1.) Definition of classroom management.

Classroom management is a term used by teachers to describe the process of

ensuring that classroom lessons run smoothly despite disruptive behavior by students.
The term also implies the prevention of disruptive behavior. It is possibly the most
difficult aspect of teaching for many teachers; indeed experiencing problems in this area
causes some to leave teaching altogether. In 1981 the US National Educational
Association reported that 36% of teachers said they would probably not go into teaching
if they had to decide again. A major reason was "negative student attitudes and
discipline".
According to Moskowitz & Hayman (1976), once a teacher loses control of their
classroom, it becomes increasingly more difficult for them to regain that control. Also,
research from Berliner (1988) and Brophy & Good (1986) shows that the time a teacher
has to take to correct misbehavior caused by poor classroom management skills results
in a lower rate of academic engagement in the classroom. From the students
perspective, effective classroom management involves clear communication of
behavioral and academic expectations as well as a cooperative learning environment.
Douglas Brooks (1985) reports seminal research on the first day of school activity
selection and sequence of novice middle school teachers compared with experienced,
successful classroom managers. Brooks reports that effective classroom managers
organized their activities on the first day of school consistent with the emerging needs of
the students. These middle school student needs were the following: 1. Am I welcome?
2. What are we going to do today? 3. Am I in the right room? 4. Is the teacher interested
in me? 5. What are the rules for this classroom? 6. What are the goals, instructional
methods and assessment systems for the class? 7. Is the teacher interested in how I
learn best? 8. What interests does the teacher have that I can relate to? 9. What are we
expected to do for tomorrow? and finally 10. Will the teacher answer a question I have
after class? In response to these emerging and sequential student needs effective
middle school teachers organize the first day activities in the following sequence: 1.
Personally greet students 2. Advance organizer for the session at the bell, 3. Roll and
Seating 4. Student Information cards 5. Introduce 5 core rules ( entry, listening, raising
hands, leaving other's stuff alone and finally exiting the class) 6. Describe class goals,
instructional methods and grading system, 7. Assess preferred learning styles, 8. selfdisclosure 9. Preview of next session and finally 10 Access after class. Middle school
teachers that meet these 10 student needs with specific activities tend to communicate
competence and effectively communicate behavioral and academic expectations.
Classroom management is closely linked to issues of motivation, discipline and
respect. Methodologies remain a matter of passionate debate amongst teachers;
approaches vary depending on the beliefs a teacher holds regarding educational
psychology. A large part of traditional classroom management involves behavior
modification, although many teachers see using behavioral approaches alone as overly
simplistic. Many teachers establish rules and procedures at the beginning of the school
year. According to Gootman (2008), rules give students concrete direction to ensure
that our expectation becomes a reality.

2.) Clasroom management techniques and approaches.

Classroom management requires an orchestration of effective teaching,
proactive preventive strategies, practical corrective strategies, and positive supportive
techniques. This approach helpsteachers motivate students through active involment in
their own learning and discipline processes with the goals of acquiring learning, selfmanagement, and a repertoire of responsible behaviors. When thesecomponents are
integrated in your classroom, effective teaching, management, and discipline
complement each other to facilitate learning. This handout deals with supportive
strategies in comprehensive classroom management.

3.) How to handle discipline problems and disruptive behaviors

The classroom is a rapidly shifting and volatile environment. It is essential to
this learning environment that respect for the rights of others seeking to learn, respect
for the professionalism of the instructor (teacher), and the general goals of academic
freedom are maintained. Occasionally, faculty members find that they can not provide
effective classroom instruction because of disruptions. When a child is disruptive in the
classroom, this can cause other children to perform poorly, as well as, igniting other
children to become agitated, emotionally distraught, and insecure in the safety of their
classroom. Unfortunately, disruptive behaviors act as a bong vibrating throughout the
learning environment.
Disruptive children may or may not recognize the repercussions of their behaviors,
attitudes and perceptions. Children who have habits of behaving in hostile and
aggressive ways are almost universally disliked. They are disliked by their peers,
siblings, neighbors, teachers and not infrequently by their parents. (Braman, p. 149,
1997) Regrettably, disruptive children are often lost to their own negative behaviors,
attitudes, and perceptions. Leaving an impression upon the child that they are
worthless, underserving, and alone. The habitually hostile child learns early that his
(her) behaviors is not going to earn him (her) the love and affection he (she) so
desperately wants. A childs disruptive behaviors can detract from a childs ability to
thrive in the classroom. Moreover, disruptive children are often placed in behavioral
modified learning environments, which only imprints the idea that they are incapable of
functioning in a traditional classroom.

