Discipline and
Guidance
Guidance
Showing what should be done by leading,
directing or advising
Guidance
1. Direct
- nonverbal and verbal actions- telling or
showing them what to do
2. Indirect
- outside factors that influence behavior
Turn to page 71 in packet
Complete questions 1-12
Group leader- go over the
questions and make sure the
group agrees
- make a note of anything you
cannot agree on
Discipline
- Controlling behavior
Punishment
- Inflict a penalty
Discuss as a group and
decide…
 Joe, a three year old, ran into the street
would you use discipline, guidance or
punishment?
explain
Goals of the classroom
teacher
A. Help children to develop self controlunderstand right and wrong
B. Develop self esteem
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
Principles of guidance
 A. Use Simple Language
 B. Speak in a relaxed voice
 C. Be positive
 D. Offer choices
 E. Encourage independence
and cooperation
F. Be firm
G. Be consistent
H. Provide time for change
I. Consider feelings
J. Intervene when necessary
 We can encourage cooperation and independence
by…




What doe sit mean to be positive?
When can you offer kids a choice? Give an
example.
How do we provide time for change?
What does it mean to intervene when
necessary?
Stop here
Techniques for effective
guidance
A. Positive reinforcement
1. What is it-rewarding and encouraging
positive behavior
2. Examples... Telling a kid they are
playing nicely
1. Consequences
- a result that follows an action or
behavior
Natural
Artificial
Greg goes into a yard where there is
an aggressive dog
What would be an artificial consequence?
What would be a natural consequence?
Warning

- state the behavior and then the
consequence- warn only once and then follow through
If…then…
Give me an example of when you would use this…
3. Time Out
- don’t use as punishment
- use for the child to regain control
- max- 1 minute per year
- do not discuss after time out
I Message
- helps Children learn how others feel
about their behavior
- 3 parts
child’s behavior
your feelings
the effects
When you…I feel…because..
5. Effective Praise
- can be verbal or nonverbal
- make sure that it isn’t empty praise
Good job is not effective praise
I like how you held the door is effective
praise
6. Suggesting
 Placing thoughts into consideration into kids minds
 Here’s a tissue
7. Prompting
- stops an unwanted behavior requires a
response/encourages kids to do something
- What are we supposed to do right now?
8. Persuading
 appeal to their basic wants and needs encourages
kids to act in a certain way
 Links behavior to feelings
 We are having fun, will you join us?
9. Redirecting
 turn attention to another activitydistraction
10. Modeling
 children learn through imitation
11. Listening

give them your full attention
- get to eye level

active listening
 - listen and then respond by repeating
12. Ignoring
 don’t acknowledge the behavior
13. Encouraging
you can do it

recognizing their efforts and
improvements