EMPOWEREDACSI Early Educator Conference

Althea Penn, M.Ed.Adm., NAC.PDS

The handouts and PowerPoints are available athttp://speakerscore.com/empowered

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EMPOWERED

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Empowered-Prayer

I pray that from His glorious, unlimited resources He will empower you with inner

strength through his Spirit. Ephesians 3:16

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Empowered-Worship

I pray that from His glorious, unlimited resources He will empower you with inner

strengththrough his Spirit. Ephesians 3:16EMPOWERED

Empowered-Love

I pray that from His glorious, unlimited resources He will empower you with inner

strengththrough his Spirit. Ephesians 3:16

EMPOWERED

Effective Discipline Principles

1. Discipline is teaching2. Discipline is motivated by love3. Discipline considers developmental levels4. Discipline considers learning styles5. Discipline considers personality styles6. Discipline considers the antecedent or cause7. Discipline ensures the child’s basic needs

are met 8. Discipline requires a nurturing teaching

styleEMPOWERED

Discipline defined

To instruct or educate; to inform the mind;

to prepare by instructingin correct principles and

habits; as, to discipline youth for a profession, or

for future usefulness. Webster’s 1828 Dictionary

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Principle #1

Discipline is not punishment, but

instruction.

How can a young man cleanse his way? By taking heed according to Your word. Your word I have hidden in my heart, That I might not sin against You. Psalm 119:9, 11

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Education comprehends

. . . instruction and discipline intended to

enlighten the understanding,

correct the temper, and form the manners and

habits of youth, and fit them for

usefulness in their future stations. ..

Noah Webster

Teaching the Whole Child

HolisticMulti-sensoryActiveCombination of

experiences

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Principle #2 The motive is love…

"My son, do not make light of the Lord's discipline, and do not lose heart when he rebukes you, because the Lord disciplines those he loves…" Hebrews 12:5

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Design the learning experiences and the environment—the

physical classroom arrangement, materials, activities, schedule,

curriculum, and teaching methods —to the developmental levels,

personality and learning styles of the children in order to promote growth…

NAEYC

Principle #3 Developmentally appropriate

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Principle #4 Consider Learning modalities

o Visualo Auditoryo Kinesthetic

“Each mind has its own method.” Ralph Waldo Emerson, 1803-1882

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Crib to classroom

Auditory infants are attuned to sounds and words…Talk earlyRapid vocabulary growthEnjoy listening to books

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Visual infants

Attracted to colors, shapes and motion

Excellent eye hand coordination

As toddlers…blocks, beads, puzzles

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Kinesthetic infants

Reach milestones early (crawling, walking, etc.)Well coordinatedConfident in bodiesPhysical contactLike being held and rocked

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Visually-What are your students seeing each day?

Audibly-What are they hearing each day?

Bodily-What are they feeling each day?

God’s love, Word, and Spirit

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Principle #5 Consider personality typesEMPOWERED

Principle #6 Consider the antecedent (preceding event) or cause

Three primary causes of misbehavior Unmet need (rainy day-exercise)Lacking a specific skill (confusion-

stop, look, choose or exploration)Mismatch between child and the

environment or schedule (nap time)

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Principle #7 Ensure The Child’s Basic Needs Are Met

“People take time! Dealing with discipline takes time. Children are not fax machines or credit cards. When they misbehave they are telling us that they need help in learning a better way. They are telling us that there are basic needs not being met that are motivating the behavior.” Allen N. Mendler, What do I do When.. .?

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Abraham Maslow’s Hierarchy of NeedsEMPOWERED

Principle #8 Nurturing teaching styles

Positive guidance helps to broaden egocentric views…

Model pro-social behaviors:sharing, helping, cooperating

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Providing a nurturing classroom:

1. Developmentally appropriate program 2. Teacher interaction – positive, effectively communicate, support, observe, motivate and discipline each child3. Behavioral expectations –realistic and consistently reinforced limits (redirection and active listening) 4. Modeling - caring relationships5. Mastery of basic knowledge,skills and core competencies ofearly childhood developmentEMPOWERED

Early Childhood Educator CompetencyTo support social and emotional development

and provide positive guidance.

Time out Developmentally inappropriate for 0-3 yrs.

IsolatingRejectingTerrorizingIgnoring

National Health & Safety Standard 2.039 http://nrc.uchsc.edu

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Discipline Philosophy Self-evaluation

1. Methods 2. Behavioral expectations3. Communicating expectations4. Conflict resolution methods5. Problem solving methods6. Solution follow through7. Environmental factors

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Effective Discipline Principles

1. Discipline is teaching2. Discipline is motivated by love3. Discipline considers developmental levels4. Discipline considers learning styles5. Discipline considers personality styles6. Discipline considers the antecedent or cause7. Discipline ensures the child’s basic needs

are met 8. Discipline requires a nurturing teaching

styleEMPOWERED

EMPOWERED

Empowered:

Prayer

Worship

Love

I can do all things through Christ who strengthens me. Philippians 4:13

EMPOWERED

EMPOWEREDACSI Early Educator Conference

The handouts and PowerPoints are available athttp://speakerscore.com/empowered

EMPOWERED

I pray that from His glorious, unlimited resources He will empower you with inner

strength through his Spirit. Ephesians 3:16

EMPOWEREDEffective Discipline Techniques

Do not hold back discipline from the child (Proverbs

23:13).EMPOWERED

I pray that from His glorious, unlimited resources He will empower you with inner

strength through his Spirit. Ephesians 3:16

I tried to teach my child with booksHe only gave me puzzled looks

I tried to teach my child with wordsThey passed him by often unheard

Despairingly I turned aside"How shall I teach this child?"

