Is positive child guidance research based?

When the system isn’t working:

• In a recent report “Reducing Behavior Problems in the Elementary Classroom,” by the Institute of Education Sciences: National Center for Education Evaluation and Regional Assistance (2008), the authors reported that an “estimated one-third of students fail to learn because of psychosocial problems that interfere with their ability to fully attend to and engage in instructional activities, prompting a call for ‘new directions for addressing barriers to learning” (Adelman and Taylor, 2005, p. 5).

• In a review of the research, authors Osher, Bear, Sprague, and Doyle (2010) noted that “punitive approaches to discipline have been linked to antisocial behavior” (p. 48).

There is a better way:

• Based on the above review, the authors proposed an “ecological approach” that focused teachers’ attention on creating a positive  environment that promoted “cooperation, engagement, and motivation rather than compliance, control, and coercion” (p. 49).  It was generally concluded that “well managed classrooms support academic achievement and … the ecological framework has been associated with success” (p. 49).

• “Research also supports the importance of …supportive relations between teachers and students, as well as developing positive peer relationships. Under such conditions, students are more likely to internalize school values, exhibit on-task behavior, exhibit less oppositional and antisocial behavior, and have fewer conflicts with teachers and peers.  Social supports and relationships are particularly important for children at greatest risk for school disengagement and problem behaviors (p. 51& 52).

• Connectedness, a positive peer climate, safety, and authentic challenges are essential conditions for learning (p. 53).

The research is clear: “Effective teacher-student interactions CAN mitigate the achievement gap!”

• The authors of the Classroom Assessment Scoring System (CLASS), from the University of Virginia, devised an instrument that measures the emotional support, classroom organization, and instructional support of quality classrooms (www.class.teachstone.org

• CLASS measures:
  • Climate
    • Teacher Sensitivity
    • Regard for Student Perspectives
    • Behavior Management
    • Productivity
    • Instructional Learning Formats
    • Concept Development
    • Quality of Feedback
    • Language Modeling
    • Literacy Focus

• The research conducted in over 3000 PK-3rd grade classrooms concluded that children in classrooms with higher CLASS ratings realized greater gains in academic achievement and positive social skill development.

• Positive and supportive teacher-child interactions were the catalysts to creating positive and caring classrooms.

• High levels of emotional support were associated with reading and math achievement from K-3rd grade.

• Kindergartners experienced more social competencies, improved early literacy, and more self control.

• Sadly, in a study of over 800 children, only 10% were enrolled in positive learning environments; children from low income families were less likely to experience positive teacher-student interactions.

Therefore, it is essential that we establish positive learning environments in all of our classrooms, if we want each child to perceive him/herself to be a competent and confident learner.

Positive child guidance is the first step towards academic success.

Reference

Osher, D, Bear, G., Sprague, J., and Doyle, W. (2010). How Can We Improve School Discipline? Educational

Researcher. AERA. 39 (1) p. 48-58.

(c) Dr. Lynn Staley

Sweet or Sour Relationships?

The Sour 25:

What Positive Child Guidance is NOT

1. Ignoring me
2. Breaking promises
3. Yelling at me
4. Interrupting me
5. Treating me like I don’t matter
6. Forgetting that I have feelings, too
7. Assuming that I don’t care
8. Misunderstanding that when I mess up it’s usually because I don’t know how to do it right
9. Being too busy to listen
10. Being impatient with me
11. Having favorites
12. Picking on me
13. Punishing me when it isn’t my fault
14. Punishing me over and over
15. Embarrassing me in front of my friends
16. Humiliating me in front of my friends
17. Making me feel stupid in front of my friends
18. Not knowing that I am lonely and have no friends
19. Making mean faces at me
20. Teasing me; saying things that you think are funny but are not funny to me
21. Hurting my feelings
22. Being angry with me
23. Remembering all of my mistakes
24. Not caring about how I feel or what I think
25. Not knowing that I really want to please you

Children long for positive emotional connections, especially from significant adults.  When those attachments are absent, children are often unable to relate positively with others and subsequently tend to become withdrawn, suspicious, isolated, and distrustful.  There is no empathy, caring, or compassion for others. “One of the features of antisocial personality disorder is the absence of an emotional linkage with others …They are emotionally disconnected,” (Smith 2005, 7).  “Children with insecure attachments may suffer from conduct disorder, aggression, depression, or anti-social behavior later in life” (Centres of Excellence for Children’s Wellbeing 2009, 2).

