“Teachers of young children will feel validated by this book that explains the issues underlying behaviors that challenge us on a daily basis and shows how to address them effectively.”
-Xiomara S´nchez, NBCT, Dual Language Pre-K Teacher, Darwin Elementary School, Chicago, IL
“Covers the breadth of children's behaviors that teachers are likely to see, and describes the major motivators for them very well. The examples and scenarios are highly interesting, meaningful, and transferable to classroom practice.”
-Gail Hardesty, Early Reading First Mentor, Chicago Public Schools, IL
Increase your understanding of children to guide and shape behavior in positive ways!
Teachers are masterful in balancing the diverse backgrounds, social-emotional needs, and academic goals of children in their classroom-that is, if they can only get them to sit still, pay attention, keep their hands off of each other (or out of the fish tank), or a host of other effective aggravations! But creating a classroom of attentive learners takes more than swift discipline-it involves helping children make good behavioral choices by developing their self-control rather than controlling them to make the choices we prefer.
Difficult Behavior in Early Childhood offers insight into understanding why certain children behave in certain ways, so teachers can react appropriately to individual behaviors and needs. In an engaging, conversational tone, the book covers:
Reconciling the different behavioral expectations of families and schools; Applying timeout effectively; Motivating children immediately and powerfully; Establishing and following through with boundaries; Developing behavior incentive plans that work; Identifying early signs of depression, anxiety, grief, and special needs
Through informed practice, teachers can bring about positive behavioral change and healthy, productive development.
Chapter 9: The Effective and Judicious Uses of Praise
The Effective and Judicious Uses of Praise
[In a kindergarten class that's almost over for the day, little Josie scribbles randomly on a piece of paper.]
Mrs. Ramirez: Time to clean up. Put your crayons and papers away.
Josie: [Picking up her paper and walking over to the teacher] Teacher, this is for you.
Mrs. Ramirez: [Looks at the paper, which has random scribbles all over it] Hmm…
Josie: Do you like it?
Mrs. Ramirez: Uh, Josie, thank you. You … (really didn't do a good job. But do I say that?)
Surely you've been in Mrs. Ramirez's position before. What would you say—what did you say? Did you too describe a poor piece of work as “nice” or tell the child she did a ...