02 Dec Child Guidance Assignment
12343This assignment is for my practicum/student teaching class! This Child Guidance Assignment is part of my practicum portfolio final. For reference, I am working in a first grade classroom, with children who are 6 and 7 years old. The assignment can include any challenging behavior that a child this age may exhibit in the classroom! The number of pages doesn’t matter as long as everything from the instructions has been included.
Instructions:
Guidance is about building an encouraging setting for every person in the group. It means helping young children understand they can learn from their mistakes, and it starts with showing them how. To give this help successfully, we need to build relationships with every child—especially with the children we find difficult to connect with and understand. We build these relationships from day one, outside of conflict situations. It is only when children know and trust us in day-to-day interactions that they will listen to us when conflicts happen (after we have helped everyone calm down).
This excerpt is from Dan Gartrell’s article, Instead of Discipline, Use Guidance, for NAEYC1. In the article, Gartrell explains that challenging behaviors and guidance are part of every early childhood classroom, and surely yours as well. Challenging behaviors in the classroom can leave teachers feeling powerless and at a loss for how to address them. Key to addressing challenging behaviors is the cycle of identification, observation, planning, implementation, and review. For this assignment, you will examine a challenging behavior in your classroom and address it through the lens of positive guidance. Your write-up should include the following components:
Statement of Philosophy
Please begin your reflection with a brief statement of your own philosophy on guidance.
What are your beliefs?
What has shaped these beliefs?
Identification of the Target Behavior
In collaboration with your mentor teacher, decide on a challenging behavior to examine. It may be a behavior exhibited by the class as a whole, a small group of children or an individual child.
Why did you choose this behavior?
Who is affected by this behavior?
What would you like you change about the behavior?
Provide contexts for the behavior; this is essential to understanding why the behavior is occurring.
What is happening in the lives and days of the affected children that may be influencing the occurrence of this behavior?
Are there contributing factors related to development; family; community?
Review the theories of Erickson, Maslow, and Bronfenbrenner to help identify contributing contexts.
Observation
Conduct an intentional observation to gather more information and provide further context and insight into the children and factors involved.
Identify the specifics you are watching for—what data do you hope to gather?
What tool will best suit your observation—anecdotal record, time sample, event sample, etc.?
Include information on the setting where and when the behavior occurs.
What are the triggers and results of the behavior?
Formulation of a Plan 4c
Review your observation with your mentor teacher and/or faculty supervisor. Together, you will formulate your plan.
What conclusions can you draw about the behavior, children, setting, timing, etc.?
Is there anything from Erickson, Maslow, or Bronfenbrenner that needs to be addressed?
Brainstorm and research possible interventions and courses of action.
What guidance can you put in place or provide?
Can you prevent the behavior?
Can you teach a replacement behavior?
Can you provide acceptable alternatives?
Will you institute a system of rewards or consequences—Remember that guidance is more powerful and rewards or consequences! If you are going to use rewards and/or consequences, are they clear, logical, proportional, practical, and developmentally appropriate?
Most importantly, how will you know if your plan succeeded? Aim to be as specific as possible with your indicator of success; this will greatly assist you in determining next steps.
How will you build self-esteem as you implement your plan?
Your goal should always be to teach the child something of value and in a way that is empowering, rather than to control a behavior.
Implementation of your Plan
Follow through with your plan and set a specific timeframe for re-evaluation. Collaboration with the children and with other adults who interact with the children can maximize success : )
Review of your Plan and Reflect on the Process
Evaluate if your plan; please describe: What worked? What didn’t? What will you do next based on your evaluation? Please also include a reflection on this experience.
References
Please include complete citations for any resources you use.
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