Planning for Positive Guidance: Powerful Interactions Make a Difference
Children’s behavior is something that happens throughout the day, not just when a child behaves in a way that is dangerous or unacceptable. It guides behavior by establishing predictable routines, establishing clear rules with children and showing kindness and respect. He is also aware and aware of what is happening. Together, these actions help children to feel informed, confident and secure. The children feel their attention and their advice as soon as I become anxious to keep everything together. It is known to be on your computer.
(Dombro, Jablon and Stetson 2011, 58)
This excerpt forms our thinking as we await positive advice in our classroom at a kindergarten in Pahoa, Hawaii. Using the three stages of a powerful interaction: Assisting, connecting, and extending learning, helps us build strong relationships successfully and caring for children and families. Strong interactions are interactions in which a teacher intentionally connects with a child to extend their learning. We also have an active policy that maintains a climate in our class. This increases what we feel at the end of the day and improves the success of each child as an apprentice.
Here are some strategies we use to plan positive advice, taking into account the strong interactions approach.
Teamwork makes the most effective positive orientation and powerful interaction!
It took us time to become an effective educational team. We had never worked together and had to become familiar with the teaching style of the other. However, we wanted to be a team with no problems because the kids connect to their significant adults. We try to coordinate our messages to the children and make them clear and consistent. By staying present (the first step of a powerful interaction) with each other and connected to our eyes, our words, our laughter and other clues, we extend children’s learning during group periods and transitions. Our team has positive effects on the behavior and classroom climate of children. It also gives us more energy to guide children in a positive way and enjoy everyday. Three tips allow us to ensure impeccable teamwork:
1. Be clear about the functions. When we plan together, we clarify who will do what and when. Our goal is to wait on our roles in routines so that children can anticipate what is going on and who are looking for directions. This significantly reduces challenging behaviors. For example, at the time of arrival, Deborah welcomes the children in our library and speaks with them books. Meanwhile, Danielle welcomes children and families at the door of the class, then moves into space for support as well as morning activities.
2. Make two voices, literally and figuratively. This helps us to send clear and consistent messages to children. Too often, children who consult with an adult and who do not like the answer, ask another. When children hear our voices from different parts of the room, they are more relaxed. We are fun and sometimes silly about the way we do our two voices. We could echo the voice of the other melodic, complete the other phrases in giving directions, or at the end rhymes another. Danielle said, “There was a little bat in a big cave,” Deborah watching immediately sounding: “I was so lonely and not so brave.” Children enjoy the predictability of listening to our bouncing voices. Sometimes, they see the other adult to see what he will say.
3. Use frequent input logs. We constantly ask each other during the day about what children do and how they respond to activities and other children. We give you signals on how things are going. We’re there, easier to connect. The result is quieter classrooms and fewer episodes of challenging behavior. These tricks have worked for us:
Be on opposite sides of the room during the time inside so that everything runs smoothly.
Scan the room frequently, watching what children do and with each other. Quickly read the indexes of the other as an inch, a smile, a wink or an eyebrow lift.