According to Dan Gartrell's A Guidance Approach for the Encouraging Classroom,"The basis of guidance, the empowering of productive human activity, lies in the view that human nature has the potential for good. In this view, the role of the adult is not to 'discipline the child away from evil' but to guide the child to develop the personal strength and understanding necessary to make ethical, intelligent decisions". My goal as a teacher is to guide children to use conflict management to think intelligently and ethically in order to prevent and peacefully resolve conflict. You may be thinking, "is this even possible for five year olds?" The answer is yes! In an encouraging classroom children will begin to learn social and emotional skills necessary for understanding their own feelings, needs, and desires, while simultaneously learning to recognize the feelings, needs, and desires of others.
My strategies for implementing a guidance approach in my classroom include:
To read more online about the Guidance Approach and other strategies for promoting conflict management please click the button below.
We are a "bucket filling" classroom!
South River implements effective school-wide discipline that includes a "bucket filling" program, in which students are encouraged to treat each other with kindness to fill each other up.
In Kindergarten this year, Mrs. Cadle and I have decided to use this program as a focus for building encouraging classrooms. We are going to take the abstract lesson and make it practical and literal for our young students. When we notice a student being kind or following directions we will encourage that positive behavior by allowing the student to choose a bead to put in his or her mini bucket. Students will periodically count the beads in their buckets until they reach 10. This integrates math skills into the behavior plan. When they reach 10 they will string their beads to make necklaces. This promotes fine motor skills and hand eye coordination. The children will continue to add groups of ten beads until their necklaces are full. Once a child fills up his or her necklace he or she will get to wear it all day at school and take it home to share with their family!
We are very excited about this new program and would love your support at home to encourage "bucket filling" positive behaviors!
If you would like to donate beads to our class please contact me. :)
A wonderful way to create a classroom community that encourages social and emotional development is by starting each day with a morning meeting. Morning Meeting is an aspect of responsive classroom that provides opportunities for students to interact with each other and the teacher in meaningful conversation.
The four components of morning meeting include:
For more information about Morning Meeting please click the button below or read "The Morning Meeting Book" by Roxann Kriete and Carol Davis.
References for more Information:
Crossing, S. (2005) Approaches to managing children's behavior.
Earlychildhood News. Retrieved from: http://www.earlychild
Gartrell, D. (2011) A guidance approach for the encouraging classroom (5th
ed.). CA; Wadsworth Cengage Learning.
Kriete, R., & Davis, C. (2014) The morning meeting book (3rd ed.).
MA:Northeast Foundation for Childre, Inc.
Responsive Classroom (2013) What is responsive classroom time-out?
Responsive Classrom. Retrieved from:https://www.responsive
Take a Break.
Another strategy I've adopted from Responsive Classroom is positive time-out, known as "Take a Break". This form of time out is a "positive, respectful, and supportive teaching strategy used to help a child who is just beginning to lose self-control to regain it so they can do their best learning". It is important for students to learn to self-regulate their emotions and recognize when they need space to process. The purpose of the "Take a Break" strategy is not to punish children, but rather give them an opportunity to restore focus or emotional control. We all get frustrated, however, young children haven't had the life experiences yet to learn how to process these feelings and need safe and constructive opportunities to develop emotional maturity. In order to be proactive in helping students in emotional development I observe and encourage them to take a break before misbehavior and frustration escalates. Eventually, the goal is that they will begin to recognize when they need a break before they are asked to take one.
To learn more about Responsive Classroom's "Take a Break" click the button below.