That kid did WHAT? encouraging positive behavior through building connections. Kelly Walker Preschool Teacher, Lawrence County Schools

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1 That kid did WHAT? encouraging positive behavior through building connections Kelly Walker Preschool Teacher, Lawrence County Schools

2 BEHAVIOR: by far the most challenging thing you will face each day as early childhood educators. sets the mood or "weather" in the classroom determines the environment shapes the routine/schedule affects lesson planning can promote or hinder learning

3 THINK DIFFERENTLY! Change the "tools" in your "tool box." Trash the treasure boxes or material rewards. Trash the clips and color changes, etc. Get rid of the "time out chair" and concept of time out all together. Shift your thinking to seeing, praising, and focusing on positive behavior and making genuine connections with your students.

4 Behavior IS communication. Our students speak to us through their bodies and words. Use behavior as COMMUNICATION Determine the cause and effect of the behavior Shift more choice and control to the child Negative behaviors are based in fear. Most fear comes from loss of control or feelings of helplessness.

5 Kids need to feel some power to feel safe. Adults are not the all powerful OZ in the classroom. We are in charge of making sure everyone is SAFE. Children need choices and opportunities to be independent. Children need to feel ownership of their environment and they need to feel important. The more power and control children feel, the less negative behaviors will occur.

6 BEHAVIOR IS COMMUNICATION Think for a few minutes about some behaviors you see in your classrooms. Note some of them on your handout. Try to list some behaviors that you can interpret, and some that you cannot. Now think about what these behaviors are telling you. How can you give this child some control? How can you change the effect of the behavior? How can you prevent it by focusing on something positive?

7 Determine your buttons. What behaviors that you see send you into orbit? What behavior do you determine to be the WORST, most VILE thing a child could ever do? Realize that this is your button, and keep your emotions in check.

8 Giving your power away. Allowing buttons to be pushed gives your power away. Others don t make you feel or act a certain way. Others don t make you say anything. You cannot change others. You must focus on changing yourself. Recognize your buttons, check them, remember that negative emotions are based in fear, and TAKE YOUR POWER BACK.

9 How can you shift control, interpret behaviors, check your buttons and hold on to your power WITHOUT punishments or material rewards? Connect with your kids.

10 We must connect with our students. We must connect them to each other and their environment. We must show love to receive love. Building connections begins with pathways in the brain. Children must have clear pathways in order to manage and interpret their own behavior.

11 becoming brain smart

12 Learning about connections from Dr. Becky Bailey Dr. Becky Bailey teaches us about brain connections:

13 How do we make these connections? ;eye contact touch power and choice guidance and discipline Make eye contact with children (especially in times of stress) and discuss body language (ex: I see your arms doing THIS, and your face doing THIS. ) Explain what their body language is communicating to you. Hug, sing, give handshakes, high fives, and hold hands give opportunities for children to touch each other as well. Touch builds connections between all human beings. Respect boundaries, but encourage physical touch each day. Give children CHOICES. Let them choose where to sit, what materials to use, what songs to sing, where to work/play, etc. Children need as MANY choices as possible to feel some sense of power and responsibility. Classroom jobs are IMPORTANT. Classroom jobs develop responsibility and character. Kids should learn to manage their behavior for internal reward, not external rewards (material things). Discipline should be used to teach the child an appropriate way to deal with the problem.

14 encouraging (safe) touch We spend so much time telling our children to keep your hands to yourself! Have you ever though about teaching kids HOW to touch? Giving kids an appropriate time and place to touch and teaching body space awareness is important to building confidence, self control, and independence. Through games, songs, finger plays, and classroom routines, we can help young children learn to touch the right was and connect with each other.

15 Classroom jobs must be TAUGHT first. Children need to know what is expected. Allowing children to do as many jobs as possible in the classroom helps them build ownership of the classroom and connect with each other.

16 Rewards should be something that the whole class can enjoy (not a treasure box toy or other individual reward). As a group, the class can work towards a reward through POSITIVE behavior. Kind actions, helpfulness, and hard work by individuals or the group can help the class earn something special. Group reward systems help build connections between children and promote ownership and responsibility. Positive reinforcement should be ONLY THAT (give, do not take away!).

17 sniffy spots sniffy tattoos stuffy buddies Rewards should be SIMPLE and used often. Children can even make choices for rewards. Keep these simple ideas close and use them often at first and then fade away.

18 guidance and discipline Tell kids what you want them to do. instead of saying this: Stop running! say this: walking feet stop screaming! quiet voices keep your hands to yourself! hands by your sides

19 guidance and discipline Discipline and guidance should teach a child how to solve a problem or change a behavior. A child will need guidance and discipline MANY times throughout the day and sometimes the same behavior will be addressed many times as well. Children should be reminded that although their behavior is not acceptable, that they are loved and an important part of the group. Discipline methods such as removal from the group (NOT TIME OUT) and losing an opportunity should be used after several reminders to correct or teach positive behaviors. Discipline methods like these only work if the child CARES about them, and they will only care about them if they feel connected.

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21 just to keep it all in perspective.

22 Managing classrooms and dealing with behaviors of young children is HARD WORK. It will be the most challenging thing you face each day in the classroom. Making connections and with children will wire their brains for success. Using appropriate guidance and discipline techniques will help children learn how to manage their own behaviors and build positive self esteem. Smile, take a deep breath and relax!

23 Kelly Walker Preschool Teacher, Louisa West Elementary Lawrence County Schools For more information about Conscious Discipline visit discipline.com