“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 6: Boundaries: The Foundation for Growth and Change
Boundaries: The Foundation for Growth and Change
Block negative behavior = “You can't play if you hurt people. You are on timeout.”
Assess for motivation = What need is the behavior meeting for the child?
Teach new behavior = “If you want someone to play with you or be your friend, you need to be nice. This is how you ask nicely.”
Child's response = CHANGE
Block Negative Behaviors First
When timeout, boundaries, or motivation don't work, it is not because they are inappropriate. Their “failure” to succeed means that there is another compelling energy causing the child in question to engage in negative behavior. When this happens, your task is to discover and understand that compelling energy. It's important to remember that the ...