Sarah Klima

10-14-2012
CHDV 110 Mrs. Sypkens
Guidance Scenarios
Scenario 1:
ulia pu! do"n !he #ion Kin$ %ook &or a minu!e so she could $o !o !he %a!hroom
and "hen she came %ack #isa "as readin$ i!. 'hey are no" pullin$ on !he %ook and
$e!!in$ an$ry. Ho" "ould you respond(
Response:
Guidance strategy:
-'he $uidance !ool ) chose "as con&lic! resolu!ion. ) chose !his !ool %ecause
con&lic! is a par! o& li&e and children need !o learn ho" !o $e! alon$ "i!h one ano!her and
address !he pro%lems in an appropria!e manner *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.
1.1/. #isa and ulia are ar$uin$ o-er "hose !urn i! is !o ha-e !he %ook+ and !hey need !o
%e $uided on ho" !o deal "i!h !his pro%lem. 'he !e0! says !ha!+ %e&ore children can %e
helped in learnin$ !o resol-es con&lic!s+ !hey need !o %e helped in iden!i&yin$ !heir
&eelin$s *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.1.1/.
-'o help $uide !hem !hrou$h !heir pro%lem ) "ould use 1)-messa$e *choices/.2 )
"ould use !his !o help !hem communica!e !heir &eelin$s !o each o!her+ and %ecause !hey
"ill %e par!icipa!in$ in sol-in$ !heir o"n pro%lem+ ra!her !han me !ellin$ !hem "ha! !hey
need !o do+ !his "ill help !hem $e! !heir poin! across "i!h ou! my rela!ionship "i!h !hem
%ein$ hur!+ or !heir rela!ionship "i!h each o!her *Chris!ensen+ ,eeney+ Mora-cik+ 200.+
p.134/.
-) also am usin$ 1re&lec!i-e and responsi-e s!a!emen!s.2 ) am s!a!in$ "ha! each o&
!heir &eelin$s are !o"ards !he pro%lem a! hand+ !his is ho" !hey kno" !ha! ) am payin$
a!!en!ion !o "ha! !hey are doin$+ and !hey are a"are !ha! !heir ac!ions ha-e -alue !o me
*Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.135/.
Description of steps used, and how children might respond:
-'hese $irls are no! harmin$ each o!her so ) should no! in!er-ene !oo soon and )
should "a!ch !o see i& !hey sol-e !he pro%lem on !heir o"n. ) "ould "a!ch care&ully !o see
i& !he handlin$ !he %ook !oo rou$hly+ !o make sure i! does no! rip. 6hen !hin$s s!ar! !o
$e! ou! o& hand "i!h !he $irls+ or !hey do no! seem !o %e sol-in$ !he pro%lem on !heir o"n+
) "ould s!ep in and address !heir &eelin$s &or !hem. ) "ould "alk up !o !he $irls and ask
!hem !o pu! !he %ook do"n+ and e0plain !ha! !his is no! ho" "e !rea! !he i!ems in our
classroom+ and !ha! i& all o& our %ooks ripped+ !here "ould no! %e any nice %ooks &or any
o& !he children !o read.
-Cool down:
1'he %o!h o& you are &i$h!in$ o-er !his %ook and i! is makin$ !he !"o o& you &i$h!
"i!h each o!her. 7o!h o& you need !o pu! !he %ook do"n so "e can help each o!her &i$ure
ou! a solu!ion !o !his pro%lem.2
-Identify the problem, describe underlying feelings, worries, and concerns:
1#isa+ ulia is irri!a!ed %ecause she pu! her %ook do"n so she could use !he
%a!hroom+ %u! ) do no! !hink she "as &inished readin$ i! ye!.2
1ulia+ #isa is &eelin$ de&ensi-e %ecause she sa" a %ook !ha! no%ody "as readin$
and she picked i! up+ no! kno"in$ you "ere no! &inished "i!h i!.2
16e need !o come up "i!h a solu!ion !ha! "ill make !he %o!h o& you happy+ and so
!ha! no one $e!s hur!+ and our classroom ma!erials s!ay in $ood shape.2
-Brainstorm solutions:
) "ould s!ar! %rains!ormin$ solu!ions and ask !he children "ha! !hey can !hink o&
!ha! "ould sol-e !his pro%lem *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.1.8/. #isa mi$h!
say !ha! she "an!s !o &inish readin$ !he %ook %ecause she "as readin$ i! &irs!+ and ha-e
ulia read some!hin$ else+ !hen le! ulia read i! a&!er she is done. ulia mi$h! say !ha! she
should &inish readin$ !he %ook %ecause she is almos! done+ and !hen $i-e i! %ack !o #isa +
or !hey should read !he %ook !o$e!her.
