Promoting Social Emotional Competence

Promoting Children’s Success: Building

Relationships and Creating Supportive Environments

Module 1 Handout

Center on the Social and Emotional Foundations for Early Learning (CSEFEL)

Angela Searcy, M.S.

Simple Solutions Educational Serviceswww.overtherainbowsimplesolutions.com

asearcya@aol.com708-845-2343/866-660-3899

Angela Searcy asearcya@aol.com 708-845-2343

• Angela Searcy M.S., D.T. holds a B.A. degree in English and secondary education with teacher certification though the state of Illinois and a M.S. degree in early childhood development from Erikson Institute, with a specialization in Infant Studies and a credential in developmental therapy. Angela is a Diversifying in Higher Education in Illinois Fellow at Argosy University in the Doctor of Education Program

• Angela is the owner and founder of Simple Solutions Educational Services, has over 20 years of experience in the field of education, is an approved professional development provider by the Illinois State Board of Education, an educational consultant for the Multisensory Training Institute (MTI) in Needham, MA, , Lakeshore Learning, Carson CA and Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University. Angela is also a professor at Rasmussen College

• A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois, Angela has specialized training in the neurosciences and is a nationally recognized speaker with extensive experience working with professionals, young children, and their families as an early childhood teacher, child development specialist, staff developer, mental health consultant, parent educator, language arts teacher, college professor and tutor. Her expertise encompasses developing behavior modification programs from a neuropsychological perspective, and creating professional development grounded in neuroscience research related to adult learning.

• She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent and Chicago Baby Magazines and is a regular speaker for the Learning and the Brain Conference Sponsored by Harvard, Yale and Stanford Universities.

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Resources: PreSchool Training Modules/Módulos de Capacitación

Quicklinks: Module 1 Module 2 Module 3a Module 3b Module 4 Promoting Social and Emotional Competence: These modules were designed based on input gathered during focus groups with program administrators, T/TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social-emotional needs of young children. The content of the modules is consistent with evidence-based practices identified through a thorough review of the literature. Modules last updated: May 2006 View Module Archive for Modules from 2003. The Archive has has Spanish and HTML versions available. Módulos actualizados en español se presentarán dentro de poco!View Ordering Information (PDF)

PresenterFacilitator’s Guide PDF | HTML / Guía del presentador HTML

Adobe Acrobat Reader.

National Centers & Resources

• Center on the Social and Emotional Foundations for Early Learning (CSEFEL) - - www.vanderbilt.edu/csefelwww.vanderbilt.edu/csefel

• Technical Assistance Center for Social Center for Social Emotional Intervention (TACSEI) Emotional Intervention (TACSEI) www.challengingbehavior.orgwww.challengingbehavior.org

Some Sobering FactsSome Sobering Facts

(Campbell & Ewing, 1990; Egeland et al., 1990; (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984)Fischer, Rolf, Hasazi, & Cummings, 1984)

Children who are identified as hard to manage at Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of ages 3 and 4 have a high probability (50:50) of

continuing to have difficulties into adolescence.continuing to have difficulties into adolescence.

Early appearing aggressive behaviors Early appearing aggressive behaviors are the best predictor are the best predictor of juvenile gang membership and violence.of juvenile gang membership and violence.

(Reid, 1993)(Reid, 1993)

Of the young Of the young children who show children who show

early signs of early signs of challenging challenging

behavior, it has behavior, it has been estimated that been estimated that

fewer than 10% fewer than 10% receive services for receive services for these difficulties. these difficulties.

(Kazdin & Kendall, 1998) (Kazdin & Kendall, 1998)

When aggressive and antisocial When aggressive and antisocial behavior has persisted to age 9, behavior has persisted to age 9,

further intervention has further intervention has a poor chance of success.a poor chance of success.

(Dodge, 1993)(Dodge, 1993)

Preschool children are three times more

likely to be “expelled” then children in

grades K-12.

