While my original guidance scenarios were good and I received maximum points for the

assignment, I decided to take the instructors suggestions in scenarios 4 &5. hrough the !"#$
%&' practicum class and my time spent in the preschool classroom, I can see where as a teacher
when I am using I(messages, I really want to tell the child or children how their )ehavior or
actions really makes me feel and to not always say I am disappointed. *s children are learning
to self(regulate their )ehavior and emotions, it is important that as a teacher and a role model that
I model the correct )ehavior and descri)e or show my true feelings. It is okay to )e angry that a
child through a toy in the classroom as long as the appropriate positive guidance techni+ues is
used to guide the childs )ehavior. I still )elieve that a childs )ehavior is mistaken )ehavior and
that the child is not purposefully mis)ehaving. ,y time spent in the $$! -tate .reschool
classroom has given me the chance to )e in a preschool environment and )e a)le to not only see
how the teachers use positive guidance tools )ut to also practice using them myself.
Scenario 4:
Brenda loves playing in the house area. She always wants to pretend that she is the
baby and that Desiree is the mommy. They play together for long periods of time
without conflict. However, when another child tries to enter the play Brenda
becomes frustrated and angry, sometimes yelling at the other child. Today, when
atie wanted to !oin in their play, she grabbed up all the dress up clothes and said,
"#o one else can play in our family. $t%s !ust mommy and the baby&&' How would
you respond'
In the first )ullet under detailed description, when I am descri)ing what I would say using
the I(message I say that I am disappointed. I still want of let /renda know what my expectations
are of her without placing )lame on her for her actions. *lso I would need to use clear limit
setting with /renda still as well so that she knows the limits and the )oundaries within the
classroom. his is how I would use the I(message today.
*s I approach the children, I want to make sure that I let /renda know my expectations
of her without placing )lame on her. I would say, 0/renda I am angry that you are
yelling so much and not allowing other children to play in the dramatic play area. hat is
not )eing very kind to 1atie or the other children who are trying to concentrate on their
play activities. /renda can you please tell me how many children are allowed in the
dramatic play area2. /renda may say, 03our can )e in this area, )ut I do not want to play
with 1atie2. 0I see /renda )ut 1aties feelings were hurt. "ow do you think we can help
her feel )etter24
With /renda, she may 5ust need a reminder a)out the limits and expectations within the
classroom. If the pro)lem persisted then other action such as having a conference with her
family to see what may )e causing the )ehavior as well as to come up with a plan of action for
dealing with the consistent misguided or mistaken )ehavior.
Scenario 5:
3 year-old Stephen has trouble sitting at circle time. If he sits near you he talks out
constantly and pulls on whatever is in your hand. If he sits across the circle from you he
pushes the other children and tries to sit on their space, or rolls out into the middle of
the circle. ow would you respond!
In scenario with -tephen who does not do well at circle time, in my original assignment, I
gave him the choice to go and do a pu66le if he could not sit through circle time. "owever, now
that I have )een in a preschool classroom, I can see where this would )e a distraction for the
other children in the room. hey may want to go choose to do a pu66le as well. #uring my %&'
practicum la) hours at the $$! -tate .reschool classroom, I witnessed children who did have a
hard time some days going to large group time or staying in the large group circle. he teachers
in the classroom, ,s. 1im)erly and ,s. .eggy handled the situation )y giving the children the
choice to come to large group time or go sit in the li)rary area. I feel that this is a much )etter
choice than giving a child the choice of a pu66le. *nother way to help the children stay in large
group time that I learned during my la) hours is to give the child a helping hand which is a glove
that is filled with flour, )ird seed or other filler that the child can manipulate.
he second tool I would use would still )e choices. I would offer -tephen the choice of
sitting next to me or another teacher in the group circle or if he still had trou)le in the
large group setting, I would ask him to go sit in the li)rary area. his removes him to an
area of the room that he can still )e supervised )ut he will not )e disruptive to the other
children in the large group.
o change how I would use my second tool, I also need to change what I say to -tephen
when I use 7 & 7 statements with him. I would say, 0-tephen, I see that you were a)le
to go into the li)rary area and +uietly read a )ook during large group time.2 8r if he
decided to sit next to me during large group time I would say. 0-tephen, I see that you
were a)le to sit next to me and participate in large group time today. I really happy that
you held onto the helping hand and were a)le to 5oin in the circle time activities.2 I still
want to show -tephen that I value and respect him whether he chooses to go to the li)rary
or whether he is a)le to stay in the large group sitting next to a teacher and possi)ly
holding the helping hand.