I criedInto my hand, he put the key

"Come, he said, play with me."--Anonymous

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Key TechniquesKey Techniques

1. Positive GuidanceLimit the use of words such as no, don’t

stop. Use positive terms to guide behavior…”Please walk, thank you.”

“Jim is playing with…you may use it when he is finished.”

“Puzzle pieces are not for throwing. Lets put them in their places together.”

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2. Redirection

• Explain why behavior is unacceptable/poor choice

• Distract their attention• Timer to set a limit for play• “You want to play with the truck, but Michael is using it right now. Your turn…”

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3. Classroom rules, expectations and activities that are realistic and DAP

• Assist in developing class ground rules for behaviors

• Typical vs. atypical behavior

Biting when teethingParallel vs. cooperative playAnd to one he gave five talents, to another two, and to

another one, to each according to his own ability; and immediately he went on a journey. Matthew 25:15

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4. Limits, consequences and choices that children understand, and that promote self-control

Natural consequences should reflect choices

• “Run when you should walk and you slip and scrap your knee.”

• Letting others go first, opening doors for others, being careful around younger children or older adults, pride in keeping a clean work area, taking care of materials and equipment

So also Christ… though He was a Son, yet He learned obedience

by the things which He suffered. Hebrews 5:8

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5. Limits and consequences that are consistent and applied equally to all children

• Love the un-loveable• Consider student perceptions• Incentives and rewards-fair

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5. Limits and consequences that are Limits and consequences that are consistent and applied equally to all consistent and applied equally to all

children (EXAMPLE)children (EXAMPLE)

• Post classroom rules in devotional or circle time area

• Keep them simpleToddlers PreschoolersHelping hands WQ-Work Quietly Walking feet FD-Follow DirectionsListening ears RO-Respect OthersIndoor voices RP-Respect PropertyLooking eyes SS-Stay Seated

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6. Desired behavior modeled by teachers/caregivers

• Follow the golden rule…treat others…• Model social graces and role play good

choices and consequences (enjoy when we take turns…)

• Be organized and prepared for each activity• Maintain a neat and orderly classroom-clean

as you go• Arrive early and greet each child at your door• Daily health check – regular breaks-recharge• Maintain a positive solution oriented attitude

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7. Minimal use of negative consequences

• Hold children accountable• Help them learn from experiences• Communicate to the child they are

good/acceptable although their behavior is not acceptable• Safe place or quiet area for reflection

and time to wind down when over stimulated by activity, surroundings, or circumstances beyond their control (i.e. divorce, separation, anxiety)

• Comfort both - when a child acts outEMPOWERED

8. Build relationships with each child by listening and observing

• Consider your own temperament traits and learning style

• Identify your preferences• Make a list of children’s behaviors that

bother you• Incorporate each child’s learning style in

developing instructional activities• Auditory – Help remind of transitions• Visual – Sort and store• Kinesthetic – Store items, lead action songs

Mary treasured all these things, pondering them in her heart. Luke 2:19

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9. Enlist parents as partners

• Communicate daily• Build warm, caring

professional relationships

• Compliment child to parent

• Share information with honesty

and compassion• Indicate areas of

success and concern• Select behaviors to

improve/targetEMPOWERED

Encourage Parental Involvement

Discuss the importance of having open parentcommunication and techniques used to make it happen, alsodiscuss the importance ofparental involvement.

Proverbs 22:6 Train up a child in the way he should go, And when he is old he will not depart from it.EMPOWERED

10. Reinforce good behavior

• Smile, use the child’s name often• Praise good behavior• High expectations for student achievement• Expect the best• Provide acceptance, affirmation, affection,

attention and appreciation through eye contact, high fives, gentle tone of voice, positive facial expressions, body language, respect and individuality

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Purposely use positive words

Awesome!Great!Good going!Marvelous!I am proud of

you!Super!FantasticI like that!

Magnificent!Fascinating!

Mark 11:23 For assuredly, I say to you, whoever says to this mountain, ‘Be removed and be cast into the sea,’ and does not doubt in his heart, but believes that those things he says will be done, he will have whatever he says.EMPOWERED

11. Plan lessons, follow consistent daily 11. Plan lessons, follow consistent daily routines and smooth transitionsroutines and smooth transitions

Think through lessons and prepare materials before class.

Plan smooth transitions between daily routines and train children from day oneBe consistent and display emotional stability.

Proverbs 10:9 He who walks with integrity walks securely, But he who perverts his ways will become known.

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12. Arrange the classroom to promote self-discipline

• Adequate personal storage space• Materials students use should be visibly

stored and accessible • Designate sleeping, learning centers or

subject areas and eating areas• Arrange the room so that the teacher you can

observe and monitor all activity at all times • Use wall space for display, storage and

learning enrichments • Keep busier areas separate from quiet spaces

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12 Key Effective Discipline Techniques

1. Positive guidance2. Redirection3. Classroom rules, expectations and activities that are

realistic and DAP4. Limits, consequences and choices that children

understand, and that promote self-control5. Limits and consequences that are consistent and applied

equally to all children6. Desired behaviors modeled by teachers/caregivers7. Minimal use of negative consequences8. Build relationships with each child by listening and

observing9. Enlist parents as partners10. Reinforce good behavior11. Plan lessons, follow consistent daily routines and smooth

transitions12. Arrange the classroom to promote self-disciplineEMPOWERED

EMPOWERED

Empowered:

Prayer

Worship

Love

I can do all things through Christ who strengthens me. Philippians 4:13