(Gilliam, 2005)

12

There are evidence based practices that are effective in changing this developmental trajectory…

The problem is not what to do, but rests in where and how we can support children

and help families access services.

We Know What to Do!

Taking Care of Yourself: Put on Your Mask First Before You

Can Help Someone Else!

Examining Our Attitudes about Challenging Behaviors

• What behaviors push your buttons?

• How do these behaviors make you feel?

• How does this impact your relationship with a child and his/her family?

Managing Personal Stress: Thought Control

Calming Thoughts“This child is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.”

“I can handle this. I am in control. They have just learned some powerful ways to get control. I will teach them more appropriate ways to behave.”

Upsetting Thoughts

“That child is a monster. This is getting ridiculous. He’ll never change.”

“I’m sick of putting out fires!”

Managing Personal Stress: Thought Control

Calming Thoughts

“I feel undervalued right now – I need to seek support from my peers and supervisor.”

“Having her in my class is going to be a wonderful Professional Development experience.”

Upsetting Thought

“I wonder if the corner grocery is hiring?”

“He ruins everything! This is going to be the worst year of my career.”

Mean Age Expectation in Monthsfor Milestone Attainment

Caucasian Puerto Rican Filipino

Eat Solid Food 8.2 10.1 6.7*Training Cup 12.0 17.1 21.9*Utensils 17.7 26.5 32.4*Finger Food 8.9 9.4 9.5Wean 16.8 18.2 36.2*Sleep by Self 13.8 14.6 38.8*Sleep all Night 11.4 14.5 32.4*Choose Clothes 31.1 44.2 33.1*Dress Self 38.2 44.2 39.2Play Alone 25.0 24.8 12.3*Toilet Trained-Day 31.6 29.0 20.4*Toilet Trained-Night 33.2 31.8 34.2

Carlson & Harwood (2000)

Behavioral Expectations of Two Groups of Mothers

Korean-American Mothers

European-American Mothers

Believe parents and children should play together

54% 96%

Prefer children play with sex-typed toys (e.g., boys play with trucks)

71% 43%

Provide children with many chances to decide (e.g., give child choices)

11% 66%

(Farver & Lee-Shin, 2000)

Contrasting Values—What do you Believe?

• Collectivism • Process living• Here and now

orientation• Cooperation• Inner harmony• Interdependent

• Individualism • Goal oriented • Emphasis on

time/future• Competition• Outside appearance• Independent

What Get’s on my nerves! Reason Behind Behavior What is your job as a professional

Parent in denial •The parent had a negative experience in school as a child

•The parent was abused

•The parent does not know typical child development

It is not our job to change adult behavior-but understand that denial is a normal stage of development that adults go through

That being said keep lines of communication open and focus on classroom strategies with the child

Parents that don’t follow through

•The parent doesn’t know how to the do skill

•The parent is focused on the here and now

It is our job to teach children and follow through with our work. It is our job to develop relationships with families and support parents and provide resources

What Get’s on my nerves!

Reason Behind Behavior

What is your job as a professional

Ideas to Consider…

• Our actions don’t always match our values

• Traditional values are subject to change

• Each person appropriates various values in an individualistic way

Research on PBS

• Effective for all ages of individuals with disabilities 2-50 years.

• Effective for diverse groups of individuals with challenges: mental retardation, oppositional defiant disorder, autism, emotional behavioral disorders, children at risk, etc.

• PBS is the only comprehensive and evidence-based approach to address challenging behavior within a variety of natural settings.

Wrong Way – Right Way

Wrong Way

• General intervention for all behavior challenges

• Intervention is reactive

• Focus on behavior reduction

• Quick fix

Right Way

• Intervention matched to purpose of the behavior

• Intervention is proactive

• Focus on teaching new skills

• Long-term interventions

Behavior support Plans

• This is a THREE tier approach to dealing with challenging behaviors

Trigger Behavior Maintaining Consequence

• Group play: centers and outside play

Setting Events (if applicable):

Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction

• Peers give up toys/items• Peers leave area• Adults intervene with negative attention on Tim

Preventions New Skills New Responses

Tim’s Support Planning Chart- Hypothesis

Function:obtain toy/play

Setting Event

• Event that occurs at another time that increases the likelihood the child will have challenging behavior. Setting events serve to “set the child up” to have challenging behavior.

