Guidance Tools and Techniques

Environment
Through the intentional use of the environment, the

teacher in directly influences behavior in the classroom.
The goals for positive behavior should be reflected in the
classroom setting. The physical environment should tell
children clearly how to act in that space. Child-size
furniture that fits the preschool body encourages sitting
and working behavior. Room arrangements avoid spaces
that encourage children to walk from place to place. Low,
now open shelves create an expectation that children take
materials out and put them away after use.
Body Expressions and Attitude

When working with young children, the teacher must be aware of
body height and position. Sit, squat, or kneel but get down to their
level. It is difficult to communicate warmth, caring, and concern
from two or three feet above the child's head or by shouting from
across the room. Attitudes are derived from experience and are
part of the unspoken language of guidance. You should examine
the way you were disciplined and acknowledge your experiences
and feelings about it, particularly assumptions you may have on
how children behave depending on their race, gender, or culture.
Ignoring
Ignoring when misbehavior is of a less serious nature - for
instance, when a child whines constantly - it may be best to
ignore it. This kind of behavior, although might be annoying,
is not harmful. To use this technique successfully, the adult
chooses not to respond to the child in any way and may even
become occupied elsewhere while the behavior persist this
method is based on the learning theory that negative
reinforcement eventually causes the child to stop the
undesirable behavior.
Redirection and Distraction

Sometimes the adult wants to change the activity in which the child is
engaged to one that is more acceptable. The substitute activity must be a
valid one, expectable to the adults and fulfilling to the children. In most
cases, children are not being deliberately disruptive. More than likely they
are expressing curiosity, imagination, and the need to explore. Positive
redirection satisfies these needs in a way that enhances children's self
concept and self control. Distraction is similar to redirection and is used
when the adult wants to focus the child's attention on an activity that may
or may not relate to the previous behavior. Very young children, especially
infants and toddlers can easily be distracted from undesirable actions. This
method calls for well-timed intervention.
Active Listening
Parents and teachers can learn the art of active
listening to respond to a child's feelings as well
as words. The adults listen carefully trying to
understand what the child is saying beyond the
words being used. Then they can reflect back
into their own words what it is they think the
child has said. The child has the opportunity to
correct any misinterpretations.
Reinforcement
Behavior modification is based on the premise that behavior
is learned through experiences and can be changed by
reinforcement. Reinforcement of the process in which a
behavior is followed by a consequence that is likely to make
the behavior repeated. A positive consequence is often
called a reward, and unpleasant consequences are often
called punishment, but the impact is in the consequences.
Positive reinforcement is used to teach new and different
behaviors to a child and to help the child maintain a change.
Intentionally, the reinforcement must be swift and
consistently applied, as often as the behavior occurs.
Active Problem Solving

Active problem solving engages children in
confronting their differences and working
together to solve their problems. The adult
guides the children towards solutions but does
not solve problems for them. Posing openended questions, you know it helps keep the
child focused so that they can suggest
alternative solutions.
Offer Choices
Giving choices is a time-honored and popular
method for helping children who are being
resistant. Choices can help children practice
self-reliance, self-direction, and self-discipline.
You must give a choice only when you mean
for children to make the choice and be
prepared to accept the answer. Suggest two
choices when there is the possibility of
resistance. Children should be aware of the
consequences of the choices they are making.
Helping children make reasonable choices
gives the them a foundation for decisionmaking throughout their life.
Natural Consequences
Natural consequences enhanced children's ability
to take responsibility for themselves. As applied,
this approach the children experience the natural
consequences of their actions. It emphasizes the
opportunity children have to learn from the way
their environment functions.
Logical Consequences
Logical consequences, are a function of what
adults impose. For the adult, this means a
commitment to follow through; consequences,
once stated, must be enforced. It is important to
give children an opportunity to choose their own
course of action once they have some
understanding of what is likely to happen. Nelson
suggests three criteria for using logical
consequences: it must be related to the child's
behavior, it must be respectful and it must be
reasonable.
I Messages
I Messages are honest, non-judgmental
statements that place no blame on the
child but that state an observation of the
behavior and its results.

Guidance Tools and Techniques

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Guidance Tools and Techniques

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Environment

Through the intentional use of the environment, the

Body Expressions and Attitude

Redirection and Distraction

Active Problem Solving

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