-Choose one and try it:
9o" ) "ould ask !hem "hich one !hey !hink "ould "ork %e!!er &or !he %o!h o&
!hem and "ha! !hey "ould like !o !ry *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.1.8/. 'hey
mi$h! decide !ha! !hey "ould like !o !ry readin$ !he %ook !o$e!her.
-ollow up:
#a!er on in !he day ) should do a &ollo" up *Chris!ensen+ ,eeney+ Mora-cik+ 200.+
p.1.8/. 'he &irs! !hin$ ) "ould do is check on !he $irls !o see ho" !hey are doin$ "hile
readin$ !he %ook !o$e!her+ and !o make sure !hey are con!inuin$ !o $e! alon$. #a!er on )
"ould ask !hem ho" !his pro%lem can %e pre-en!ed &rom happenin$ a$ain.
Short term and long term goals:
! Short term goals:
- ) "ould %e suppor!in$+ 1use !oys and ma!erials care&ully1 *Chris!ensen+ ,eeney+
Mora-cik+ 200.+ p.143/+ %ecause ) am addressin$ !ha! !hey are no! handlin$ !he %ook in a
"ay !ha! is okay. 'he mos! impor!an! shor! !erm $oal !ha! ) "ould %e suppor!in$ is+
1respec! and sho" care &or !he &eelin$s and ri$h!s o& o!hers and o& !hemsel-es2
*Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.143/.
!"ong term goals:
-:ne o& !he lon$ !erm $oals !ha! ) am suppor!in$ is 1%uildin$ inner sel& con!rol1.
7y helpin$ !hem learn ho" !o sol-e !heir pro%lem+ !hey are learnin$ ho" !o con!rol !heir
an$ry ou!%urs!s and learnin$ ho" !hey can come up "i!h a solu!ion !o !heir pro%lems so
!ha! e-eryone is happy. 'he !e0! s!a!es !ha! children are no! %orn kno"in$ ho" !o con!rol
!heir impulses+ !ha! !hese are skills !ha! need !o %e learned. De-elopmen! o& sel&
re$ula!ion is !he resul! o& ma!ura!ion and appropria!e e0periences+ and "hen !eachers
crea!e a "arm and !rus!"or!hy en-ironmen! *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.
14./.
-'he second lon$ !erm $oal ) "ould %e suppor!in$ is 1%uildin$ cri!ical !hinkin$
and reasonin$ skills
-'he !hird lon$ !erm $oal ) "ould %e suppor!in$ is 1de-elopin$ skills &or li-in$ in
a communi!y.2
) came across a similar scenario earlier in !he "eek. )! had %een a -ery "indy day
so !he children s!ayed inside !o ha-e an e0!ra lon$ "ork !ime ins!ead. 'here "ere !"o
ipads !ha! "ere ou! &or !he children !o use and share "i!h. ) o-erheard !"o children+
;onald and Marrion+ ar$uin$ o-er usin$ !he ipad. ;onald "as pullin$ !he ipad closer !o
himsel& and Marrion "as sayin$+ 1<ou need !o share=2
Response:
Guidance strategy:
-) chose con&lic! resolu!ion %ecause con&lic! is a par! o& li&e and children need !o
learn ho" !o $e! alon$ "i!h one ano!her and address !he pro%lems in an appropria!e
manner *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p. 1.1/. ) chose !o s!and %ack and lis!en a!
&irs! !o see i& !hey "ould sol-e !he pro%lem on !heir o"n. 9ormally "hen ) am "ai!in$ &or
children !o sol-e a pro%lem on !heir o"n+ ) !ry !o no! look a! !hem or s!and !o close "here
!hey kno" ) am lis!enin$. ) ha-e &ound !ha! "hen children see me "a!chin$ and lis!enin$
!o !hem+ !hey do no! really sol-e !heir pro%lem+ !he usually do "ha! e-er i! is !hey !hink )
"an! !hem !o do. ) "an! !heir pro%lem sol-in$ !o %e au!hen!ic so !hey really learn ho" !o
sol-e con&lic!s %e!"een !hemsel-es and ano!her peer.
