Guidance and discipline assignment #8-2
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Apr 3, 2024
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Wendy Harris
AC2110514
EO4 Guidance and Discipline Assignment #8
April 25, 2022
Part A
The first scenario presents a 3-year-old boy, Tommy, who is crying and upset because he cannot draw a truck like Sam. Tommy is very young, and still very immature. Tommy’s crying due to not being able to draw a truck does not say that he’s mean or bad. At the age of three, a child may not understand that their fine motor skills are not fully developed. It could simply mean that this is a normal behavior for this age. For Tommy to learn how to control his emotions
he will need some guidance. His emotional regulations and communications skills are not fully developed which is why is he is not able to productively express his emotions or communicate to
Sam (Fields, Merritt, & Fields, 2014). This causes him to become frustrated, and cry. This will be a good time for the teacher to coach him by helping him identify and label his feelings through communication.
Based on Tommy’s behavior the teacher should perform an observation then take that assessment into consideration to decide what would be the best approach to assist Tommy. After a series of informal and formal documented observations, the teacher should find out more about his background and his behavior at home. A parent-teacher conference is an excellent way to learn more about Tommy and his family. A partnership is formed between the parents and teacher working together to encourage and praise him for his efforts. This approach will allow him to believe in himself and how to deal with his frustrations. Parents and teacher should not focus on the behavior only, but the process leading to the final results- he tried to draw the truck. Tommy needs encouragement and to hear that it is okay to be frustrated, but strategies should be given to help him deal with his frustrations in a positive manner. Therefore, if he is praised for his efforts it will serve as a form of encouragement and motivation for him (Fields, Merritt & Fields 2014).
Part B
The block area is a popular area withing the classroom. By the time clean-up arrives, nearly every block is on the floor. As clean-up time is announced, children move to other areas, refusing to assist in cleaning up the blocks.
A possible cause why students are refusing to clean up the block area is that they may not
know how to clean up the block area. It could be that they were never taught or showed how to clean up after playing (Fields, Merritt & Fields, 2014). Maybe it was not demonstrated as to where things should be placed on shelves or in baskets. Another possible cause is that they are not given the opportunity to clean up at home because their parents are doing everything for them. Some children who come to school are not independent nor do they have any self-help skills. Teachers should not assume that the children know what to do when it comes to cleaning up after themselves. Blocks and other toys scattered all over the floor could be a bit much from a
child’s view causing them to become overwhelmed. Some children may pick up a few things but may find it difficult to have to pick up an entire area at once. Young children can see this as an impossible task, therefore causing them to refuse to clean up at all. Children could find the clean up routine as no fun, though they willingly participate and engage in the fun part of playing in the block area. The teacher become the model of the desired behavior to the children, since they may not
know how to clean up. When they see the teacher actively taking part in cleaning up, they will realize that the task is not so impossible after all (Fields, Merritt & Fields, 2014). Since the teacher is participating in this process, they will see the clean up routine is worth doing. Instead of just announcing that it is clean up time in the block area, inform the children that you will be assisting them with cleaning the block area. Teachers serve as a role model to the children. When
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the teacher helps with the clean-up routine, they are showing the students how to clean up and that we must all do it together. Teamwork, that’s what it takes! The children will not be overwhelmed with the assistance of the teacher. When the children create their own rules, they tend to adhere to them better. Therefore, give the children an opportunity to brainstorm solutions or ideas on how to clean up and keep the area tidy, not just the block area but all areas of the classroom.
Teachers can make clean up time fun for the children. When the students hear the five-
minute warning song for clean up, they may think that their fun time is over for the day. The children will not be motivated to clean up if that is their thoughts. If the teacher makes cleaning up fun and entertaining, there will be less issues of discipline because they will all be fully engaged in the activity. The children can sing songs about cleaning (Clean Up, Clean Up, everybody everywhere). This time could be used to teach various concepts such as counting, sorting, and color recognition. The teacher could make a game out of cleaning up by dividing the
children into groups giving them containers to put the items in, whether it be by size, shape or color. Bring those social/emotional development skills in where the children must work together as a team to accomplish the task- how fast can we pick and put away (a race against time). The children are not only cleaning up but having a blast and learning in the process. The teacher is also having fun by cheering the students and praising them for the efforts as they clean up. The result: happy students, happy teacher and the block area is all clean.
Reference Page
Fields M., Merritt P. & Fields D. (2014) Constructive Guidance and Discipline: Birth to Age Eight. New Jersey. Pearson
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