The Sweet 25:

What Positive Child Guidance IS

1. Paying attention to me (noticing my new shoes or my new haircut!)
2. Keeping promises and doing what you say you will do
3. Using a gentle voice with me
4. Letting me finish my sentence
5. Treating me like I am really important to you
6. Remembering  that I have feelings, too
7. Looking for the best in me
8. Understanding that when I mess up it’s usually because I don’t know how to do it right
9. Taking time to listen (with your ears and with your eyes)
10. Being patient with me (especially when I am having trouble)
11. Meeting the needs of all of us
12. Having consistent expectations with all of us
13. Knowing that the person who you might quickly suspect is not always the guilty one
14. Teaching me how to do it right
15. Protecting my self-esteem in front of my friends
16. Making me look good in front of my friends
17. Respecting me in front of my friends
18. Teaching me how to have friends
19. Smiling at me when you say my name
20. Saying nice things about me
21. Being kind to me
22. Being calm with me when I get angry and lose control
23. Starting each new day with a “clean slate”
24. Caring very much about how I feel or what I think
25. Knowing that I really want to please you

Positive child guidance is all about developing positive and responsive relationships with children.  These relationships then foster trust and mutual respect. Children need teachers who not only teach them but also care about them.  Children need teachers who listen to them and watch them so that their behaviors (both positive AND negative) are understood.  “Children who have warm, close, supportive relationships with their … teacher, are more likely to have better relationships with other children, do well academically, and have fewer behavior problems in early childhood and elementary classrooms,” (Gallagher and Mayer 2008-2009, 144).

[Secure people] are less likely to be defensive and more likely to face negative emotional episodes with honesty, attempting to move on and enhance their lives…This gift translates into more child courage, more competence, more friendliness, and the ability to rebound from life’s troubles and empathize and cooperate with peers and adults (Honig 2002, xiii).

Isn’t that what we want for all of our children in the 21^st century?

All children deserve teachers who think they are amazing!

References

Centres of Excellence for Children’s Wellbeing (2009).  Responding to children’s needs: Important developmental milestones in young children. (November): 1-2.

Gallagher, M., and K. Mayer. 2008-2009. Annual Editions: Early Childhood Education.  29^thed.  New York, NY: Mc-Graw Hill Companies, Inc.

Honig, Alice S. 2002.  Secure relationships: Nurturing the infant toddler attachment in early care settings.  Washington, DC: National Association for the Education of Young Children.

Smith, Charles.  2005. First steps to mighty hearts: The Origins of courage. Beyond the Journal: 1-9.

(c) Dr. Lynn Staley

<h2>Are You Wearing 3D Glasses?</h2>

Positive child guidance is not a curriculum guide or an add-on.  It is a philosophy that strives to understand children rather than punish them.  It is an attitude that embraces each and every child.  It is about creating a very personal and very unique connection with each child.  It is a perspective that sees children through a special lens where their strengths stand out as if seen through 3-D glasses, and we build on those strengths.
Try this. Complete the following form for each child.

Name _____________________________________________________

Positive Qualities that Need Affirming

(Focus on finding ways children can share their strengths with others first ( i.e. a. thoughtful ?

Invite this child to make cards of encouragement  to absent classmates and  cards of appreciation

to other adults in the building. b.  peacemaker?  Teach this child how to be the class mediator

during conflict resolution..)

(Be sure to share with families; they love hearing positive things about their children!)

1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________

Behaviors That Need Teaching

(Rank order the behaviors that need teaching and focus on only one at a time.)

1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________

HINTS:

• is friendly
• has a sweet spirit
• is caring
• shares quickly
• has a calm and quiet personality
• is always cheerful
• is energetic and enthusiastic
• has a great sense of humor
• makes friends easily
• is always willing to help
• is a leader
• is an organizer
• is generous
• is hard worker
• is creative
• is an out of the box thinker
• is a problem solver
• is a peace maker
• is kind and thoughtful

When we truly get to know each of our children, then we are better able to assess and address those critically important social-emotional needs, which so impact learning.  Truly effective teachers know that there is no one-size-fits all method of classroom management that will meet the unique needs of each child.  There is no one recipe that will equip and enable each child to succeed.

Affirming children’s strengths is the first step in teaching the specific skills each child needs to be successful.

(c) Dr. Lynn Staley

If Punishment Doesn’t Teach, What Does?

The character Junie B. Jones described the child’s perspective simply but accurately, “Punishment takes the friendly right out of you” (Parks, 1993). Punishment motivates behavior choices by using external consequences, while positive child guidance, motivates by an internal desire to do what is right. I like the way Dan Gartrell defines positive child guidance:

Guidance teaches children to learn from their mistakes, rather than punishing children for the mistakes they make.