-'o help $uide !hem !hrou$h !heir pro%lem ) used 1)-messa$e *choices/.2 ) used
!his !o help !hem communica!e !heir &eelin$s !o each o!her+ and %ecause !hey par!icipa!ed
in sol-in$ !heir o"n pro%lem+ ra!her !han me !ellin$ !hem "ha! !hey need !o do+ !his "ill
help !hem $e! !heir poin! across "i!h ou! my rela!ionship "i!h !hem %ein$ hur!+ or !heir
rela!ionship "i!h each o!her *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.134/.
-) also used 1re&lec!i-e and responsi-e s!a!emen!s.2 ) s!a!ed "ha! each o& !heir
&eelin$s are !o"ards !he pro%lem a! hand+ !his is ho" !hey kno" !ha! ) am payin$
a!!en!ion !o "ha! !hey are doin$+ and !hey are a"are !ha! !heir ac!ions ha-e -alue !o me
*Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.135/.
Description of steps used, and how children might respond:
-'he children "ere no! in any physical dan$er so ) did no! in!er-ene immedia!ely+
ho"e-er+ "hen !hey did no! sol-e !heir pro%lem on !heir o"n+ ) s!epped in !o help. ) asked
!hem "ha! "as happenin$+ !ha! i! sounded like !hey "ere upse!. Marrion said+ 1;onald
"on>! share !he ipad.2 ;onald said+ 1) don>! "an! !o share+ ) "an! !o play !his $ame.2 )
responded "i!h+ 1) unders!and !ha! you do no! &eel like sharin$+ %u! !here are only !"o
ipads+ and a lo! o& people "ould like !o play "i!h !hem+ don>! you !hink i! is a $ood idea
!o share "i!h someone "ho "ould also like !o play(2
!Cool down:
1 ) am $oin$ !o hold on !o !his ipad &or ?us! a minu!e "hile "e &i$ure ou! "ha! !o
do.2
-Identify the problem, describe underlying feelings, worries, and concerns:
1 ;onald i! looks like you do no! "an! !o share !he ipad "i!h Marrion+ are you
"orried a%ou! no! %ein$ a%le !o play !he $ame you "an!(2 ;onald responded "i!h+
1<a+ ) "an! !o play %y mysel&.2 1Marion+ do you "an! !o play "i!h an ipad also(2
Marrion responded "i!h+ 1<a ) "an! !o play a came !oo+ %u! ;onald "on>! share+
he has !o share.2
-Brainstorm solutions:
) !old %o!h o& !hem !ha! "e did no! ha-e enou$h ipads &or e-eryone !o use a! one
!ime. 1May%e you %o!h could choose a $ame !ha! you %o!h like so you could play
i! !o$e!her.2 Marrion a$reed+ %u! ;onald did no! seem happy "i!h !ha! idea. )!
seemed !ha! ;onald "as really se! on playin$ a $ame %y himsel&. 16ha! i& "e le!
;onald &inish his $ame %y himsel&+ and !hen ;onald can choose !o play some!hin$
di&&eren! i& he "ould s!ill like !o play %y himsel&(2
-Choose one and try it:
Marrion and ;onald %o!h a$reed on !he second idea. Marrion responded "i!h+
1@&!er you are done+ ) can share "i!h someone else.2 ;onald responded+ "i!h a
smile+ 1<a ) can &inish my $ame+ and !hen ) "an! !o play some!hin$ else.2
-ollow up:
) "alked a"ay+ %u! kep! an ear ou!+ !o see i& !hey s!uck "i!h !heir solu!ion. @&!er
;onald "as done "i!h his $ame+ he handed o-er !he ipad+ and "i!h a smile+ he
"en! o-er !o a di&&eren! area o& !he room !o do ano!her ac!i-i!y. Marrion !ook !he )
pad and shared i! "i!h ano!her child.
