��RESPONSIVE TEACHER PROMOTING SOCIOEMOTIONAL DEVELOPMENT IN THE CLASSROOM � �

Topic 7

WHAT DOES IT MEAN TO BE A RESPONSIVE TEACHER?

Positive Attitude

Support

Reciprocal

Stimulation

Mutuality

Response Quality

Physical Contact

PRACTICES TO PROMOTE EMOTIONAL LITERACY IN SCHOOL

• Teachers intentionally foster healthy relationships between themselves, the children, and their families.
• Teachers frequently label their own feelings and identify the feelings of other children.
• Teachers reinforce children’s use of feeling words.
• Have pictures of children with emotion labels around the classroom.
• Teachers encourage family and home involvement by letting parents and caregivers know about classroom activities around emotional literacy.
• Teachers read books, sings songs, and play games about emotions each day.

FACTORS INFLUENCING THE BEHAVIOUR OF CHILDREN

Topic 8

WHAT IS A GOOD HOME ENVIRONMENT?

• It provides love, security, encouragement, opportunities and learning experiences to help develop the child’s potentials.
• Warmth, encouragement and free of hostility are important factors to a positive home environment
• Parents with good home parenting provide

o Secure and stable environment o Intellectual stimulation o Parent-child

discussion o High aspirations

• Secure attachment: sensitive, responsive, communicative, with members of the home

THE AMOUNT OF VERBAL INTERACTIONS BETWEEN PARENTS AND FAMILY MEMBERS

• Chatting as much as possible with the child during daily interactions
• Encouraging and praising rather than criticising
• Talking to the child about interesting things around the home or from other printed resources, using a wide vocabulary
• Allow the child to decide by giving choices rather than directing
• Be responsive by listening and answering to what the child has to say

GENDER STEREOTYPING IN THE HOME

• Parents tend to treat sons and daughters differently. This is seen by the colours in their dressing, toys they play, expecting different behaviours and expectations.
• Parents have different expectations of sons and daughter.
• Most parents prefer sons rather than daughters.
• Parents tend to buy toys according to their child’s gender; doll playing and housekeeping toys for girls while boys are given trucks and sport activities.
• The colour for the child’s room is chosen based on gender; pink for girls and blue for boys.

DO GENDER STEREOTYPE BEHAVIOUR INFLUENCE CHILDREN’S DEVELOPMENT?

• These parents limit their children’s opportunities, ignore their talents and create unfairness within their children.
• These children know more about sex-typed objects and occupations compared to other children.
• They have lower self-esteem compared to other children.

INFLUENCE OF SIBLINGS ON BEHAVIOUR OF CHILDREN

Sibling Characteristics:

• Siblings spend a lot of their time at home together
• Siblings compare themselves with one another.
• Siblings compete with each other.
• Siblings try to attract parents’ attention.

HOW DO WE PROMOTE POSITIVE SIBLING RELATIONSHIPS?

• Listen to what your children say. Do not judge
• You have to be a good role model. Children tend to copy what you do.
• Spend time with each child. Do something special with different child.
• Develop children to respect each other, play and work together. Show them how to do it.
• Do not compare children. Treat each child in a special way. • Encourage children to solve problem and find solutions

INFLUENCE OF GRANDPARENTS ON BEHAVIOUR OF CHILDREN

Historian

Friend

Hero

Mentor

Nurturer

Role Model

Spiritual guide

INFLUENCE OF TELEVISION VIEWING ON BEHAVIOUR OF CHILDREN

• POSITIVE IMPACT
• NEGATIVE IMPACT

INFLUENCE OF ADVERSITING ON BEHAVIOUR OF CHILDREN

• Junk Food Advertising and Children
• Resulting in the “Nag” Factor

INFLUENCE OF VIDEO GAMES ON BEHAVIOUR OF CHILDREN

Games Addiction

• Parents need to be selective in choosing computer games that are more inclined towards enhancing their development. Example, games that focus on the use of language or numbers.

�GUIDANCE OF YOUNG CHILDREN �

Topic 9

WHAT IS DISCIPLINE?

• The word “discipline” comes from the Latin root discipulus, which means to ‘educate’, especially in matters of conduct or how to behave. (American Heritage Dictionary, 1992).
• Negative discipline, is when the child is forced to obey orders and follow rules that have been laid down. Failing to follow the rules results in penalties and punishment imposed on the child.
• Positive discipline focuses on a consistent, respectful and fair approach in dealing with behaviour. Discipline is taught rather than forced. There are clear limits what a child can and cannot do.

