“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 3: Three Common Uses of Timeout and Why They Fail to Work
Three Common Uses of Timeout and Why They Fail to Work
“Ralph! You hurt Vanessa. There is no hitting here. You sit down here in this chair. You're on timeout! You think about what you did. How would you like it if someone hit you?”
“Ralph! Sit back down! You're not supposed to be playing when you're on timeout. Timeout is not ‘fun time.’”
“Ralph! Stop talking to the other kids. They can't play with you when you're on timeout.”
“Ralph! Stop singing and making funny faces when you're on timeout. You're on timeout. You're supposed to be …you're supposed to be …SUFFERING!”
In the previous chapter, I discussed children's sense of time and how it's broken up into ...