Selina’s Top Ten List to Promote Positive & Independent Behaviors Selina Flores, Coordinator Early...
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Transcript of Selina’s Top Ten List to Promote Positive & Independent Behaviors Selina Flores, Coordinator Early...
Selina’s Top Ten List
to Promote Positive & Independent Behaviors
Selina Flores, Coordinator Early Childhood Special Education ServicesTraining & Technical Assistance Center (T/TAC)
Virginia Techhttp://www.ttac.vt.edu
DirectionsIn small group
1. Take 10 mins. to introduce yourselves &
2. Collaborate to create ONE top 10 list of practices &/or strategies that promote positive behaviors and independence
3. Stand up when done
#10. Tell children what to do NOT what they are
doing wrong
Catch the child being good
Model behaviors, children do as they see rather than being told
#9. Have a Solution Box
Teach children a process to resolve conflicts
Model aloud how to resolve a conflict
Involve children in process of choosing examples to use
#8. 2-3 Classroom Rules
No more than 3 rules to start the year
“Life skill” rules i.e., find, use, return cycle
Describe behavior, what to do - positive NOT what to stop
#7. Inviting Environment
Children can see all areas, low dividers
Bright, airy, colorful, organized, & clean
Diversity of toys and discovery centers
#6. Plan for Transitions
Remember time, visual time, assist time
Check-in time, nurture time, buddy-time
Review time, make-up time, turn-around time
#5. Consistency
Adults, teachers, classroom team plan respond/act as a unified front
Agree on handling discipline, providing support
“Do with a child, NOT for”
#4. Active Engagement
Open-ended materials along with toys, real objects (recycled, safe discarded ones)
Discovery centers grouped by interests and have appropriate and diversity of materials available
#3. Be GenuineChild can spot a fake a mile away
Be 100% there physically AND mentally
Label feelings. Take the time to talk about those feelings at quieter times
Location, location, location = facilitate, mediate and ready for action
#2. Safe, Nurturing Environment
Love on each child
Plan for quiet nurturing time prior to start of the day
Appropriate age level toys & materials, duplicates, triplicates with popular ones
#1. Continuous PD
Administrators provide on-going professional development based on staff needs
Staff have access and share (free) on-line professional development resources
Administrators provide common planning, networking, and/or problem-solving time amongst staff
Resources
Epstein, A. S. (2009). Me, you, us: Social-emotional learning in preschool. Ypsilanti, MI: High/Scope Press
Evan, B. (2002). You can’t come to to my birthday party!: conflict resolution with young children. Ypsilanti, MI: High/Scope Press
Dombro, A. L., Jablon, J., & Stetson C. (2011) Powerful Interactions: How to connect with children to extend their learning. Washington, DC: NAEYC.
Lacina, J. & Stetson, R. (2013). Using children’s literature to support positive behaviors. Young Children, 68(5) 34-41.
ResourcesMasterson, M. L., & Katharine C. K. (2013). Maximize your influence to make toddler mornings meaningful. Young Children, 68(5) 10-15.
McWilliam, R.A., & Casey, A. M. (2008). Engagement of every child in the preschool classroom. Baltimore, MD: Brookes Publishing Co.
Pica, R. (2003). Teachable Transitions: 190 activities to move from morning circle to the end of the day. Beltsville, MD:Gryphon House.
Rush, D., M’Lisa, S. (2011). Early childhood coaching handbook. Baltimore, MD: Brookes Publishing Co.
Sandall, S. R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs. Baltimore, MD: Brookes Publishing Co.