• Classroom Organization (routines, schedules, transitions, warnings) (6 Points) o Classroom organization is a huge part to a child’s behavioral issues. When a child is unsure about routines, transitions, and warnings, they may misbehave.
Having a routine and schedule for a classroom will also children to know when certain things will happen throughout the day. For an example they understand that snack time is after large group, or outside time is at the end of the day. When children are put into situations in which they are unfamiliar with they won’t know how to act.
Transitions is an area of the schedule where many children may begin to misbehave. Teachers have unrealistic expectations for what they expect children to do while they …show more content…
o I-Messages is another important concept to think about when communicating with children. Children need to learn to give effective ‘I-messages’ when someone does something that bothers them. An ‘I-messages’ has three major components, which include a description of the unacceptable behavior, feelings and the concrete effort of the behavior.
• Expectations and Clear Guidelines & Classroom Limits (8 Points) o Another area to allow for effective guidance in the classroom to let the children know about expectations and the classroom limits. It’s important to inform children of the classroom limits they know what to expect. If you tell them they can’t go beyond the gate because if they do you won’t see if they are safe, they will understand why the limit is given. When you have good limits, children are able to develop a firm set of values for respecting the expectations and classroom limits.
• Natural and Logical Consequences (exclusion, restitution, deprivation, etc.) (12 Points) o Consequences help children reflect on the results of their action. o Natural consequences are the automatic result from the child’s own behavior. They also allow children to learn from their
Having a routine and schedule for a classroom will also children to know when certain things will happen throughout the day. For an example they understand that snack time is after large group, or outside time is at the end of the day. When children are put into situations in which they are unfamiliar with they won’t know how to act.
Transitions is an area of the schedule where many children may begin to misbehave. Teachers have unrealistic expectations for what they expect children to do while they …show more content…
o I-Messages is another important concept to think about when communicating with children. Children need to learn to give effective ‘I-messages’ when someone does something that bothers them. An ‘I-messages’ has three major components, which include a description of the unacceptable behavior, feelings and the concrete effort of the behavior.
• Expectations and Clear Guidelines & Classroom Limits (8 Points) o Another area to allow for effective guidance in the classroom to let the children know about expectations and the classroom limits. It’s important to inform children of the classroom limits they know what to expect. If you tell them they can’t go beyond the gate because if they do you won’t see if they are safe, they will understand why the limit is given. When you have good limits, children are able to develop a firm set of values for respecting the expectations and classroom limits.
• Natural and Logical Consequences (exclusion, restitution, deprivation, etc.) (12 Points) o Consequences help children reflect on the results of their action. o Natural consequences are the automatic result from the child’s own behavior. They also allow children to learn from their