used for only a short period

as they are controlling and Learners begin to demonstrate behaviours in order to be rewarded instead of developing the ability to make choices, develop self-esteem and independence.

4. Redirect and distract - In order to redirect the teacher must observe the activity that the learner is engaged in and assess what is required in terms of how to change the activity in order to reduced or eliminated the inappropriate behaviour. The first step would be to calmly remind learners of the classroom limits and then offer or give alternatives. The alternative activity must be one that is appropriate, challenging and of interest to enable the learner to be productively involved, leaving little opportunity for inappropriate behaviours to resurface. Distraction is very much like redirection and most effective with infants and toddlers. It refocuses the learner on another activity that may or may not be


related to that associated with the inappropriate behaviour. Again, in order for this method to be effective the teacher must use critical observation so that interventions are well timed.

5. Giving choices - Helps learners who are being resistant and develops self-reliance, self -direction and self-discipline. give two choices if there is a likelihood of resistance and only do so when the learner is ready to make a choice – and be prepared for the answer,. choices must be reasonable and age appropriate and let the learner know the consequences of their choice.

6. Setting limits - The main aim of setting limits are: 1) to keep learners safe from injury both to themselves and to others and 2) to ensure that resources, materials and equipment are safe from destruction. Limits are boundaries set to ensure that learners are able to explore and discover in a safe, secure environment. They serve to protect individuals and the materials within the environment and provide a platform for learners to develop authority and responsibility.

For limits to be effective in the learning environment, certain guidelines need to be adhered to. Limits need to be age appropriate and reasonable. The reason for limits should be clearly

communicated to learners and Consequences understood. Learners must also be constantly and gently reminded about limits and for older learners posted in written form in the classroom. Posted guidelines on limits should be simple and not consist of lengthy lists. The language used in these written guidelines should communicate agreed values e.g. ‘we should always share during free play’.Limits must be agreed, applied and reinforced consistently by all the adults within the learning environment. They should clearly state, simply and directly and done in a caring fashion. When setting limits the teacher must act with confidence and purpose. The feelings of learners must always be taken into consideration. In the event that a child begins to resists and threatens to have a tantrum, the teacher should follow through and adhere to the set Limits. If learners are involved in the creation of limits they develop self-regulation strategies. Limits also prepare the child for life in the world where limits translate into laws that protect society.

7. Problem solving - This engages learners in confronting differences and working with others to solve problems. pose open ended


questions so that learner can suggest alternatives e.g. what could you do to………….. / what might happen if ………….. acknowledge suggestions and help the learner think through suggestions and the consequences of them. this strategy helps in conflict situations where learners find resolutions and begin to express feelings, respect the feelings of others and find ways to do things differently. the adult role is to intervene as little as possible and allow learners to come up with acceptable solutions. This strategy develops in learners a sense of power, control, independence and self-worth.

8.Natural and logical consequencesNatural consequences develop in the learner personal responsibility. Learners understand how their environment functions e.g. ‘if you run around the classroom, you will fall and hurt yourself’. Logical consequences are connected to what happens when limits set are not adhered to. Logical consequences are in three forms: 1) rehearsal of a desired action e.g. the consequences of not going to bed early and its impact on how we feel the next day2) restitution or making amends for inappropriate behaviour e.g. asking a learner to make a better effort in their drawings of their weekly news instead of scribbling 3) the loss of a privilege e.g. telling a learner they will not be able to play in the block area the following day if they continue to grab equipment from others.

These strategies are effective as it gives teacher and learner a one to one opportunity to discuss inappropriate behaviour and how to make amends.

9. Time out - Used in situations where there is a need to remove the learner when they are angry, frustrated or out of control. Allow the learner to cool down and gain self-control. The approach must done in a positive way and not seen as punishment. Studies show that classrooms that use Alternatives to time out are caring communities. It is an invasive strategy and must be used with care or it can leave a child feeling rejected

10. Physical intervention - This is a strategy used frequently especially in early years settings. Physical intervention takes place when there is a safety concern e.g. a learner playing roughly or two learners fighting. The intervention must take place immediately and in such a way that learners are removed with care from the situation. Learners must then be calmed down and the situation discussed. Two fighting children need to apologise to each other and redirected to another activity. This is, as stated a very effective Strategy but needs to be conducted in a calm, firm fashion. Young children are learning to communicate Verbally and are not able to


express their feelings and frustrations in appropriate ways. This results in these learners using physical means to do so and in such situations physical intervention is necessary to avoid injuries e.g. biting.

THANK YOU FOR ATTENDING THE POSITIVE GUIDANCE WORKSHOP

POSITIVE GUIDANCE CLASSROOM CHECKLISTProgramme: Number of staff: Number of learners: Age of learners: Key:

+ good adequate - inadequate× poorSCHEDULERATING CRITERIA AREAS FOR IMPROVEMENT

There is adequate time allocated to learning areasTime allocated for routine activities is adequate e.g. toileting, snack time, free outdoor playTransition periods between activitiesThere is adequate time set for indoor and outdoor activitiesStructure of end of activity and day schedule


PROGRAMMERATING CRITERIA

Demonstrates a balance between teacher directed, child centered, free play activitiesProgramme advocates developmentally appropriate practicesActivities are challenging and interestingA wide variety of activities offered to cater for all learning needsEnvironment encourages and develops independenceAreas available for large group and quiet small group playEnvironment fosters and encourages the development of relationships between learners, peers and staffBooks and displays exhibit different multi-cultural aspects, inclusion, the world etc.The learning and development of self-care, health and safety skills is evidentBehaviour management is evident and rules and boundaries are clearly setThere is ample storage space for resources and equipmentEquipment is easily accessible to learners and staffA wide variety of equipment and resources is available for the defined learning areasPositive relationships are encouraged and developedHome school links are promoted and developed through partnerships with parents and staffThe programme is inclusive and respects the different rates and ways children learnHome school links are promoted and developed through partnerships with parents and staffClearly visible posted written limits in all learning areas

LEARNING ENVIRONMENTRATING CRITERIA

Learning space is welcoming and attractiveLearning space is clean and well maintainedNoise and flow of traffic is minimalFurniture is well maintained, clean and age appropriateSpace is safe and accessible to learners and staffAll areas are clearly visible to staffLearning space has clearly defined learning areasClassroom has clearly defined areas for different activities

STAFFRATING CRITERIA

Child/adult ratio is adequate for each developmental age and level of learnersBalance in group make upStaff knowledge on guidance strategiesTeam approach in positive guidance strategiesStaff knowledge on different ways to implement guidance strategies


Professional development available on behaviour managementSupport for staff in dealing with difficult behaviourAvailability of specialist professional support for staff and parentsAvailability of guidelines on how to conduct discussions with parents on behavioural issues

Amend and use the positive guidance classroom checklist to further improve on behaviour management in your

teaching and learning environment.


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