Guidance teaches children to solve their problems, rather than punishing children for having problems they cannot solve.

Guidance means positive, active leadership; it is firm, but friendly teaching that helps children learn the life skills they need as citizens of democracy:

• to express strong emotions peacefully
• to cooperate with others
• to compromise, negotiate, and resolve conflicts with others
• to understand the feelings of others; and
• to respect and accept others as worthwhile members of the classroom community.

Children need to hear, “We all make mistakes. The smart people, though, learn from their mistakes and don’t make the same mistake twice. When smart people make a poor choice, they learn what NOT to do and they make sure they do it better the next time.”

“You never make kids do better by making them feel worse”
(Boss, 1992)

Boss, B. (1992). When I say something about a kid and I know it’s right, I don’t compromise. Dimensions, 20(2), p.11.
Gartrell, D. (2000). Guidance: Shifting the paradigm from discipline. Journal of Early Childhood Teacher Education, pp. 193-198.
Gartrell, D. (September, 1997). Beyond Discipline to Guidance. Young Children, pp. 34-42.
Parks, B. (1993). Junie B. Jones and her big fat mouth. NY: Random House

(c) Dr. Lynn Staley

Does Punishment Teach?

Sarah, a second grader, missed recess for not putting her name on her paper.

John, a fifth grader, was in detention every day because his father would not sign his homework.
Cameron, a fifth grader, had to sit in the hall everyday during reading for not paying attention.

Does punishment teach? NO! Punishment generates guilt, defiance, embarrassment, humiliation, resentment, and severed relationships. The result of punishment is usually, “Why bother? I can’t please him/her anyway? Nothing I ever do is right. I give up. Why try? There is a better way.

Natasha was a first grader who always sat in the back of the room by herself. She was frequently off task and often in tears. Nothing seemed to work. Parents, teachers, and classmates were all frustrated with her complex emotional outbursts and constant need for attention.

A. The whole class always had to wait on her. She deliberately took forever to line
up and then wouldn’t walk with the class down the the hall.
B. She always spoke out in class and interrupted her classmates.
C. She was bossy so the other children didn’t like to play with her.

After a very difficult week, the student teacher was determined to find ways to help Natasha be successful. The first thing on Monday morning she told her she was frustrated and upset by all the issues they were having. “I told her I knew there was a smart, wonderful, and kind girl inside of her and that she was the only one who could make the decision to prove that to all of us. I gave her lots of praise and specific ways that I wanted to see her change.”

A. She was expected to line up quickly and stay with the class.
B. She was expected to raise her hand and wait her turn. (“I made sure to
validate this improvement by being sure to call on her!”)
C. After monitoring her conversations during play time, the student
teacher pulled her aside to show her how the interactions could have
been better.

After just one week, Natasha had the best week ever! It was the first week she earned a star every single day! Even her classmates noticed! Life was better for everybody.

Do your children have trouble with any of the following:

• Transitioning?
• Persisting?
• Following directions?
• Thinking before they act?
• Solving conflicts?
• Using appropriate word to express their feelings?
• Interpreting the feelings of others?
• Adapting to change?
• Making friends?
• Showing empathy?
• Respecting personal space?

Greene, Ross (November 2008). Kids Do Well If They Can. Phi Delta Kappan. 160-167.

Instead of punishing them when they do it wrong, teach them how to do it right.

When they lack the skills to be successful, teach them.

What’s the difference between discipline and child guidance?

Discipline literally means to teach; however, to many teachers, discipline means to punish. The problem is that punishment doesn’t transform attitudes and behaviors or produce lasting results. Punishment doesn’t create a caring community of learners. Rather than lunch detention, missing recess, or sitting in the hall, positive child guidance teaches the specific skills necessary to be successful in the classroom (i.e. respecting others, cooperating with others, and resolving conflicts with others).

The Search Institute (www.search-institute.org ) identified 40 Developmental Assets which children need to grow up healthy, caring, and responsible. We believe that positive child guidance promotes a positive learning environment as described in 11 of the 40 Assets:
• My school provides a caring, encouraging environment.
• My parents and teachers model positive and responsible behavior.
• My best friends model responsible behavior.
• My parents and teachers encourage me to do well.
• I want to do well in school.
• I am actively engaged in learning.
• I care about my school.
• I believe it is really important to help others.
• I am personally responsible for my actions
• I am good at making and keeping friends.
• I try to resolve conflicts peacefully.