Behavior Equation

Setting Event Trigger Behavior

Maintaining Consequence

Quan approaches computer and sees child working on program.

Quan moves his picture to indicate that he is next. Quan observes and waits for his turn.

Child leaves computer and Quan sits down and begins working.

Maintaining ConsequenceBehaviorTrigger

Setting Event

Child leaves computer and Quan sits down and begins working.

Quan hits child and pushes his body on the child’s chair.

Quan approaches computer and sees child working on program.

Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.

Behavior Equation

Mon Tues Wed Thurs Fri

How does

he come to school?

Rides the bus

Mom brings

Tantrum at a.m. circle

His behavior?

Tantrum at snack

Tantrum at small group

Sample Setting Event Chart

MON TUES WED THURS FRI SAT SUN

What happened the night before?

Slept Poorly

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Mom on Midnight

Shift

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

How was his

behavior?

Tantrum in A.M.

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Tantrum in P.M.

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Sample Setting Event Chart

Trigger Behavior Maintaining Consequence

Parents

Setting Events (if applicable):

Hits cries Want’s her way

• No recess

Preventions New Skills New Responses

To Challenging Behavior:

To Use of New Skill:

Tim’s Support Planning Chart

Function:attention

Trigger Behavior Maintaining Consequence

• ADHD • Wrote note for home

Setting Events (if applicable):

Throws objectsDoesn’t listen

• Teacher talks softly to him• Sit in thinking chair • Move to red light

Preventions New Skills New Responses

To Challenging Behavior:

To Use of New Skill:

Tim’s Support Planning Chart

Function:to get what he

wants

Consider this…

Things you can’t change

• Parents • Your organization • Your coworker • This new generation

Things you can change

• How you present information• How you speak to the child

(ren) • How long, how fast, the

location• Teacher directed, child

directed, small groups, large groups

• You expectations • Rate of reinforcement• Materials you use

• Your approach

Trigger Behavior Maintaining Consequence

• Group play: centers and outside play with peers

• Circle Time

Setting Events (if applicable):

Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction

• Peers give up toys/items• Peers leave area• Adults intervene with negative attention to Tim

Preventions New Skills New Responses

• Pre-teach skills by role playing via scripted story

• Use visual cards to help him remember lessons when in difficult situation

• Teacher will subgroup during centers

• Teacher will change location of circle time

• Teacher will allow Tim to ask for a break

• Asking to play• Everyone can play with the toys

• Asking for teacher’s help

To Challenging Behavior:• Anticipate & cue to use new skill: asking to play/help

• Intervene to prevent harm by providing attention/support to child who is attacked

To Use of New Skill:• When asks, respond• Provide certificate and acknowledge positive behavior. Fade certificate.

Tim’s Support Planning Chart

Function: Obtain toy/play

If there is anything that we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves.

Carl Jung – psychiatrist

Designing Supportive Designing Supportive EnvironmentsEnvironments

Building Positive RelationshipsBuilding Positive Relationships

Social Emotional Social Emotional Teaching Teaching

StrategiesStrategies

Individualized Individualized Intensive Intensive

InterventionsInterventions

• Students respond better to adults who take a personal interest in them.

• Develop positive relationships with all students

• Make sure the ratio between positive and negative experiences for students is about 5-7 positives for every negative.

40

Building Positive Relationships with Children

Play

Time &

Attention

Home

visits

Share

EmpathyNotes

home

Happy

Grams

• Paper Clip Test

• Take 10 paper clips-Move a paper clip from right pocket to left each time you make a negative comment ---if you don’t have any paper clips after a half hour add more positives!

