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  • 1. Promoting SocialEmotional Competence Promoting Childrens Success: Building Relationships and Creating Supportive Environments Module 1 Handout

2. Center on the Social and Emotional Foundations for Early Learning(CSEFEL) Angela Searcy, M.S. Simple Solutions Educational Services [email_address] 708-845-2343/866-660-3899 3. Angela Searcy[email_address]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 fromErikson Institute,with a specialization in Infant Studies and a credential in developmental therapy.Angela is aDiversifying in Higher Education in Illinois FellowatArgosy Univers ity in the Doctor of Education Program
  • Angela is the owner and founder ofSimple Solutions Educational Services , has over 20 years of experience in the field of education, is an approved professional development provider by theIllinois State Board of Education , an educational consultant for theMultisensory Training Institute (MTI)in Needham, MA,,Lakeshore Learning, Carson CAandCenter on the Social and Emotional Foundations for Early Learning(CSEFEL) at Vanderbilt University.Angela is also a professor atRasmussen College
  • A former associate at theNeuropsychology Diagnostic Centerin 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 RadiosChicago Matters ,Chicago Parent and Chicago Baby Magazinesand is a regular speaker for theLearning and the Brain ConferenceSponsored by Harvard, Yale and Stanford Universities.

4. Home|About|Contact Resources by Type: Chat Sessions Decision Making Guidelines En Espaol Family Tools Research Syntheses Practical Strategies State Planning Training Kits Training Modules Infant/Toddler PreSchool Parent Videos What WorksBriefs Resources by Group: For States For Trainers/Coaches For Families For Teachers/Caregivers Order Materials Links Search Resources: PreSchool Training Modules/M dulos de Capacitaci n

  • 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 Archivefor Modules from 2003. The Archive has has Spanish and HTML versions available. M dulos actualizados en espa ol se presentar n dentro de poco!
  • View Ordering Information(PDF)

Presenter Facilitator s GuidePDF|HTML/ Gu a del presentadorHTML Adobe Acrobat Reader . 5. National Centers & Resources

  • Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
  • Technical AssistanceCenter for Social Emotional Intervention (TACSEI)

6. Some Sobering Facts 7. (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984) Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into adolescence. 8. Early appearing aggressive behaviorsare the best predictorof juvenile gang membership and violence. (Reid, 1993) 9. Of the young children who show early signs of challenging behavior, it has been estimated that fewer than 10% receive services for these difficulties.(Kazdin & Kendall, 1998) 10. When aggressive and antisocial behavior has persisted to age 9,further intervention hasa poor chance of success. (Dodge, 1993) 11. Preschool children are three times more likely to be expelled then children in grades K-12. (Gilliam, 2005) 12. It beginsearly... 13. 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! 14. Taking Care of Yourself: Put on Your Mask First Before You Can Help Someone Else! 15. 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?

16. Managing PersonalStress:Thought Control Calming Thoughts This child is testing to seewhere the limits are.My job is to stay calm and helphim learn better ways to behave. I can handle this.I am in control.They have just learned some powerful ways to get control.I willteach them more appropriateways to behave. Upsetting Thoughts That child is a monster.This is getting ridiculous.Hell never change. Im sick of putting out fires! 17. Managing PersonalStress:Thought Control Calming Thoughts I feel undervalued right now I need to seek support frommy peers and supervisor. Having her in my class is going tobe awonderfulProfessionalDevelopment experience. Upsetting Thought I wonder if the corner groceryis hiring? He ruins everything!This is going to be the worstyear of my career. 18. 19. Mean Age Expectation in Months for 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 9.5
  • Wean 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 39.2
  • Play 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)

20. Behavioral Expectations ofTwo Groups of Mothers ( Farver & Lee-Shin, 2000) 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% 21. Contrasting ValuesWhat 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

22. What Gets on my nerves!Reason Behind BehaviorWhat is your job as a professionalParent in denial

  • The parent had a negativeexperience 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 normalstage of development that adults go through That being said keep lines of communication open and focus on classroom strategies with the childParents that dont follow through

  • The parent doesnt know how to the doskill
  • The parentis 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 parentsand provide resources 23. What Gets on my nerves!Reason Behind BehaviorWhat is your job as a professional 24. Ideas to Consider

  • Our actions dont always match our values
  • Traditional values are subject to change
  • Each person appropriates various values in an individualistic way

25. 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 andevidence-based approach to addresschallenging behavior within a varietyof natural settings.

26. Wrong Way Right Way

  • WrongWay
  • 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

27. Behavior support Plans

  • This is aTHREE tier approachto dealing with challenging behaviors

28. Tims Support Planning Chart- Hypothesis Function : obtain toy/play 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

  • Peersgive up toys/items
  • Peers leave area
  • Adultsintervene with negative attention on Tim

Preventions New Skills New Responses 29. 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.