Short term and long term goals:
! Short term goals:
'he mos! impor!an! shor! !erm $oal !ha! ) "ould %e suppor!in$ is+ 1respec! and
sho" care &or !he &eelin$s and ri$h!s o& o!hers and o& !hemsel-es2 *Chris!ensen+ ,eeney+
Mora-cik+ 200.+ p.143/. 'here are some days+ and ) !hink adul!s can rela!e as "ell as
children+ "here "e ?us! do no! &eel like sharin$ some!hin$ and "an! !ime !o oursel-es. )n
!he classroom "e "an! !o promo!e sharin$ and %ein$ a communi!y+ ) &eel !his is -ery
impor!an!+ %u! ) also &eel i! is impor!an! !o le! children ha-e !hin$s !o !hemsel-es+ and !o
do !hin$s %y !hemsel-es+ e-en i& i! is ?us! &or a li!!le "hile. 'ha! day "as one o& !hose
days &or ;onald+ he normally+ "illin$ly+ shares !oys "i!h !he o!her children in !he
classroom+ %u! ) could !ell+ !ha! he "as no! $oin$ !o do !ha! on !ha! day+ so ) &el! i! "as
impor!an! !o respec! his &eelin$s and le! him ha-e some !ime !o play on his o"n+ "i!h ou!
makin$ !he o!her child &eel like he "as %ein$ denied !ime !o play "i!h some!hin$ as "ell.
!"ong term goals:
-@ lon$ !erm $oal ) "ould %e suppor!in$ is 1de-elopin$ skills &or li-in$ in a
communi!y.2 ) "ill hope !he children learn !o communica!e "i!h each o!her e&&ec!i-ely. )&
!hey prac!ice !he solu!ions ) o&&ered !o !hem+ ) hope !hey can sol-e !his similar pro%lem
"i!hou! help &rom an adul! in !he &u!ure. ) &eel !ha! punishin$ ;onald+ or pu!!in$ him in
!ime ou!+ "ould no! %e e&&ec!i-e &or helpin$ !hem sol-e pro%lems in !he &u!ure. @dul!s do
no! pu! !hemsel-es in a !ime ou! &or ha-in$ a con&lic! "i!h one ano!her+ so "hy should a
child %e pu! in !ime ou!(
Scenario #:
ohn and Sara ha-e disco-ered !ha! !hey can make small %alls "i!h play dou$h
and slin$ !hem across !he room "i!h !heir plas!ic spoons so !hey s!ick !o !he "all. 'hey
!hink i! is -ery &unny= Ho" "ould you respond(
Response:
Guidance strategy:
-)-messa$e *9a!uralAlo$ical conseBuences/. ) chose !his $uidance s!ra!e$y
%ecause ) can communica!e my pro%lems "i!h ohn and Sara>s %eha-ior !o"ards !hem
slin$in$ play dou$h across !he classroom+ !hey can par!icipa!e in sol-in$ !his pro%lem and
) can $e! my messa$e across "i!hou! hur!in$ !he rela!ionship %e!"een !he s!uden!s and
mysel& *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.134/.
-) chose 19a!uralA#o$ical conseBuences *lo$ical conseBuences/2+ %ecause !heir
ne$a!i-e %eha-ior in !he classroom may lead me !o ha-e !o crea!e a conseBuence+ such as+
i& !hey can>! &ollo" direc!ions on playin$ "i!h !he play dou$h !hey "ay !hey "ere !old !o+
!hen !hey "ill ha-e !o clean up !heir mess and &ind a ne" area !o play in. 'he !e0! s!a!es
!ha! 1!hese conseBuences are consis!en! "i!h !he -alues o& ?us!ice and responsi%ili!y
*Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.205/.
Description of steps used, and how children might respond:
!) "ould s!ar! %y usin$ an )-messa$e !o communica!e !ha! ) do no! accep! !heir
%eha-ior *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.134/. . 1)! looks like !he !"o o& you
ha-e come up "i!h a ne" $ame !o use !he play dou$h. ) e0plained !he rules &or playin$ a!
!he play dou$h s!a!ion and i& !hose rules can no! %e &ollo"ed !hen !he !"o o& you "ill
need !o &ind a ne" s!a!ion !o play a!.2 'hey "ill mos! likely realiCe !ha! !hey do no! "an!
!o lea-e !he play dou$h cen!er and !hey "ill clean up !he play dou$h &rom !he room.
-9e0! ) "ould &ollo" up "i!h usin$ a re&lec!i-e and responsi-e s!a!emen! !o see i&
!hey "ere con!inuin$ !o &ollo" my rule. 1) see you !"o came up "i!h some!hin$ &un !o do
"i!h !he play dou$h !ha! does no! in-ol-e %reakin$ any o& my rules. ) kno" ho" much
you like !o play "i!h !he play dou$h and !hank you &or &ollo"in$ direc!ions.2 'he !e0!
says !ha! ) should say "ha! ) see !o !he children *Chris!ensen+ ,eeney+ Mora-cik+ 20.+
p.135/.
