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Monday, 19 March 2012 11:21

notes-chap 5

Written by David Sheppard
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nChapter Six
Relationships and Guidance
nBuilding Positive Relationships 
nAppropriate Guidance Strategies and Practices
nWhat is Guidance?
Children…
nLearn to direct and manage their own behavior
nMove towards self control
nBuild skills for engaging in satisfying relationships
nLearn about their needs and the needs of others
nGuidance is Based on TRUST
(Bowlby 82, Howes & Ritchie 2002)
nTrusting relationship with teacher necessary in order for children to learn
nWhen trust is present children use teachers as a resource
nCreating and maintaining positive relationships should be primary guidance focus
nThese relationships built upon trust
nGuidance is NOT Punishment
nGuidance is a process to develop self control, to understand and use constructive behaviors instead of misbehavior
nSelect practices that nurture, support and teach
nAvoid practices that harm or punish
nLong Term Goals for Guidance
nSelf control, inner discipline, ability to regulate behavior
nDevelop resiliency, self confidence, & self direction
nDevelop skills in critical thinking and reasoning
nDevelop skills for living in a community: cooperation, responsibility, empathy
nShort Term Goals for Guidance
nRespect and care for feelings and rights of oneself and others
nUse toys, tools, materials carefully
nSafety for oneself and others
nRelationships are Built through Communication
nTime and Attention
nRespectful and Authentic Speech
nEffective Listening
nNonverbal Messages
nActive Listening
nReflective and Responsive Statements
nEncouragement instead of Praise
nI Messages
nSome Ideas for Transition Games
nTurn to the above box in your text (page 201)
nReview the games listed with a partner or small group
nCreate and design another game
nShare your idea with the whole group by asking them to play
nSocial & Emotional Development and Preventing Challenging Behavior
nModel developed by CSEFEL-Vanderbilt University, 2007
nPyramid Model
nPositive Relationships – Bottom Level
nSupportive Environment – Second Level
nSocial and Emotional Teaching Strategies – Third Level
nIntensive Individualized Interventions – Top Level