30. Behavior Equation 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. SettingEvent Trigger Behavior Maintaining Consequence 31. Behavior Equation Maintaining Consequence Behavior Trigger SettingEvent Child leaves computer and Quan sits down and begins working. Quan hits child and pushes his body on the childs 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. 32. Sample SettingEvent Chart Mon Tues Wed Thurs Fri How doeshe come to school? Rides the bus Mom brings Tantrum at a.m. circle His behavior? Tantrum at snack Tantrum at small group 33. SampleSetting Event Chart MON TUES WED THURS FRI SAT SUN What happened the nightbefore? Slept Poorly YesNo Yes No Yes NoYesNo YesNo YesNo YesNo Mom on Midnight Shift YesNo YesNo YesNo YesNo YesNo YesNo YesNo How was his behavior? Tantrum in A.M. YesNo YesNo YesNo YesNo YesNo YesNo YesNo Tantrum in P.M. YesNo YesNo YesNo YesNo YesNo YesNo YesNo 34. Tims Support Planning Chart Function : attentionTrigger Behavior Maintaining Consequence ParentsSetting Events(if applicable): Hits criesWants her way

  • No recess

Preventions New Skills New Responses To Challenging Behavior: To Use of New Skill: 35. Tims Support Planning Chart Function : to get what he wantsTrigger Behavior Maintaining Consequence

  • ADHD
  • Wrote note for home
  • Setting Events(if applicable):

Throws objects Doesnt 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: 36. Consider this

  • Things you cant 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

37. Tims Support Planning Chart Function:Obtain toy/play 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 teachers 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.


      • 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

39. Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions 40.

  • 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 about5-7positives for every negative.


  • 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 dont have any paper clips after a half hour add more positives!

Building Positive Relationshipswith Children Play Time & Attention Homevisits Share Empathy Noteshome HappyGrams 42. 43. YourBehavior Is Key

  • Do As I Say, Not As I Do doesnotwork
  • Short phrases are keytwo sentences or lesseven things like Stay on task or Focus
  • Brain reacts topositivestatements
  • Lengthy arguments muddy the waters
  • Youth look to role models, and at-risk youth may not have many

44. 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 dreamabout the good ole days
  • If you put in all this work is it undone on the weekend?

45. 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 onThe Inventory of Practices(p. 16, Action Plan)

46. 47.

  • Greet every child at the door by name.
  • Post childrens 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 childs 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, Im sorrywe had a tough day today. I know tomorrowis going to be better!
  • Give hugs, high fives and thumbs upaccomplishing tasks.

Ideas for Making Deposits 48.

  • 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 childrens efforts.
  • Find out what a childs 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.

49. Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions 50. Planning Sensory and Motor Activities 51. What do you dislike about workshops? 52. Teach how you want to be taught! 53. NAEYC saysRead Story While children Act it Out 54. 55. 56. Let children Discover new things at Center Time 57. 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.

59. 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.

60. Routines vs. Schedules

  • The terms routines and schedules are often used interchangeably.
  • Schedulesrepresent the big picture.
    • Main activities to be completed daily.
  • Routinesrepresent the steps done to complete the schedule.

61. Routines vs. Schedules

  • Routines and schedules need to be directly taught.
  • Routines and schedules may vary
    • Based on level of childrens interest
    • Should be inherently flexible (to allow for fire drills, field trips etc.)

62. Steps in Daily Routines Routine Steps Story time Sit in a circle, listen, look at pictures, answer questions about story 63. 64. Steps to Arrival 65. Telling Isnt Teaching 66. 67. Parent book:How I should Hang out my Coat 68. Individualize for children that struggle 69. How to put on and take off my coat 70. 71. 72. Arrival Visual Sequence 73. 74. 75. 76. 77. Daddy, Papa, This is what I can do when I feel sad 78. Before Children come to school 79. 80. 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 Memethod:
      • Think to myself.
      • Check the direction chart.
      • 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, dont forget to consistently use the help system you have developed, otherwise children will ignore it and go back to interrupting your instruction.

81. 3 Before Me 1. Think to myself 2.Check the direction chart. 3.Ask a Classmate If 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. 82.

  • 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.

83. TeachRules in the Context of Routines 84. Classroom Arrangement and Design: Traffic Patterns

  • Minimize large open spaces
  • Minimize obstacles and other hazards
  • Consider the needs of children with physical and sensory disabilities

85. Environmental Support HSCI Curriculum Modifications Module 86. Classroom Arrangement and Design: 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

87. Classroom Arrangement and Design: Learning Centers

  • Create meaningful and engaging learning centers
    • Relevant to childrens needs, interests, and lives
    • Highly engaging and interesting
    • Variety of materials in each center
    • Changed and rotated on a regular
    • basis

88. Create Meaningful andEngaging 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 enteringandexiting centers?
    • Are centers and materials/shelves labeled?
    • Is there a rotation of materials?
    • Are materials highly engaging?
    • Are the activities relevant to
    • childrens needs, interests and lives?