Your Behavior Is Key

• “• Do As I Say, Not As I Do” does not work• Short phrases are key—two sentences or

less—even things like “Stay on task” or “Focus”

• Brain reacts to positive statements• Lengthy arguments muddy the waters• Youth look to role models, and at-risk

youth may not have many

Self –Reflect • Do you yell in the classroom?• Do you ever wish some children did not come to

school today?• Do you think young children are manipulating

you?• Do you have good relationships with colleagues?• Do you expect children to come to school

knowing what to do? • Do you dream about the “good ole days”• If you put in all this work is it undone on the

weekend?

Activity- Building Relationships

• How do you build positive relationships with:Children?

Families?Colleagues?

• Brainstorm a list of things you could do to build or strengthen relationships with children, families, or other colleagues

• Share with the large group• Identify 2-3 things you are going to do to build stronger

relationships with children, families, and colleagues. Note these on The Inventory of Practices (p. 16, Action Plan)

• Greet every child at the door by name.•Post children’s work around the room.•Have a “star” of the week who brings in special things from home and gets to share them during circle time.•Call a child’s parent in front of them to say what a great day she is having or send home positive notes. •Call a child after a difficult day and say, “I’m sorry we had a tough day today. I know tomorrow is going to be better!”•Give hugs, high fives and thumbs up accomplishing tasks.

Ideas for Making Deposits

•When a child misses school tell him how much he was missed.

•Write on a t-shirt all the special things about a given child and let him/her wear it.

•Find time to read to individual children or a few children at a time.

•Acknowledge children’s efforts.•Find out what a child’s favorite book is and read it to the whole class.

•Give compliments liberally.•Play with children, follow their lead.•Let children make “All About Me” books and share them at Circle Time.

Designing Supportive Designing Supportive EnvironmentsEnvironments

Building Positive RelationshipsBuilding Positive Relationships

Social Emotional Social Emotional Teaching Teaching

StrategiesStrategies

Individualized Individualized Intensive Intensive

InterventionsInterventions

Planning Sensory and Motor Activities

What do you dislike about workshops?

Teach how you want to be taught!

NAEYC says…Read Story While children Act it Out

Let children Discover new things at Center Time

2. Establish a Predictable Environment

• Define and teach classroom routines

• How to enter room and begin to work• How to predict the schedule for the day• What to do if you do not have materials• What to do if you need help• What to do if you need to go to the bathroom• What to do if you are tired • What to do if someone is bothering you.• How to determine if you are doing well in class• How to ask a friend to play • What to do if you are hungry

• Discipline: Concerns how students BEHAVE.

• -HAS penalties and rewards

• PROCEDURES: Concern how things are DONE.

• -Has NO penalties or rewards.

Schedules and Routines

Develop a schedule that promotes child engagement and success.

• Balance activities: • active and quiet• small group and large group• teacher-directed and child-directed

• Teach children the schedule.• Establish a routine and follow it consistently.• When changes are necessary, prepare children ahead of

time.

Routines vs. Schedules

• The terms routines and schedules are often used interchangeably.

• Schedules represent the big picture.– Main activities to be completed daily.

• Routines represent the steps done to complete the schedule.

Routines vs. Schedules

• Routines and schedules need to be directly taught.

• Routines and schedules may vary– Based on level of children’s interest– Should be inherently flexible (to allow for fire drills,

field trips etc.)

Steps in Daily Routines

Routine Steps

Story time Sit in a circle, listen, look at pictures, answer questions about story

Steps to Arrival

Telling Isn’t Teaching

Parent book:How I should Hang out my Coat

Individualize for children that struggle

How to put on and take off my coat

Arrival Visual Sequence

Daddy, Papa, This is what I can do when I feel sad…

Before Children come to school

Practice the “Help” Procedure

To curtail your interruptions, it is important to create a procedure on how children get assistance when you are unavailable.

