Guidance Techniques

  In researching different guidance techniques that I would be using in my own classroom, I have come across an article called "Guidance Techniques That Work" from December2005/January2006 issue of JOURNAL OF ADVENTIST EDUCATION. They discuss several different ways of guiding children's behaviors and helping them make better choices. Here are my top four favorites that I think will work well for both the children and myself. 
     Change the Environment to Promote Behavior Changes-Wise caregivers look for the causes of misbehavior. Are there squabbles over too few toys? Are children climbing because materials are out of reach? Are children whiny and cranky because meals and nap times are too late? Consider changes in the environment that can make you less irritated and the children less frustrated.
      Offer Choices—and Be Ready to Accept the Decision-Caregivers know that offering choices helps children develop independence. But conflicts can arise when you are unwilling or unable to accept the choice a child makes. In general, it’s best to offer two options. If there is no choice, state your expectations simply and concretely.

     Use Logical Consequences-Respond to inappropriate behavior with logical consequences—the natural result of a particular behavior. A logical consequence for an adult, for example, may be a stomach ache after eating spicy food. For a child, a logical consequence may be feeling cold after going outside without a sweater. This kind of learning goes on all the time. In some cases, we can set up a logical consequence if one doesn’t occur naturally. If a 3-year-old spills milk, for example, one logical consequence is to have the child help with cleanup.The consequence is not punishment and it always relates to the original behavior. It’s not logical, therefore, to deny time in the art center to a child who spills milk—the two things don’t relate to each other. The consequence must also be reasonable. If a child’s behavior poses danger—picking up broken glass or running into the street, for example—stop it immediately. Avoid extremes. If 9-year-old Josh breaks a baseball bat by swinging it against a brick wall, don’t say “You can never play baseball here again.” Show children that you trust them to change and learn. “Here’s a glove for you to practice catching.You can try batting later this afternoon.” For a logical consequence to be effective, you must respond immediately. Make it clear that it’s the behavior—not the child—that is objectionable.

     Set an Example-Children learn by watching you.They observe your interactions with children and other adults and are likely to model their behavior on yours. For example, if you consistently talk to children rudely in a loud voice, you’re teaching them that this is the way to treat others. If you tell the director that you are out of glue and then produce a hidden bottle from the closet, you’ll have a difficult time convincing children that it’s not right to lie. Instead, show concern for others, work out conflicts, and respect the dignity of others—both adults and children. In this way, you model behaviors children need to learn for their social and emotional success.

If you're interested in checking out these or some of their other technique suggestions in more detail here is the link I used:

http://circle.adventist.org/files/jae/en/jae200568023707.pdf