Short term and long term goals:
!Short term:
!2Dnsure !heir sa&e!y and !he sa&e!y o& o!hers.2 ) need !o make sure !hey are %ein$
sa&e in !he classroom+ "hile !hey are slin$in$ !he play dou$h across !he classroom i!
mi$h! hi! someone and may%e hur! !hem. 'hey need !o unders!and !ha! !his is no! okay.
-1Ese !oys+ !ools+ and ma!erials care&ully.2 'hey need !o unders!and !ha! !hro"in$
play dou$h across !he classroom is no! !he correc! "ay !o !rea! !hin$s in !he classroom+
and !ha! i! can $e! s!uck !o o!her !hin$s in !he classroom and !hey mi$h! %ecome
dama$ed.
!"ong term :
- 17uildin$ )nner Con!rol2 ) "ould %e suppor!in$ !his $oal %y $i-in$ !hem a
conseBuence &or !heir %eha-ior+ and !ha! !hey ha-e no! made an accep!a%le choice+ %y !he
"ay !hey are usin$ !he play dou$h. 'he !e0! s!a!es !ha! children are no! %orn kno"in$
ho" !o con!rol !heir impulses or ho" !o make accep!a%le %eha-ior choices. 'his is
some!hin$ !ha! comes alon$ "i!h ma!uri!y and posi!i-e $uidance *Chris!ensen+ ,eeney+
Mora-cik+ 200.+ p.14./. 7y $i-in$ !hem a conseBuence &or !heir %eha-ior+ !hey "ill learn
!ha! !hey "ill no! %e a%le !o play "i!h !he !hin$s !hey "ould like !o+ unless !hey s!ick !o
!he rules o& !he classroom.
-27uildin$ Cri!ical !hinkin$ and ;easonin$ Skills.2 ) "ould %e suppor!in$ !his
$oal %y in-ol-in$ !hem in &indin$ a solu!ion on &i0in$ !his pro%lem. 6hen children are
al"ays !old "ha! and ho" !o do !hin$s+ !hey do no! ha-e a reason !o learn ho" !o sol-e
pro%lems &or !hemsel-es *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.131/.
Scenario $:
'he children are allo"ed !o play "i!h pain! in !he ar! area+ %u! ose carried his
pain! %rush o-er !o !he %lock area "here he is makin$ one o& !he %locks %lue. He is
concen!ra!in$ -ery hard on pain!in$ !he %lock. Ho" "ould you respond(
Guidance strategy:
-) "ould use redirec!ion &or !his scenario. )! seems as !hou$h ose "an!s !o pain!
o%?ec!s+ %u! he pro%a%ly does no! unders!and !ha! i! is no! okay !o pain! on !he o%?ec!s in
!he classroom. 6hen children are doin$ !hin$s !ha! are inappropria!e !heir ener$y can %e
redirec!ed !o an ac!i-i!y !ha! is similar !o !he unaccep!a%le one *Chris!ensen+ ,eeney+
Mora-cik+ 200.+ p.1.4/. ) could redirec! his ac!i-i!y &rom pain!in$ %locks !o makin$
o%?ec!s ou! o& paper+ or %rin$in$ in ma!erials !ha! can %e pain!ed+ and le! him pain! !hose
ins!ead.
-) "ould use a re&lec!i-e and responsi-e s!a!emen! !o redirec! !he %eha-ior+ and !o
&ollo" up a&!er !he %eha-ior has %een redirec!ed. Esin$ a re&lec!i-e and responsi-e
s!a!emen! "ill sho" ose !ha! ) am payin$ a!!en!ion !o "ha! he is doin$ and "ha! he is
in!eres!ed in+ !hese s!a!emen!s also allo" children !o make sense o& !he !hin$s !hey are
doin$ *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.135/.
Description of steps used, and how children might respond:
!) "ould s!ar! %y usin$ an ;F; s!a!emen!. 1) see !ha! you ha-e mo-ed &rom !he
pain! cen!er and are pain!in$ an o%?ec! !ha! is no! in !he pain! cen!er.2 'he !e0! says !ha! )
should 1say "ha! ) see *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.135/.
) "ould use an )-messa$e !o le! him kno" !ha! !hese are no! !he rules o& !he
classroom %u! !ha! ) can see he is in!eres!ed in pain!in$ o%?ec!s+ so ) "ould !ry !o redirec!
him *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.134 F1.4/. 1)! looks like you "ould like !o
pain! o%?ec!s and no! ?us! on a piece o& paper+ %u! i& you pain!ed all o& !he o%?ec!s in !he
classroom+ !han "e "ould no! ha-e any nice !hin$s &or any one else !o use. 6ould you
like me !o &ind an emp!y car!on !ha! you can pain! on ins!ead(2 He "ould pro%a%ly accep!