One procedure you may choose to use is the “Three Before Me” method:

1. Think to myself.2. Check the direction chart.3. Ask a classmate.

*If you still need help clip your name to the help chart. Once you have established a procedure, model it and then have

the children practice the technique. At the onset of small group instruction, don’t forget to

consistently use the help system you have developed, otherwise children will ignore it and go back to interrupting your instruction.

3 Before Me

1. Think to myself2. Check the direction chart.

3. Ask a ClassmateIf you still need help clip your name to the chart for teacher help.

In order to minimize interruptions during small group guided reading, children will need to know what to do if they need help. This technique is something I learned at an inservice I attended and it has worked well. Not only does it allow me time to work with my small groups, but it also makes students accountable for their learning.

Center Procedures For Children• Work Quietly.

• Stay at your center.

• Finish your work.

• Clean up.

• Complete center ticket.

• Put your work in your center folder.

• Fix or finish an old center.

• Read a book from your book basket.

Teach Rules in theContext of Routines

Classroom Arrangement andDesign: Traffic Patterns

•Minimize large open spaces

•Minimize obstacles and other hazards

•Consider the needs of children with physical and sensory disabilities

Environmental Support

HSCI Curriculum Modifications Module

Classroom Arrangement andDesign: Learning Centers

Physical Design• Clear boundaries• Visibility• Visual prompts when centers are not an option• Adequate number of centers• Size and location of centers• Number of children in centers• Organization of materials• Preparation of centers

Classroom Arrangement andDesign: Learning Centers

Create meaningful and engaging learning centers

• Relevant to children’s needs, interests, and lives• Highly engaging and interesting• Variety of materials in each center• Changed and rotated on a regular basis

Create Meaningful and Engaging Learning Areas• Stand in center of the room

– Is there a clear entry to each center?– Is each center inviting?– Are there enough materials (3 units of play per child allowed in

center)?– Is there a system in place for entering and exiting centers?– Are centers and materials/shelves labeled?– Is there a rotation of materials?– Are materials highly engaging?– Are the activities relevant to

children’s needs, interests and lives?

How Can This Circle AreaBe Improved?

Circle Time

Logan Square

Logan Square

Classroom Arrangement andDesign Activity

• With a partner, sketch a classroom. • Revise your sketch of the environment and then

share major changes with other participants at the table.

• Ask participants to think of one child who has more significant challenging behavior. What might need to be done to the environment to support that child?

• For additional ideas, refer to the Inventory of Practices.

Teach with Visual Schedules

Sign Language!• NO one can talk when they are upset!!!

• Sign language helps children and their language development!

• Give your child an alternative

Change Diaper Wash Breakfast Music

Use real objects.

Visual Object Schedule

Photograph Visual Schedule

Morning Meeting Mini-Schedule

1. Turn on water. 2. Wet hands.

3. Get soap. 4. Rinse hands.

5. Turn off water.

7. Throw away towel.

6. Dry hands.

8. Go play.

Activity Turn-Taking Cue

ActivityUsing Visual Schedules

• You say it’s time for circle. One little boy roams away from circle. When you try to guide him to circle, he drops to the ground and will not budge.– How can you use your visual schedule to

teach?

ActivityUsing Visual Schedules

• You announce that it’s time for centers and a girl runs to go out the door yelling “No! Play out!”– How can you use your visual schedule to

teach?

ActivityUsing Visual Schedules

• A child goes to play with her favorite train. When you go over to her and tell her it’s time for snack she starts screaming and throwing train pieces.– How can you use your visual schedule to

teach?– What else might you be able to do/use to

teach?

ActivityUsing Visual Schedules

• A new little boy arrives in your classroom and he is very scared. When Mommy says bye, he screams, cries, pulls on her leg, and tries to climb up Mommy’s body.– How can you use your visual schedule to

teach?

ActivityUsing Visual Schedules

• Today you have scheduled water play outside. All of the children are excited and have been anticipating the outside fun all week. But we have been given a tornado warning and it’s raining, so there will be no outside fun today.– How will you teach using your visual

schedule to prevent challenging behavior?