4.) How to handle disturbances.

To the Editor: It is without saying that classroom disturbances are annoying to
students and faculty. Disturbances such as holding side conversations in class, ringing
cell phones, and propping feet up on the backs of chairs during lectures alter the
learning environment, making it difficult for faculty members to teach and students to
learn.

For as long as there have been classroom disturbances, there have been a
number of methods used by faculty members to address them. Some methods used
include simply ignoring the behavior, asking students to quiet down, pausing during
lecturing until the disruptive behavior ceases, meeting with the students outside of class
to discuss the behavior, and even asking students to leave the classroom. Each of
these methods has varying levels of success, and although they range from minimally to
significantly disruptive in the manner of execution, they all share a common thread,
which is that they are faculty driven and include little or no input from the student.
Additionally, in each of these methods, the success or failure of the method in actually
quelling classroom disturbances lies solely on the faculty member. Since students play
little or no role in the development or enforcement of the method, there is no desire for
them to take ownership and hold each other accountable for minimizing or eliminating
classroom disruptions.
I propose that we as faculty members consider another way of addressing the problem
of classroom disturbance. I propose that we use a student-driven approach to handle
this problem. In a student-driven approach, the responsibility of developing a method for
how to handle student disturbances would primarily lie with the student body. The
student body could determine what they consider appropriate behavior in the classroom
as well as what they consider appropriate consequences for those exhibiting disruptive
behavior in the classroom. The faculty members should be involved in the facilitation of
the method's development, advising the students on whether or not their
recommendations are feasible and adhere to university policies. Allowing the student
body to develop a plan for handling classroom disturbances would be an excellent
exercise in leadership and professional development. The benefits of this type of
approach would be that it could make students more responsible for what happens in
the classroom and hold them accountable to each other. It will teach problem solving
and leadership skills that will help them in their career. Last, a student-driven approach
will help students realize that they have a voice in what happens in the classroom. This
approach is not without its limitations, however. A considerable amount of time may be
necessary to implement this plan, and it may need to be revised periodically as the
student body changes. In addition, some students may feel like it is not their
responsibility to handle classroom disturbances or they may feel uncomfortable
enforcing the plan due to peer pressure. Some faculty members may feel that a studentdriven plan would take away some of their control in the classroom. However, if one
considers the potential value of a plan such as this and the effects on student
professional development and leadership, I would venture that the benefits outweigh the
limitations for this approach.
So, how can one do this? Class officers or similar class representatives could serve as
the liaison between the class body and the faculty. The officers could be given the task
of meeting with the student body and developing the plan. The officers could then meet
with faculty members to discuss the plan and receive faculty input. This process could
continue until an agreement is made on how to handle disturbances. If they choose to,
the officers could then begin the process of getting the plan adopted as a college or

school policy. Once implemented, both the faculty and the students would be
responsible for implementing and upholding the plan in the classroom.
Classroom disturbances have been an ever-increasing problem in our classrooms.
Perhaps it's time to reevaluate our approach to handling this issue. As we examine the
multitudes of ways to handle classroom disturbances, I would encourage faculty to
consider using a student-driven approach to handling this problem.

5.) How to handle children with special needs.

Here are eight important tips you should pass on to people who will be working
with your special child.
A. Interact
The biggest mistake that adults make when they meet someone like Louie is
failing to interact with him. Usually they try asking him a question (he hates questions,
he wont answer), then the adult gives up and starts talking to me. One time a person
shouted questions at him from across a field and couldnt understand why Louie ran
away!
The same rules of polite conversation apply to adults and children. First, introduce
yourself and explain how you are connected to the child. Depending on the childs
special needs, it may be necessary to take the childs hand, place a hand on the childs
shoulder or even touch each others faces to make a proper introduction. Then explain
the activity that you will be doing with the child. Explain the different steps of the
activity, including the beginning and the end while making as much eye contact as
possible.
B. Observe
Some children with special needs perceive sensory input in different ways and
may be unable to verbalize discomfort. Remember that all behavior is communication.
Always keep a lookout for these differences and think about what the childs behavior is
communicating to you. If youre not sure what youre seeing, ask the childs parents or
other adults for advice.
C. Use Common Sense
My son had a negative experience in an adapted swimming class many years
ago. The children in the class ranged in age from 3 to 18, and the two instructors had
the children sit on the edge of the pool with their feet in the water while they took turns
working individually with each child. There were several problems with this plan. First,
the water was deep and the children sitting at the edge were in constant danger of
falling in. Second, the children were shivering while they waited for their turn, which
heightened their anxiety and overall discomfort. Third, the younger children all cried
when one of the instructors swam up and suddenly scooped them into the water away
from their parents.
All of these problems could have been avoided easily with common sense: put safety
first and arrange the environment for physical and emotional comfort. By contrast, the