89. How Can This Circle Area Be Improved? 90. Circle Time 91. Logan Square 92. Logan Square 93. Classroom Arrangement and Design 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.

94. 95. 96. 97. Teach with Visual Schedules 98. Sign Language!

  • NO one can talk when they are upset!!!
  • Sign language helps children and their language development!
  • Give your child an alternative

99. Visual Object Schedule Change Diaper Wash Breakfast Music Use real objects. 100. Photograph Visual Schedule 101. Morning Meeting Mini-Schedule 102. 103. 1.Turn on water. 2.Wet hands. 3. Get soap. 4. Rinse hands. 104. 5.Turn off water. 7.Throw away towel. 6.Dry hands. 8.Go play. 105. 106. Activity Turn-Taking Cue 107. Activity Using Visual Schedules

  • You say its 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?

108. Activity Using Visual Schedules

  • You announce that its 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?

109. Activity Using Visual Schedules

  • A child goes to play with her favorite train.When you go over to her and tell her its 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?

110. Activity Using 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 Mommys body.
    • How can you use your visual schedule to teach?

111. Activity Using 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 its raining, so there will be no outside fun today.
    • How will you teach using your visual schedule to prevent challenging behavior?

112. Transitions

  • 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 relatedto transitions.
    • Individualize supports and cues.

113. 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 considerchildren's ability to independentlymake transitions a key skill

114. Identify Transitions times in your classroom

  • 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 115. 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 allchildren have to do the same thing at the sametime

116. 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 117. HSCI Curriculum Modifications Module Environmental Support 118. 119. How WE Wait Mom/ Dad/Ya Ya! 120. Uptown!1.Stand on a square 2.Stand behind a friend 3.Catch a bubble 4. Hold on to the railing 121. 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

122. 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

123. Activity 3

  • Transition
  • Time of the day
  • Transition between which activities

Strategies to usebeforethe transition Strategies to useduringthe transition Strategies to useafterthe 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 124. Video 1.2: Transitions to Centers 125. Video 1.3: Providing Individualized Transition Cues to Gabby 126. Transition with Visual and Timer 127. Transition with Visual 128. Transition with Choice 129. Choice Chart 130. Choice Chart 131. Transition with Visual Choice 132. Circle Time Universal Design Environmental Support 133. Circle Time Simplify the Activity 134. Environmental Support HSCI Curriculum Modifications Module 135. HSCI Curriculum Modifications Module Counting card helps child count to 20 whilewaiting for a turn on the trampoline. 136. Environmental Support HSCI Curriculum Modifications Module 137. Environmental Support HSCI Curriculum Modifications Module 138. Child holds chart at circle time featuringreminders of expected behavior HSCI Curriculum Modifications Module 139. Transition with Center Necklaces 140. Teaching Children Expectations 141. Wet hands . Get soap . Wash hands . Dry hands . Throw away. 1 2 3 4 5 Washing Hands Activity Analysis Using Clip Art 142. 143. 144. 145. IndividualSchedule First Then 146. 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 childrens behavior

147. 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

148. Schedule/Routine/Transition Activity

  • Divide into groups of people who currently
  • work together.
  • Write down a schedule from one of the
  • participants 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.

149. Giving Directions

  • Make sure you have the childrens attention before you give the direction.
  • Minimize the number of directions given to children.
  • Individualize the way directions are given.
  • Give clear directions.

150. 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 childrens behavior.

151. General Guidelines About 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.

152. Involving Children inDeveloping 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.

153. Circle Time Rules 154. Rules

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

155. Logan Sqaure 156. Video 1.5: Stop/Go Teaching Rules 157. 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

158. 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.

159. Fun Ways to Reinforcethe Rules

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

160. Video 1.6: Children Demonstrating Classroom Rules 161. 162. Ongoing Monitoring andPositive Attention

  • Give children attention when they
  • are engaging in appropriate behaviors.
  • Monitor our behavior to ensure thatwe are spending more time using positive descriptive language and less time giving directions or correcting inappropriate behavior.

163. 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.

164. Using Positive Feedback and Encouragement: 4 Principles

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

165. 166. 167. 168. 169. 170. Using Positive Feedback and Encouragement

  • Remember to use nonverbal forms of positive feedback and encouragement.
  • Individualize use of positive feedbackand encouragement based on childrens needs and preferences.
  • Encourage other adults and peers to use positive feedback and encouragement.

171. Increasing Positive Behaviors:Activity

  • What are 3-5 behaviors you would like to see increase in your setting?
  • Review item 8 on theInventory.
  • What changes might you make in your use of positive feedback and encouragement in order to increase the behaviors you justidentified.
  • Add this to your Action Plan .

172. Sample Certificate SUPER FRIEND AWARD!!! This certificate is to certify thatMarlecois 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. JimDate:January 7, 2006 173.

      • 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

174. 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 .