Plan for transitions • Minimize the number of transitions that children

have during the day.• Minimize the length of time children spend waiting

with nothing to do.• Prepare children for transitions by providing a warning.• Structure the transitions so that children have something to do while they wait.• Teach children the expectations related

to transitions.• Individualize supports and cues.

Transitions

Why is it important to address transitions between activities?

Transitions take time Children often spend a lot of time waiting Transitions can be stressful and frustrating Skills such as cleaning up may reduce

transition times and may lead to more time for children to be engaged in activities

When children are taught what they "should be doing," we are less likely to see problem behaviors

Many preschool teachers consider children's ability to independently make transitions a key skill

Transition•Time of the day•Transition between which activities

8:20-8:25

Arrival from buses and go to classroom

8:25-8:30

Put away things in cubbies and come to circle

Identify Transitions times in your classroom

Strategies that support smooth transitions between activities

• Before the transition- Plan your schedule to include a minimum number of

transition times

Consider what the children and adults will do during these times

Provide verbal and nonverbal cues before transitions

Teach children the expectations for the routine

Minimize the number of transitions in which all children have to do the same thing at the same time

By building this puzzle on a tray, this child is able to put the puzzle

away intact, and continue working on it

at a later time.

HSCI Curriculum Modifications Module

Environmental Support

HSCI Curriculum Modifications Module

How WE Wait –Mom/ Dad/Ya Ya!

Uptown! 1.Stand on a square

2.Stand behind a friend

3.Catch a bubble

4. Hold on to the railing

Strategies that support smooth transitions between activities

• During the transition-

Sing songs, play word or guessing games, recite rhymes, or do finger plays with children

Plan a gradual increase or decrease in the level of activity and a good balance of active and quiet play

Allow children adequate time to finish activities

Plan something for those children who finish an activity quickly so they are not waiting without something to do

Strategies that support smooth transitions between activities

• After the transition-

Provide positive attention or feedback to children following smooth transitions

Give very specific positive feedback after transitions

Activity 3

Transition•Time of the day•Transition between which activities

Strategies to use before the transition

Strategies to use during the transition

Strategies to use after the transition

8:20-8:25

Arrival from buses and go to the classroom

Adult is present to greet and wait for students; prompt children to line up with a buddy

Teacher guides discussion about things the children saw as they rode the bus to school

Teacher gives the children a “high 5” as they enter the classroom

Video 1.2: Transitions to Centers

Video 1.3: Providing Individualized Transition Cues to Gabby

Transition with Visual and Timer

Transition with Visual

Transition with Choice

Choice Chart

Choice Chart

Transition with Visual Choice

Circle Time – Universal Design

Environmental Support

From: www.headstartinclusion.org

Circle Time

Simplify the Activity

From: www.headstartinclusion.org

Environmental Support

HSCI Curriculum Modifications Module

Counting card helps child count to 20 while waiting for a turn on the trampoline.

HSCI Curriculum Modifications Module

Environmental Support

HSCI Curriculum Modifications Module

Environmental Support

HSCI Curriculum Modifications Module

138

Child holds chart at circle time featuring reminders of expected behavior

HSCI Curriculum Modifications Module

Transition with Center Necklaces

Teaching Children Expectations

Wet hands.

Get soap. Wash hands.

Dry hands.

Throw away.

1 2 3 4 5

Washing Hands

Activity Analysis Using Clip Art

Individual Schedule

First Then

Large Group Activities

• Planning the activity– Consider the length– Be clear about the purpose and goals of the activities– Use circle time to teach new things

• Implementing the activity– Provide opportunities for all children to be

actively involved– Assign jobs to children– Vary your speech and intonation patterns– Have children lead activities– Pay attention to children’s behavior

Small Group Activities• Importance of small group activities

– Skill building– Individualized attention

• Planning and implementing– Be clear about the goal– Use peers as models– Ensure participation by all children– Make them fun – Provide feedback throughout

Schedule/Routine/Transition Activity

• Divide into groups of people who currently work together.• Write down a schedule from one of the participant’s classrooms.• Consider the things we have just talked about. What changes could you make in what you are currently doing that might increase engagement and prevent challenging behaviors?