"ha! ) had o&&ered him !o pain! on+ and apolo$iCe &or pain!in$ on an o%?ec! in !he
classroom
Short term and long term goals:
"ong term goals!
-) "ould %e suppor!in$ inner con!rol %y sho"in$ ose o%?ec!s !ha! are ok !o
pain!+ and no! !o pain! in !he classroom. ose did no! kno" !ha! i! "as no! ok !o pain! !he
%locks in !he classroom+ children are no! %orn kno"in$ ho" !o make choices !ha! are
accep!a%le and !hey need !o %e $uided *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.14./.
-) "ould %e suppor!in$ cri!ical !hinkin$ and reasonin$ skills %y redirec!in$
his %eha-ior !o some!hin$ !ha! is accep!a%le. 'his "ill help him !o s!op and !hink a%ou!
his ac!ions %e&ore he does !hem. Gi-in$ children choices+ helpin$ !hem predic! ou!comes+
and helpin$ !hem ree-alua!e resul!s+ "ill help !hem !o assume responsi%ili!y &or !heir
ac!ions *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.131/.
Short term goals!
-) "ould %e suppor!in$ ho" !o use !oys and ma!erials care&ully %y sho"in$
him !ha! pain!in$ o%?ec!s in !he classroom is no! !he correc! "ay !o !ake care o& !hem.
Scenario %:
7renda lo-es playin$ in !he house area. She al"ays "an!s !o pre!end !ha! she is
!he %a%y and !ha! Desiree is !he mommy. 'hey play !o$e!her &or lon$ periods o& !ime
"i!hou! con&lic!. Ho"e-er+ "hen ano!her child !ries !o en!er !he play 7renda %ecomes
&rus!ra!ed and an$ry+ some!imes yellin$ a! !he o!her child. 'oday+ "hen Ka!ie "an!ed !o
?oin in !heir play+ she $ra%%ed up all !he dress up clo!hes and said+ 19o one else can play
in our &amily. )!>s ?us! !he mommy and !he %a%y==( Ho" "ould you respond(
Guidance strategy:
!'he s!ra!e$y ) "ould use &or !his si!ua!ion is con&lic! resolu!ion. ) chose !his !ool
%ecause 7renda needs help in resol-in$ her con&lic! "i!h le!!in$ o!her children in !he play
area "hile her and Desiree are in !here playin$. 7renda needs !o learn ho" !o coopera!e
and sol-e her pro%lems peace&ully on her o"n. 7y !eachin$ her ho" !o use !he con&lic!
resolu!ion process she "ill learn ho" !o sol-e her con&lic! *Chris!ensen+ ,eeney+
Mora-cik+ 200.+ p.1.8/.
-) "ould communica!e "i!h !he $irls usin$ )-messa$e *choices/ "hich is a $ood
"ay &or me !o e0press my pro%lems "i!h !he %eha-ior !o 7renda and i! "ill in-ol-e !hem
in sol-in$ !heir si!ua!ion !o$e!her *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.13./. ) "ould
$i-e !hem choices in ho" !o sol-e !his pro%lem and le! !hem choose "ha! "ould "ork
%es! &or e-ery%ody.
Description of steps used, and how children might respond:
Short term and long term goals:
Short term goals!
-'he shor! !erm $oal !ha! ) "ould %e suppor!in$ is sho"in$ respec! and
care &or o!hers &eelin$s+ %y helpin$ her unders!and !ha! Ka!ie>s &eelin$s $e! hur! "hen she
$e!s !old !ha! she is no! "an!ed in playin$ !o$e!her "i!h Desiree and 7renda.
"ong term goals!
