In doing some recent observations in a variety of preschool classrooms, I developed some general feedback in regards to things that were going well for teaching and managing behavior in the classroom, and some ideas to try / areas to watch... Here is that information which may be helpful for others to use for ideas, strategies, etc.... Many of the items are easily adaptable for classrooms beyond preschool age as well....
Folks are welcome to add their ideas / strategies as well!
Great! Keep It Up! :
• Giving each child a small sticker for staying on their spot during circle time
• Prompting & modeling kids to ask to use an item, share, etc.
• Having the class cheer for and praise other children
o Ex: child doesn’t want to do their job or sit for circle and, despite a protest, they comply – the other children clap, cheer, say ‘thank you,’ etc.
• Having a ‘quiet area,’ bean bag, etc for calming bodies / taking a break
• Using a visual schedule on the wall w/ pictures and reviewing
• Having a picture paired with each child’s name on their spot for circle / group time
• Having one peer help another when possible
o Ex: Student asks for help fastening smock in the back – having a nearby peer help and / or having the student ask a nearby student for help
o Ex: “My friend _____ is running in the classroom. Who can tell ____ what kind of feet he should be using?”
• Prompting the child to identify what they need to do differently
o Ex: What are your hands doing? What do you hands need to be doing?
• Before structured activities, particularly following a less structured time, leading the class in taking a deep breath and counting to 3 in different languages
• While cleaning up certain activities, using songs to say where things go to the tune of Hi-ho the Dario: ex: “the books go on the shelf, the books go on the shelf, hi-ho the Dario, the books go on the shelf”
Suggestions / Areas to take note of:
• When giving a direction be clear, concise, and specific…. Avoid phrasing it as a question
o Example: “do you want to go outside” versus “we’re going outside now”
or “can you (will you, do you want to) help pick up” versus “ help pick up the blocks please”
o It is confusing to the child to present something as an option / choice if it is really not an option --- only phrase as a question if the child’s possible answer is really acceptable
• Significantly increase verbal praise – should be given at a ratio of at least 6 praises for every correction / redirection
o Use labeled praise – another way to look at it is to make sure you “answer the what”
Ex: “Thank you for what?” “Good job doing what?” “That was nice. What was?”
• Post rules with a visual picture beside each rule in EVERY area (each classroom, hallway (the rules that apply), etc…)
o Review rules at least 2x per week during circle time (increase after breaks and with addition of new students)
• Reserve “no” and “not safe” for situations that are truly not safe versus things you prefer a student not do
Ex: a child lays on a swing on their stomach – tell & show the child how the swing is to be used
o Saying ‘no’ and / or ‘not safe’ loses its impact / meaning when over used
• Be clear & concise with directions
o Ex: Instead of “tell me when you’re ready,” use “when you are quiet, then you / we can _____”
o Ex: Instead of “go clean up,” use “we’re cleaning up / it’s time to clean up, please put away the _____”
• Reduce hands-on redirection / management of children – this is hugely important as it puts both staff and students at risk for injury as well as increases problem behaviors and power struggles…..
o This is not the same as hand-over-hand teaching and instruction techniques
o “Helping” a child to a chair, location, task, etc by full bodily moving them should not be the first or second option –unless it is a true safety issue (for example, there is a fire) – in the absence of such a safety situation , there is a rare occasion that it should be an option at all
o Another way, another day -- what this means is that anything that is going to be accomplished or that you are trying to “teach” a child when physical management is involved can be taught in another way, at another time, and / or on another day….