Inclusion Basketball League at the Friendship Circle was a model of common sense
and positive support. On the first day, pairs of children practiced passing the ball to
each other to build up their confidence. Adults circulated around the gym to make sure
everyone was safe and having a good time. Children who needed a break had space to
relax. During the game that day, each child had a chance to throw the ball and score.
D. Be Flexible
Some adults say that they will not change the way they do things to
accommodate one person in a group. But the whole point of teaching is to use a variety
of methods to help another person understand and master new skills. For example, if a
child refuses to let go of a parent, bring the parent into the activity for a few minutes to
reduce anxiety, then fade out the parent. If a child does not have the appropriate motor
skills for an activity, help the child go through the motions and assign a buddy to help
the child practice on the sidelines for a few minutes. In a religious education class, a
child may have difficulty understanding some concepts; but when those same concepts
are presented in a game or hands-on art project, they make more sense.
E. Be Consistent
If a set of rules is presented to the group, apply those rules consistently to
everyone. Years ago I signed up my son for a preschool martial arts class. On the first
day, the instructor explained to students and parents that if a child was having any type
of behavior issue, he would ask the parent to sit with the child. Throughout the lesson,
my son Louie was squirming and had difficulty understanding the rapid directions. I
waited for the instructor to wave me in. Instead the instructor told my son that he would
have to leave the class if he could not sit still. After class I waited for all of the other
families to leave so that I could have a private conversation with the instructor about his
inconsistency. When I signed up Louie for a pottery class a few years later, Louie had
an instructor who stated all of his expectations and the days schedule at the beginning
of class. The instructor kept track of the students like Louie who needed extra support
and assigned teaching assistants to sit with those students. My son flourished in this
classroom because of the instructors consistency even though the instructor had no
previous experience with students with disabilities.
F. Use visual, auditory or tactile cues
Having the right cues in an environment can mean the difference between
participation and non-participation for many children with special needs. I bring a
camera everywhere and get photos of my sons regular routines and favorite places.
Louie sorts through the photos in an album or on the computer; sometimes we make the
photos into a storybook about an activity. We also use index cards with simple written
instructions to help Louie remember the rules for appropriate behavior if your child
does not read, substitute a hand-drawn cartoon or other picture for the words.
Yesterday I was volunteering in the school library and I heard a first grade teacher softly
singing instructions to her students. As soon as she started singing, every single
student became quiet and attentive. Other auditory cues are clapping, snapping or
whistling. I used to have a neighbor who whistled a unique tune to call his children
home to dinner every evening. It worked every time his children responded by
whistling the same tune as they ran home. Tactile cues such as gently touching a

persons shoulder, offering a blanket or other soft fabric, or providing silly putty are easy
ways to mark a transition and get a persons attention. On a few occasions I have seen
people try to grab or push Louie to get his attention during an activity, which is never a
good idea. He loses his balance easily, and it only confuses him without re-directing his
attention.
G. Have a plan. And a back-up plan.
You know what they say about the best-laid plans. In the world of special needs,
there is always a Plan B, and usually a Plan C. Make sure that there is space to calm
down and move freely if things go badly. Think about what each participant can do
instead of focusing on what they cant contribute.
H. Be Positive
A positive attitude is the single most important quality for anyone who works with
children with special needs. Ive seen highly trained specialists unable to interact with
Louie because of their negative attitude and assumptions. But some people with no
experience or knowledge of his disability have jumped right in and changed his life for
the better. Thats why we keep signing up for more activities. We might even end up in
an activity with you someday. What tips do you share with volunteers and professionals
who are working with your child? Tell us in the comments below.

REFERENCES:
1.) <Educational Leadership "The First Days of School" May, 1985 Vol. 42 N8 pp. 7678>
2.) By Patricia Kyle, PhD, University of Idaho; & Larry Rogien, PhD, Boise State
University
3.) By (Butler University, 2012, Online) , (Braman, p.149, 1997)
4.) By Yolanda Hardy, PharmD
5.) http://www.friendshipcircle.org/blog/2012/10/15/8-important-tips-for-working-with-aspecial-needs-child/

1.) Ways to create environment or climate for young learners in school.

