Guidance Logs

8/3/2019 Guidance Logs

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Guidance logsAlesha Francis

300 615 100December 9th 2011


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DATE: OCTOBER 21st 2011

Observation

3 children are sitting at the table. Gwen comes along and wants the elephant

chair, a child is already sitting there. Gwen starts winning and screams I want to

sit there my hair! and pushes the child off the elephant chair.

Decision

The decision I used was giving information. Giving information is when you tell the

child what is happening and what is wrong and right about their situation. This was

appropriate for Gwen because she needed to know that her friend was already sitting

on the chair and we can not push our friend off the chair. She needed to know that

when someone is using an object it isnt right to just push someone to get what you

wanted,


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Actions

I went over to Gwen and got down to her level made eye contact with her

and asked her to please stop pushing and screaming because your making

your friend feel sad. Then I told Gwen that her friend was already sitting in

the elephant chair and maybe she could wait till her friend got up, or to just

get another chair. After giving information to Gwen that someone is already

sitting there and we can not push to get to the chair. She went and got

another chair and sat with her friends at the table. I explained to her again

that if she really wanted to sit in the elephant chair she should ask her friend

if she could sit there or to wait till her friend was finished using the chair. I

then brought the two children together and I asked the child who was being

pushed how they felt. The child had said that they felt sad. I explained to

Gwen that pushing makes our friends feel sad She then apologized to her

friend and they all sat and continued to play their game. This Guidance

strategy worked well because as soon as Gwen was given information she

knew what to do and that was to pull up another chair.


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Reflect

Strengths

Understanding what was happening

Reacting to the situation

Solved the problem so that each child was happy

Used a firm voice

Got on the childrens level Asked about how they felt

Made eye contact

Needs

Try to see if the children could help themselves

Let them be more independently

Changes

Let the children be more independent, be there for the children as a guidenot tell them what to do. Let them use their ideas of what they can do tosolve the issue,


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DATE: NOVEMBER 8th 2011

Observation

At nap time Miles didnt want to lay on his cot. I sat with him and patted his back

but he just wouldnt stay still. He started to get up, started to talk very loudly and

laugh. I got up and left him on his cot because he wasnt listening he became

upset that I left him.

Decision

The decision I used was Negotiation. Negotiation according to our class notes is a

process by which children are involved and participate equally in solving conflicts. I

told Miles that it was nap time and he needed to rest just like all his other friends. He

said that he would go to sleep if I stayed with him and if he read a book. I told him that

if I did do any of the things he wanted he had to lay down and rest. He then agreed

with me.


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Actions

I went back over to Miles cot and he asked me to stay and pat his back, I

told him that I would only stay if he would lay down and be quiet. 15mins

had past and Miles still didnt get to sleep. I had asked him what he does at

home before sleep time he said he reads stories. So told him he could take

a book out just for five minutes then he had to get to sleep. He agreed, he

sat for five minutes on his cot with a book. I took the book away and he

started to fuss. I reminded him that he said he would read the book for only

five minutes and then get to bed. He got up and put the book away and

stayed on his cot, however he was making very loud sounds. He asked me

to rub his back and I refused to because he was making noises and he

wasnt supposed to. I said when you stop making noises ill pat your back

he stopped making the noises and I pat his back and he fell right asleep.

His idea of reading a story for five minutes worked well. We negotiated on a

plan that would get him to lie on his cot to take a rest.


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Reflect

Strengths

Stayed calm


Solved the problem so that the child could use their ideas

Used a firm voice

Got on the childrens level

Made the child decide on what was best to do

Made eye contact

Needs

Ask why their having such a difficult time sleeping

Ask why their behaving in that manner

Changes

Ask the child why their behaving that way, could be something like,because they wanted a blanket etc.


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DATE: NOVEMBER 17TH 2011

Observation

5 children are sitting at the table playing with blocks. I was doing a math activity

with them. We were making towers and how many blocks it took to have the

tallest tower. Hannah was using a special blue block for the top of her tower.

Miles came along and knocked down Hannahs tower because he had wanted

the blue block. Hannah starts crying and Miles laughs.

Decision

The decision I used for this situation was natural and logical consequences. Logical

consequences are when you give the child a logical consequence, a consequence

that they can already tell what is going to happen based on their behaviour, which

maybe be a positive or negative behaviour . As soon as I walked over to the situation

miles already had known that what he did was wrong. He then knew that the best

thing to do was to play with another activity. He knew that his behaviour was negative

and it was best to do something else. I Also used active listening skills to listen to the

children and understand their feelings.


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Actions

I went over to the situation and asked the children what had happened. I

listened and asked Hannah how she felt. I explained to miles that by

knocking over someones tower it hurts their feelings. I asked Miles to help

Hannah build back her tower and then told him to find another activity to

play with if he couldnt be nice to his friend. I asked Miles what he could

have done next time, he suggested to ask Hannah if he could use the

special blue block instead of knocking it over. He knew that what he had

done to Hannahs tower was wrong so he apologized and gave her a hug.

He then moved on to another activity. Miles said Im going to play with

something else until your all done playing with the blue block. I praised

Miles on his good behaviour. This guidance strategy worked well for this

situation because Miles acknowledged that knocking over some ones tower

isnt a nice thing to do and that it shouldnt be done, he learned a lesson by

getting a consequence based on his negative behaviour.


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Reflect

Strengths

Understanding what was happening

Made sure the children feelings and words were being listened to activelistening


Solved the problem so that each child was happy

Used a firm voice

Got on the childrens level Asked about how they felt

Made eye contact

Needs

Try to see if the children could help themselves

Try to next time give the child changes if u knock down the tower onemore time, then your going to have to find a different activity.

Changes

See if the situation would reoccur again and if it did give the child awarning, and then if it did reoccur give the child a consequence.


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