We all want teachers who will help our children develop the assets described above. We all want teachers who will create caring classroom communities that foster learning and academic success.

If our goal is to teach children to respect others, to cooperate with others, and to resolve conflicts with others, it won’t happen when they are sitting out in the hall or missing recess!
(c) Dr. Lynn Staley

We are excited to report that we are now on Amazon. You can purchase our paperback or kindle version of Nurturing Positive Behaviors in Your Classroom right on Amazon.

The Sweet 25:
What Positive Child Guidance IS:

1. Paying attention to me (noticing my new shoes or my new haircut!)
2. Keeping promises and doing what you say you will do
3. Using a gentle voice with me
4. Letting me finish my sentence
5. Treating me like I am really important to you
6. Remembering that I have feelings, too
7. Looking for the best in me
8. Understanding that when I mess up it’s usually because I don’t know how to do it right
9. Taking time to listen (with your ears and with your eyes)
10. Being patient with me (especially when I am having trouble)
11. Meeting the needs of all of us
12. Having consistent expectations with all of us
13. Knowing that the person who you might quickly suspect is not always the guilty one
14. Teaching me how to do it right
15. Protecting my self-esteem in front of my friends
16. Making me look good in front of my friends
17. Respecting me in front of my friends
18. Teaching me how to have friends
19. Smiling at me when you say my name
20. Saying nice things about me
21. Being kind to me
22. Being calm with me when I get angry and lose control
23. Starting each new day with a “clean slate”
24. Caring very much about how I feel or what I think
25. Knowing that I really want to please you

Positive Child Guidance is all about developing positive and responsive relationships with children. These relationships then foster trust and mutual respect. Children need teachers who not only teach them but also care about them. Children need teachers who listen to them and watch them so that their behaviors (both positive AND negative) are understood. “Children who have warm, close, supportive relationships with their … teacher, are more likely to have better relationships with other children, do well academically, and have fewer behavior problems in early childhood and elementary classrooms,” (Gallagher and Mayer 2008-2009, 144).
[Secure people] are less likely to be defensive and more likely to face negative emotional episodes with honesty, attempting to move on and enhance their lives…This gift translates into more child courage, more competence, more friendliness, and the ability to rebound from life’s troubles and empathize and cooperate with peers and adults (Honig 2002, xiii).

Isn’t that what we want for all of our children in the 21st century?!

To learn more about Positive Behaviors In the Classroom order our new ebook version on Amazon.com

The Sour 25:
What Positive Child Guidance is NOT

1. Ignoring me
2. Breaking promises
3. Yelling at me
4. Interrupting me
5. Treating me like I don’t matter
6. Forgetting that I have feelings, too
7. Assuming that I don’t care
8. Misunderstanding that when I mess up it’s usually because I don’t know how to do it right
9. Being too busy to listen
10. Being impatient with me
11. Having favorites
12. Picking on me
13. Punishing me when it isn’t my fault
14. Punishing me over and over
15. Embarrassing me in front of my friends
16. Humiliating me in front of my friends
17. Making me feel stupid in front of my friends
18. Not knowing that I am lonely and have no friends
19. Making mean faces at me
20. Teasing me; saying things that you think are funny but are not funny to me
21. Hurting my feelings
22. Being angry with me
23. Remembering all of my mistakes
24. Not caring about how I feel or what I think
25. Not knowing that I really want to please you

Children long for positive emotional connections, especially from significant adults. When those attachments are absent, children are often unable to relate positively with others and subsequently tend to become withdrawn, suspicious, isolated, and distrustful. There is no empathy, caring, or compassion for others. “One of the features of antisocial personality disorder is the absence of an emotional linkage with others …They are emotionally disconnected,” (Smith 2005, 7). “Children with insecure attachments may suffer from conduct disorder, aggression, depression, or anti-social behavior later in life” (Centres of Excellence for Children’s Wellbeing 2009, 2).

Make sure to learn more about Nurturing Positive Behaviors In Your Classroom by purchasing our ebook which is not available on Amazon.com

References
Centres of Excellence for Children’s Wellbeing (2009). Responding to children’s needs: Important developmental milestones in young children. (November): 1-2.
Gallagher, M., and K. Mayer. 2008-2009. Annual Editions: Early Childhood Education. 29thed. New York, NY: Mc-Graw Hill Companies, Inc.
Honig, Alice S. 2002. Secure relationships: Nurturing the infant toddler attachment in early care settings. Washington, DC: National Association for the Education of Young Children.
Smith, Charles. 2005. First steps to mighty hearts: The Origins of courage. Beyond the Journal: 1-9.