Teaching climate change shouldnt be about preaching to our kids. A good
science curriculum should empower students to ask their own questions and give them
the tools to find and understand the answers themselves. After all, we know that
students learn best when they can figure things out for themselves, rather than being
given facts to be memorized the charred ceilings of many high school chemistry labs
can attest to that.
Climate change curricula should be based on real-time empirical data, encourage
hands-on participation and problem-solving, and offer a pragmatic approach to what
individuals can do and are doing to combat climate change. And linking firsthand
observations to national climate-monitoring programs and using 400,000 years of
atmospheric carbon dioxide samples provided by institutions such as Nasa helps
students see the real-life applications. In theory, teaching climate change shouldnt be
controversial. Nasa has already shifted from exclusively exploring outer space to
exploring our planet and a large portion of its research now focuses on the impact of
climate change on our environment. The legendary space agency, charged with leading
the world in scientific discovery, confirms what 97% of climate scientists on the ground
report: Earths climate is changing, in large part as a result of the buildup of greenhouse
gases released by human activities.
If exploring space can be cool, with a planetary mobile in every classroom, why not
saving the planet?
Using what we know about education and our planets systems, the Chicago Botanic
Garden teamed up with Nasa to develop a new climate change curriculum to ensure
that our kids have the opportunity to learn about the realities facing our world. We hope
this new set of tools will empower educators across the country to get involved and
grasp that they can teach climate change effectively in their classrooms. The future of
our communities, natural resources and ecosystems depends on how well we
understand, value and protect the habitats and species that sustain our world. We need
to be proactive and give young learners the tools to observe the effects of a changing
climate for themselves. Its one more way to invest in the future of our planet and let our
kids shape the world that soon will be theirs. To quote Carl Sagan, This is our world. It
is our responsibility to cherish it.

2.) Meaning, function and scope of guidance

Lester.D. Crow and Alice Crow (1962) in An Introduction to Guidance, have
aptly
stated that Guidance is not giving directions. It is not the imposition of one persons
point
of view upon another person. It is not making decisions for an individual, which he
should
make for himself. It is not carrying the burdens of another life. Guidance is an
assistance made available by personally qualified and adequately trained men or
women to an individual of any age to help them manage their own life activities, develop
their own points of view, make their own decisions, and carry out their own burden
The general objective of Guidance and Counselling service is consistent with the
objectives of education as stated in the Law on National Education System (UUSPN)
Year 1989 (Law no. 2 / 1989), namely Indonesia full realization of an intelligent man, a
faithful, and devoted to God One God and virtuous noble character, knowledge and
skills, physical and spiritual health, a stable and independent personality and a sense of
civic responsibility and nationality (MOEC, 1994: 5).b. Specific ObjectivesIn particular,
Guidance and Counselling Service aims to assist students to achieve development
objectives include aspects of personal, social, learning and careers.Private Tutoring - is
intended to achieve social goals and personal development tasks - social in realizing
that taqwa personal, independent and responsible. Learning guidance is intended to
achieve the objectives and tasks of educational development. Career guidance is
intended to make workers more productive private.In terms of its nature, Guidance and
Counselling service can function as:
a. Function Prevention (preventive)Guidance and Counselling Service can function
prevention means: an attempt by the prevention of the problem. In this preventive
function of services provided in the form of assistance for students to avoid the various
problems that may hinder its development. Prevention activities that function can be
either orientation programs, career guidance programs, inventory data, and so forth.
b. Understanding the functionUnderstanding the function in question is the function of
Guidance and Counselling which will produce an understanding of something by certain
parties in accordance with the purposes of developing students' understanding of these
include:
1) Understanding of self-esteem, especially by the students themselves, parents,
teachers and guidance counselor.
2) An understanding of the environment students (including within the family and school
environment), especially by the students themselves, parents, teachers and guidance
counselor.
3) An understanding of the wider environment (especially in it information on education,
position / job and / or career information and culture / values, especially by students.
c. Function ImprovementAlthough the function of prevention and understanding have
been made, but students may still face certain problems. This is where the repair
function plays a role, namely the function of guidance and counseling which will result in
splitting or teratasinya various problems experienced by students.

d. Functions Maintenance and DevelopmentThis function means that the Guidance and
Counselling service provided to help students maintain and develop the whole
personality in a steady, focused, and sustainable. In this function the things that are
considered positive in order to keep good and steady. Thus, students can maintain and
develop the various potentials and positive conditions in the framework of development
is steady and sustainable.
3.) Aspects of guidance
Philosphy is a field ewhich does not lend itself readily to experimental
investigationThe influence of the American positivism, with its emphasis on
operarionism as opposed to theory may have had the same effect on guidance which
Allport noted relative to the field of psychology.
4.) Guidance program structure for preschool and elementary

5.) Guidance services.