• Share your major changes with others at your table and brainstorm possible solutions.

Giving Directions

• Make sure you have the children’s attention before you give the direction.

• Minimize the number of directions given to children.

• Individualize the way directions are given.• Give clear directions.

Giving Directions

• Give directions that are positive.• Give children the opportunity to respond to

a direction.• When appropriate, give the child choices

and options for following directions.• Follow through with positive

acknowledgment of children’s behavior.

General GuidelinesAbout Rules

• Have a few simple classroom rules.• Involve the children in developing the

rules.• Post the rules visually.• Teach the rules systematically.• Reinforce the rules at high rates initially

and at lower rates throughout the year.

Involving Children in Developing the Rules

• Have children help generate the rules.• Name the rule and have a child demonstrate the rule.• Name the rule and have the children identify the visuals that might go on a poster.• Have children help decorate a rules poster.

Circle Time Rules

Rules

Should Address• Noise level• Movement inside• Interactions with property• Interactions with adults• Interactions with peers

Logan Sqaure

Video 1.5: Stop/Go Teaching Rules

Teach the Rules- Just like time tables!

• Telling a rule is different from teaching it

• Use a variety of strategies and manipulatives to teach

• It takes time to learn new things!!!! Practice often to maintain the skill

Rules Activity

• Develop a list of 3-5 rules you use or would use in a classroom.

• Discuss these rules with others at the table.

• Brainstorm fun and creative ways for teaching the rules.

Fun Ways to Reinforce the Rules

• Rules Bingo!• Make a big book about school rules• Homework– what are your rules at home?• Play “rule charades”

Video 1.6: Children Demonstrating Classroom Rules

160

Ongoing Monitoring and Positive Attention

• Give children attention when they are engaging in appropriate behaviors.

• Monitor our behavior to ensure that we are spending more time using positive descriptive language and less time giving directions or correcting inappropriate behavior.

Positive Attention Activity

• Count the number of positive comments the teacher makes (and positive nonverbals).

• Have a large group discussion about what types of comments and nonverbal behaviors the teacher exhibited.

• Generate some ideas to help adults remain focused on the positive throughout the day.

• Encourage participants to include some of these ideas on their Action Planning Form.

Using Positive Feedback and Encouragement: 4 Principles

• Contingent on appropriate behavior• Descriptive• Conveyed with enthusiasm• Contingent on effort

Using Positive Feedbackand Encouragement

• Remember to use nonverbal forms of positive feedback and encouragement.

• Individualize use of positive feedback and encouragement based on children’s needs and preferences.

• Encourage other adults and peers to use positive feedback and encouragement.

Increasing Positive Behaviors: Activity

• What are 3-5 behaviors you would like to see increase in your setting?

• Review item 8 on the Inventory.• What changes might you make in your use

of positive feedback and encouragement in order to increase the behaviors you just identified.

• Add this to your Action Plan.

Sample Certificate

SUPER FRIEND AWARD!!!This certificate is to certify that Marleco is a

SUPER FRIEND!!

Today, Marleco used his words to ask Malen nicely for a turn on the swing. When he was done swinging, he asked Malen if she wanted another turn and then helped to push her. At circle time, he gave his friend Cesar a compliment! YAY Marleco!! What a Super Friend you are!!

Give yourself a pat on the back!!

Signed by: Miss Gail & Mr. Jim Date: January 7, 2006

If there is anything that we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves.

Carl Jung – psychiatrist

Major Messages

• The first and most important thing that we can do is to build positive relationships with every child and family.

• Focus on prevention and teaching appropriate skills.

• Promoting social emotional development is not easy. There are no quick fixes to challenging behavior.

• It requires a comprehensive approach that includes building relationships, evaluating our own classrooms and behaviors, and TEACHING.