-
Scenario &:
8 year-old S!ephen has !rou%le si!!in$ a! circle !ime. )& he si!s near you he !alks
ou! cons!an!ly and pulls on "ha! e-er is in your hand. )& he si!s across !he circle &rom you
he pushes !he o!her children and !ries !o si! on !heir space+ or rolls ou! in!o !he middle o&
!he circle. Ho" "ould you respond(
Guidance strategy:
!,or !his scenario ) "ould choose !o use )-messa$e *'ime in/. ) chose !his s!ra!e$y
%ecause he needs !o spend !ime "i!h one o& !he o!her !eachers ins!ead o& %ein$ in circle
!ime. 'ime in "ould %e a lo$ical conseBuence !o his %eha-ior. 'he conseBuence &or
S!ephen no! %ein$ a%le !o %eha-e correc!ly a! circle !ime+ "ould %e !o !ake him ou! o&
circle !ime un!il he can pro-e !o his !eachers !ha! he is a%le !o %eha-e a! circle !ime. )
"ould say !o him 1) am $oin$ !o ha-e !o ha-e you %e "i!h !he o!her !eacher "hile !he
o!her children are in circle !ime+ %ecause you are no! a%le !o %eha-e correc!ly "hen are in
circle !ime "i!h e-eryone else. 6hen you can sho" me !ha! you are ready !o %eha-e+ !han
you may re!urn !o circle !ime "i!h e-eryone else *Chris!ensen+ ,eeney+ Mora-cik+ 200.+
p.205/.
-) "ould no! send !his child !o a !ime ou! %ecause accordin$ !o !he !e0!+ "hen
children ha-e a place !hey are sen! !o %ecause !hey are mis%eha-in$+ !he classroom is no
lon$er a place o& encoura$emen! or learnin$. )! %ecomes a place "here+ "hen children are
%ein$ %ad+ !hey &ear !hey "ill %e shamed *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.204/.
-Children need a place !ha! !hey can $o !o cool o&&+ a place !ha! is com&or!a%le !o
!hem. 'his is di&&eren! &rom !ime ou!. )! is a place !ha! !hey can $o !o $e! some help and
$uidance on ho" !o %eha-e in a cer!ain ac!i-i!y. ) could o&&er suppor! and !ell him+
16hen your %ody is rela0ed and you can keep your hands &rom hi!!in$ o!her people !hen
you "ill %e ready !o come %ack.2 *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.204/.
Description of steps used, and how children might respond:
Short term and long term goals:
Short term goals!
-'he &irs! $oal ) "ould %e suppor!in$ is !he sa&e!y o& !hemsel-es and o& o!hers. )
"ould %e $uidin$ him !o kno"in$ !ha! i! is no! okay !o push o!her people.
-) "ould %e suppor!in$ !he $oal o& him respec!in$ and sho"in$ care &or o!hers
&eelin$s and ri$h!s+ %y ha-in$ him %e in a com&or!a%le spo! %y !he o!her !eacher "hile she
e0plains !o him !ha! he can no! %e around !he o!her children a! circle !ime un!il he can
respec! !heir space+ and !ha! i! is hard &or !hem !o concen!ra!e "hen !hey are %ein$
dis!rac!ed %y his %eha-ior.
"ong term goals!
-) "ould %e suppor!in$ him %uild inner con!rol %y le!!in$ him re!urn !o
circle !ime "hen he has calmed himsel& do"n and can respec! !he o!hers in circle !ime.
Children are no! %orn kno"in$ ho" !o con!rol !heir %eha-ior+ and !hey are no! %orn
kno"in$ "ha! is accep!a%le *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.14./. ) "ould %e
$uidin$ him in!o makin$ !he ri$h! choices !ha! "ill allo" him !o con!inue !o si! "i!h
e-eryone a! circle !ime.
-) "ould %e suppor!in$ skills &or li-in$ in a communi!y %y helpin$ him
unders!and !ha! !he o!her children do no! like !o %e pushed or disrup!ed "hen !hey are in
circle !ime "i!h !he !eacher+ and !ha! ) do no! like ha-in$ !hin$s $ra%%ed &rom my hand or
%ein$ in!errup!ed "hen ) am !eachin$ !he o!her children. Children need !o %e $uided on
learnin$ ho" !o "ork coopera!i-ely "i!h o!hers+ and !eachers help %y modelin$ !his in
!heir classroom *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.132/
@no!her si!ua!ion !ha! "as similar !o scenario 5+ "as in !he classroom "here a youn$ %oy
named 9+ "as ha-in$ a -ery di&&icul! day. )! "as circle !ime and he "as ha-in$ !rou%le
si!!in$ s!ill !o !he poin! "here he "as s!ompin$ his &ee! -ery loudly and screamin$ "hile
!he o!her children "ere sharin$ "ha! !oys !hey had %rou$h! &or share day. He "as
disrup!i-e !o all o& !he children+ and e-en ha-in$ a !eacher si!!in$ %y him did no! help.