To carry out the well-planned structure of activities there must be a coordinated

line of guidance services to assist the individual in meeting his needs. These services
may refer to methods, procedures or devices used to obtain the necessary information
in organizing effective training, in providing assistance to enhance skills and knowledge
of individuals, thereby make them efficient and effective learners.
A. Orientation Services There should be an orientation program for:
- Parents, to orient them on how to extend their assistance to supplement the
goals of education, thus, making them co-partners in education
-Teachers, to assist them in carrying out the task of education as they exert effort
to understand their roles.
- Students, for them to gain new ideas while learning the purpose and the knowhow about their new environment. They learn the easy way to adjustment while they
start to feel the sense of belonging and security.
The primary objective of this service is to give due assistance to the students, the
primary beneficiaries of the pro-gram, in their adjustment to a new phase of life.
Among others its objectives must be clearly defined and that orientation is an ongoing process. The program at the onset should include the history, vision/mission,
objective and philosophy of education, the organizational flow, and the list of personnel.
Policies, rules and regulations must be discussed including spiritual, moral growth, cocurricular and even cultural development.
A tour around the campus to show the different facilities of the school and to
acquaint the neophytes to the new place would be of great help.

6.) Composition of the guidance staff.

REFERENCES:
1.)
http://www.theguardian.com/commentisfree/2014/sep/19/its-time-to-teach-climatechange-in-school-heres-how
2.) http://bossnash.blogspot.com/2011/04/definitions-purpose-and-functions-of.html
3.) By James F. Moynihan
4.) Elenita-Decal Mendoza, Guidance and Counseling Today' 2003 Ed.

1.) Give the nature and meaning of guidance.

Guidance is the process by which the flight of a missile or rocket may be altered in
speed and direction in response to controls situated either wholly in the projectile or
partly at a base. It is the advice or counseling, especially that provided for students
choosing a course of study or preparing for a vocation. It is supervised care or
assistance, especially therapeutic help in the treatment of minor emotional
disturbances.
Nature of Guidance
We familiarize ourselves with the following characteristics after analyzing the various
definitions of guidance. This analysis also throws light on the nature of guidance.

(1) As a Process:
Guidance does not occupy independent place. The chief aim of this process is to assist
in the development of an individual keeping in view the social needs.
(2) A Continuous Process:
Guidance is a process. Here, it is important to point out that the process of guidance
never ceases. It remains dynamic. In this process, an individual understands himself,
learns to use maximum his own capacities, interests and other abilities.
He continues his struggle for adjustment in different situations. He develops his capacity
of decision-making. Hence, we see that it is a non-stop process.
(3) Related with Life:
The process of guidance is related to life. This guidance contributes formally or
informally to life because life experiences both formal and informal occasions.
A person gets informal guidance from his friends and relatives while formal guidance is
sought from organised school guidance services and other organised guidance
services.
(4) Development of Capacities:
During the process of guidance the individual is assisted in such a way that he makes
himself enabled to develop his capacities maximum from all angles.
Hence, guidance stresses the complete development of possibilities present in an
individual. An individual becomes familiar with his real image. Hence, guidance is
helpful in self-realization.

(5) Individual Assistance:

Guidance is accepted as individualized help. Through guidance an individual's personal
development is provided a direction and not to a group. Hence, it is process of
individualized assistance.
(6) Task of Trained Persons:
Providing guidance is not the function of all persons because various techniques and
skills are to be used in it. Everybody does not possess the knowledge of the same. For