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NEGATIVE DISCIPLINE

• Emotional Blackmail
• Making child feel Guilty
• Using Abusive words
• Physical Abuse
• Shouting
• Breaking lines of communication

• Public Humiliation
• Sarcasm
• Threats
• Cold Behaviour
• Corporal Punishment

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NEGATIVE DISCIPLINE AND ITS ILL EFFECTS

• Children have been forced into depression, resorted to substance abuse, developed rebellious tendencies and have grown up with damaged personalities under the effect of these methods of discipline. Negative discipline methods do not teach kids anything good, they only inject fear and trauma in the minds and generate feelings of resentment against kids

POSITIVE GUIDANCE IN PRESCHOOLS

TEACHER AS GUIDANCE

• Children learn from their mistake
• Creating the best physical and emotional environment
• Guidance Done throughout the day
• Guidance done through the lens of the child/ his development
• Not expecting an immediate change in the child's behaviour
• Setting clear, consistent limits that have reasons and striving to foster self-esteem and independence.

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CONSISTENCY IN HOW TEACHERS GUIDE CHILDREN

Safety

Trust

Self-Regulation

Competence

Reflection

Respect

PUNISHMENT IS THE OPPOSITE OF GUIDANCE

• Stifles relationship building
• Does not Teach Self-Control
• Diminishes Self-Esteem and Fosters Disrespect
• Models Aggression
• Hinders Trust

PERSOANAL BELIEFS OF ADULTS ON GUIDING CHILDRENS’ BEHAVIOUR

• Own childhood experiences
• personal beliefs

WHY DO CHILDREN ENGAGE IN CHALLENGING BEHAVIOUR

• I need your attention, but I don’t know how to ask for it.
• I don’t know what I’m supposed to do.
• I need help.
• I’m bored.
• I’m lonely.
• I don’t feel well.
• I’m scared.
• I’m tired.
• I don’t want to do that, or I don’t like that.
• I’m overwhelmed.

EXAMPLE OF GUIDANCE

• They break rules and don’t know why.
• Be firm and matter-of-fact when setting rules. Don’t punish your child if you think she broke a rule accidentally. Don’t take for granted when your child does follow rules, and compliment her.
• They lie and put the blame on others.
• As strange as it sounds, you don’t need to be a stickler about lying at this stage of your child’s life. Be aware that a child most often lies because she’s afraid of disappointing an adult, and teach her how to accept blame.
• They have irrational fears
• Don’t dismiss your child’s fears as irrational or unimportant, and never scold your child for her fears.

• They want to please adults
• Clearly state rules to your child and tell her how you’d like her to act. Don’t be shocked when your child has trouble following rules, and help her accept her failures.
• They are easily embarrassed
• Help your child avoid doing embarrassing things. Be active about answering your child’s questions about how to act, in and out of school. Go so far as to role-play at home to make your child more comfortable when she goes to school.
• They have physical reactions to emotions, nervousness and stress.
• Don’t panic. It’s normal for kids to have trouble adjusting to their newest milestone in life. Try to focus on helping your child find comfort and fun activities at school rather than fixing particular nervous habits. Separation anxiety can affect a child for the first few days of school, and possibly weeks and months. Click here for a helpful article on helping your child deal with separation anxiety

TECHNIQUES IN GUIDING CHILDREN’S BEHAVIOUR IN THE CLASSROOM

Topic 10

THE GOAL OF POSITIVE GUIDANCE

• develop children’s self-control,
• encourage children to assume responsibility for their behaviour, and •
• assist children in making thoughtful decisions.

2 APPROACHES OF GUIDANCE TECHNIQUE

• Indirect Guidance Techniques or Preventing Misbehaviour
• Direct Guidance Techniques

INDIRECT GUIDANCE TECHNIQUES OR PREVENTING MISBEHAVIOUR

• 1. Physical Layout of the Classroom
• 2. Learning Activities, Materials and Equipment
• 3. Routines and Schedules (What to do?)
• 4. Expectations of Acceptable Behaviour
• 5. Recognise and Respond to Children’s Positive Behaviour

DIRECT GUIDANCE TECHNIQUES

• Know the Child Technique
• Show that the Child is Guided, Not Punished Technique
• “Save Face” – Don’t Embarrass the Child Technique
• Redirect Technique
• Time-Out Technique (***time-out is misused as a punishment and creates anger and resentment in a child which rarely leads to a teachable moment. Time-out should be used as a last resort and after other guidance techniques have been tried)

LOGICAL CONSEQUENCES TECHNIQUE

• Related means the consequence must be related to the behaviour.
• Respectful means the consequence must not involve blame, shame or pain; and should be kindly and firmly enforced. It is also respectful to everyone involved.
• Reasonable means the consequence is reasonable from the child’s point of view as well as the adult’s point of view.
• Helpful means just that—it helps rather than hurts.

• Offer Children Choices Technique
• Problem Solving Technique
• A Natural Consequences Technique
• I-Message Technique
• “One-Way” Communication Technique
• Turn Chores into Games Technique
• Use Humour