Guidance strategy:
!,or !his scenario ) chose !o use )-messa$e *'ime in/. ) chose !his s!ra!e$y %ecause
he mi$h! need !o spend some !ime in ano!her area "i!h ano!her !eacher %ecause ha-in$ a
!eacher "i!h him in circle !ime "as no! helpin$ him chan$e his %eha-ior. 'ime in "ould
%e a lo$ical conseBuence !o his %eha-ior. 'he conseBuence &or !his youn$ %oy no! %ein$
a%le !o %eha-e correc!ly a! circle !ime+ "ould %e !o !ake him ou! o& circle !ime un!il he
can impro-e his %eha-ior and %e more respec!&ul o& !he o!her children "hile !hey are
sharin$ *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.205/.
-Children need a place !ha! !hey can $o !o cool o&&+ a place !ha! is com&or!a%le !o
!hem. 'his is di&&eren! &rom !ime ou!. )! is a place !ha! !hey can $o !o $e! some help and
$uidance on ho" !o %eha-e in a cer!ain ac!i-i!y. ) could o&&er suppor! and !ell him+
16hen your %ody is rela0ed and you can keep &rom screamin$ inside+ especially "hen
o!hers are sharin$ some!hin$ "i!h us+ !hen you "ill %e ready !o come %ack.2 *Chris!ensen+
,eeney+ Mora-cik+ 200.+ p.204/.
Description of steps used, and how children might respond:
-6hen !he !eacher si!!in$ %y 9 "as no! helpin$ !o impro-e his %eha-ior+ she asked
him !o please $o si! in !he li%rary area "here he could lay do"n on a com&or!a%le pillo"
and look a! a %ook+ %ecause his screamin$ "as upse!!in$ and hur!in$ !he o!her children>s
ears+ "ho a&!er lis!enin$ !o him con!inue screamin$+ said+ 19o hur!s 9=2 He mo-ed !o !he
li%rary area+ "hich seemed !o calm him a! &irs!+ %u! !hen he con!inued "i!h !he screamin$.
'he !eacher could !ell he "as -ery &rus!ra!ed and needed a place "here he could %e louder
and no! disrup! !he children. She $en!ly !ook his hand and led him !o !he play$round area+
"here !he children could hear him %an$in$ on a !rashcan lid ou!side+ %u! con!inued !heir
share. @&!er a &e" minu!es ou!side+ 9 re!urned !o !he classroom and sa! %ack in !he circle.
Short term and long term goals:
Short term goals!
-'his suppor!s !he $oal o& sho"in$ respec!in$ and care &or o!hers &eelin$s and
ri$h!s+ %y ha-in$ him %e in a com&or!a%le spo! %y !he o!her !eacher "hile she e0plains !o
him !ha! he can no! %e a! circle !ime un!il he can sho" respec! &or !he o!her children "ho
are sharin$+ %y no! screamin$ or makin$ o!her loud noises like s!ompin$ and hi!!in$ !he
$round.
"ong term goals!
-'his suppor!s !he $oal o& %uildin$ inner con!rol %y le!!in$ him re!urn !o circle
!ime "hen he has calmed himsel& do"n and can respec! !he o!hers in circle !ime. Children
are no! %orn kno"in$ ho" !o con!rol !heir %eha-ior+ and !hey are no! %orn kno"in$ "ha!
is accep!a%le *Chris!ensen+ ,eeney+ Mora-cik+ 200.+ p.14./. He is %ein$ $uided in!o
makin$ !he ri$h! choices !ha! "ill allo" him !o con!inue !o si! "i!h e-eryone a! circle
!ime.
-'his suppor!s skills &or li-in$ in a communi!y %y helpin$ him unders!and !ha! !he
o!her children do no! like !o %e screamed a! or disrup!ed "hen !hey are in circle !ime "i!h
!he !eacher. Children need !o %e $uided on learnin$ ho" !o "ork coopera!i-ely "i!h
o!hers+ and !eachers help %y modelin$ !his in !heir classroom *Chris!ensen+ ,eeney+
Mora-cik+ 200.+ p.132/

6orks Ci!ed
Chris!ensen+ D. ,eeney+ S. Mora-cik+ D. *200./. 6ho @m ) in !he #i-es o& Children(
*3
!h
Dd./. Epper Saddle ;i-er+ 9e" ersey. Gearson Dduca!ion+ )nc.