this task, trained persons psychologists and counselors are required. Hence, guidance
is a skill-involved process.
(7) Wide Scope of Guidance:
The scope of guidance is too wide. Any needy person can be guided. This can include
the persons of different age, different interests, various characteristics and persons of
different nature. Hence, we cannot draw boundaries around the process of guidance.
(8) Helpful in Adjustment:
Guidance helps the person in his adjustment in different situations. This process allows
learning to adjust with different types of problems. In this way, the main characteristic of
the nature of the guidance is to provide new energy to the demoralized person by
adjusting himself in the problematic situation through the process of guidance.
(9) Helpful in Developing the Ability of Self-Guidance:
The nature of guidance also includes the characteristic of developing self- guidance in a
person with the help of guidance process. This enables him in achieving selfdependence by searching out the solution of problems of life.
(10) No Imposition of One's View Point:
It is also the main characteristic of guidance not to impose one's view-point on others. It
depends upon the wish of an individual how he acquires benefit by accepting the
decision of the guidance worker.
If he wishes, he may deny accepting such decisions of the guidance workers. Hence, it
is not a process of imposing the decisions.
(11) Helpful in Preparing for Future:
The process of guidance is helpful in preparing a person for his future. Hence, a person
can succeed in preparing himself for future activities. In this way, guidance is a wellwisher of an individual's future.
2.) Identify the purposes of guidance.
According to the book author Tim Guidance and Counselling Guidelines (1994)
that the purpose of guidance and counseling there are 2 (two) kinds:
a. General Purpose
The general objective of guidance and counseling is in accordance with the objectives
stated in the Education Law no. 2 System of National pedidikan, namely the realization
of complete Indonesian man is intelligent, faithful and devoted to God Almighty and

noble character, knowledge and skills, physical and spiritual health, a strong and
independent personality, and sense of civic responsibility and national .
b. Specific Objectives
Specifically the purpose of guidance and counseling is to help students to achieve
development objectives include aspects of personal, social, learning, and careers.
(Personal-social guidance is intended to achieve the objectives and tasks of personal
and social development in realizing personal piety, and bertanggungjawab.Bimbingan
madiri remedy intended learning goals and tasks of career development
pendidikan.Bimbingan intended to realize a productive worker's personal
According to the Drafting Team Guide books Guidance and Counselling Service Level
Competency-Based SMP / MTs (2002) that the purpose of guidance and counseling as
follows:
a. The general objective of guidance and counseling is memandirikan learners and
develop their potential optimally.
b. The general objective is translated into goals that lead to the effectiveness of daily life
with regard to the potential learners.
c. More specifically, the goals set out in the form of competence.
Meanwhile, according to Tim Compiler Implementation Manual Guidance and
Counselling Service (2004) states that the purpose of Guidance and Counseling is to
help participants didi in developmental tasks so that learners have ketaqwan faith and to
God the Almighty, has a positive attitude, dynamic to the physical and psychological ,
has emotionally independent attitude and socio-economic, have good social relationship
patterns didalm families, schools, and communities, have good learning potential and
can plan and develop his career.

3.) Explain the relation of guidance and education.

The aim of education is to achieve the fullest possible realization of
possibilities inherent in the individual. Education fosters all aspects of an individuals
personality. Guidance is an integral part of education and helps in achieving the goals of
education. Guidance is quite essential for the development of individual which is the
main objective of education. The Education Commission (EC-1964-66) observes
Guidance should be regarded as an integral part of education and not as a special,
psychological
or social service which is peripheral to educational purposes. It is meant for all students
not just for those who deviate from the norm in one direction or the other.
Jone, A.J., pointing out the relationship between guidance and education observes, All
guidance is education but some aspects of education are not guidance. Their objectives
are the same the development of the individual but methods used in education are by
no means the same as those used in guidance.

4.) Relate guidance to discipline.

Discipline can be one of most difficult issues for parents and childcare providers
alike. As you know, there are many different reasons why children behave in
challenging ways. There are also different ways that parents and caregivers deal with
these challenges. Some discipline methods are different from culture to culture. It is
important to be aware of these differences. As a childcare provider, you not only care
for the child, but you also can help the parents and family. You can also ask for the
parents help in understanding their child. You can work together to teach the child selfcontrol and acceptable behavior.
In these pages you will find ideas on how to talk with parents about guidance and
discipline. You will also discover ways to create a partnership with parents. Remember
that quality childcare depends on a positive relationship among you, the child, and the
childs parents and family.

5.) Relate guidance and home.

REFERENCE:
1.) http://dictionary.reference.com/browse/guidance
http://www.publishyourarticles.net/knowledge-hub/education/what-is-the-meaning-ofguidance-and-its-nature.html
2.) By: AMAR Faruq, S. Pd
3.) By Jone, A.J.,
http://knowledgeportal.pakteachers.org/sites/knowledgeportal.pakteachers.org/files/reso
urces/M.A.%20Education%20Guidance%20&%20Counceling.pdf
4.) Authors: Rajeswari Natrajan with Judith A. Myers-Walls, Ph.D., CFLE,
https://www.extension.purdue.edu/providerparent/Guidance-Discipline/Main-GD.htm
5.)