Guidance Techniques

With a partner, list different types of guidance you have experienced throughout your life. After doing so, put a ‘+’ next to the guidance you felt was effective and put a ‘-’ next to the guidance you felt was ineffective.

Preparing for Guidance Observation is important so you know how individual children will react in certain situations Be aware of cultural variations in children’s nonverbal behavior What are examples of nonverbal behavior? Share observations with other teachers

Direct Guidance Involves nonverbal (physical) and verbal actions Nonverbal actions need to reinforce what you are communicating verbally Principles of direct guidance: Use simple language Speak in a relaxed voice Be positive Offer choices with care

Direct Guidance, cont’d Encourage independence and cooperation Be firm Be consistent Provide time for change Consider feelings Intervene when necessary

Circle the guidelines you have already used while in the daycare center. Explain and briefly recap an incident where you used one of these guidelines.

Indirect Guidance Involves outside factors that influence behavior The layout of a center is a form of indirect guidance A well-planned facility makes supervision easier If you can supervise properly, you feel relaxed and in control

Your friend just got a job as a teacher in a two-year-old classroom Your friend just got a job as a teacher in a two-year-old classroom. It has all of the furniture piled in the center of the room and she is responsible for setting it up. Before she starts to put the room together, she has asked you for advice about making sure her room is designed in an appropriate manner to allow for good supervision of the children. What are three tips you could give her?

Techniques for Effective Guidance Positive verbal environment Positive reinforcement Using consequences Warning Time-out I-Messages Effective praise

Techniques for Effective Guidance Suggesting Prompting Persuading Redirecting Modeling Listening Ignoring Encouraging

Promoting a Positive Self-Concept A child’s self-concept includes the qualities a child believes he or she possesses Their self-concepts reflect the feelings others have for them and the confidence they have in the themselves The teacher’s behavior can promote or hinder development of a positive self-esteem