Question

choose 10 guides from the list of GUIDE TO SPEECH AND ACTION below

Give an example of how YOU would use 10 of the 15 guides CORRECTLY. Make sure you state the guide and provide examples of 10 different guides . select 10 guides and give examples of how you would use them correctly with preschool children.

a. State the guide (type it out).

b. Briefly describe a situation illustrating how you have or would have used the guide correctly.

Here is an example of 1.( how needs to be done)

Guide #1: State Directions or Suggestions in a Positive Form
If a child was shouting in a classroom, I would say, "Please lower your voice," to give positive guidance.

Guides to Speech and Action

1.         State suggestions or directions in a positive form

a.         Tell the child what to do rather than what NOT to do.

b.         Directions stated positively are more effective.

c.         A statement is not a question. If a direction has been stated in question form, you've given the child a choice.

d.         Positive directions are met with less resistance than negative ones.

e.         Keep the direction short so the child will be able to understand all of it.

2.         Give the child a choice only when you intend to leave the situation up to the child.

a.         Before offering a choice to a child, make sure the choice exists. "Do you want to go get your booster shot?” This is not a choice.

b.         Giving choices to children helps them learn about themselves.

c.         Offering too many choices can be confusing--limit the number of choices for a small child at first.

d.         If you offer a child a choice, be prepared to accept any of the choices.

e.         Be aware of the tendency to speak to children in question form as it implies choice.

3.         Use your voice as a teaching tool

a.         A quiet, firm voice projects confidence and reassurance to children.

b.         Children tend to ignore those who speak over their voices and it communicates a lack of control by the adult.

c.         Simple, direct, slow speech is most effective.

d.         Decreasing speed is more effective than speaking louder.

4.         Make health and safety of the children a primary concern

a.         Survey the indoor and outdoor environments before allowing children to enter.

b.         Be aware of potential health and safety hazards; correct them or move the children to another area.

c.         Closely supervise children who are using potentially dangerous equipment; if adequate supervision is unavailable, do not offer that activity to children. Post a “STOP” sign to indicate that the equipment is temporarily unavailable and tell them why.

d.         Always watch.

5.         Use methods of guidance that build the child's confidence and self-respect.

a.         Guidance need not be demeaning or humiliating.

b.         Fear, shame or guilt are not positive motivators.

c.         Labeling children as "bad," "selfish," "noisy," etc. lowers self-esteem.

d.         Monitor your own behavior to begin to eliminate the sound of your mother or father in your head--the one who shamed you.

e.         Guidance should help the child acquire the desired behavior not communicate disrespect to the child.

f.          Remember--they are learning and they need time and practice to acquire the desired behaviors.

g.         Passing judgment on children will hinder rather than enhance their growth.

h.         Identify the problem and try to positively support the child through its resolution.

6.         Help a child set standards based on his/her own performance rather than on comparison with peers.

a.         Comparing children is a not a positive method of motivation.

b.         Competition can foster aggression, fear, and low self-esteem.

c.         Somebody always loses and even the winner can become anxious about having to win again.

d.         Accept the child where he/she is, not on the basis of past accomplishments.

e.         Positive growth proceeds from the child's starting point, not from some arbitrary predetermined designation.

f.          If you want children to hate their peers, compare them.

7.         Redirect the child in ways consistent with his purpose and interest.

a.         When focusing a child's behavior into an acceptable mode (redirection), focus the child toward an activity or interest similar to the original one.

b.         If a child takes a toy another child is playing with, provide the child with a similar toy.

c.         If a child begins to throw blocks, give the child a ball to throw (outside).

d.         If you redirect to an activity that is unrelated to the original one, the child may not be satisfied with the new activity.

e.         Waiting to easel paint is difficult; watercolors may suffice until there is a spot open at an easel. Giving the child play dough is not consistent with the desire to paint.

f.          Effective redirection does not avoid or divert the situation but directly deals with it.

8.         Time directions and suggestions for maximum effectiveness

a.         Timing is crucial when guiding a child's behavior.

b.         Allow the child to work things; but if the child should become frustrated (a little frustration can be motivating; too much is self-defeating), offer a suggestion to help the child succeed.

c.         Anticipate. If trouble seems to be brewing, offer suggestions to work out problems before they develop.

d.         Ask the child how the situation may be peacefully resolved.

e.         Watch for signs of when to step in and help children solve their own differences.

9.         Observe the individual ways children use art media, explore the yourself, but avoid making models for children to copy.

a.         Copied work is not the children's own work.

b.         Using models is a clear message that the child's own creation is not acceptable.

c.         Children learn nothing from teacher made art nor are they proficient enough to copy it exactly; they will fall short.

d.         When a child is developmentally ready to create a face as we know it, the child will. There is no need to make a sample for the child to copy.

e.         Art is not imitation and whatever the child chooses to create is acceptable.

f.          Teachers may explore the materials without specifically making anything to encourage children to create.

g.         15 rabbits that all look the same are the products of the teacher's sense of insecurity and need to please some parents rather than individual creations of the children. Savvy parents will be well aware that their children merely copied a model.

10.       Give the child the minimum of help in order that he may have the maximum chance to grow in independence.

a.         Allow children to develop self-help skills.

b.         Some struggle is acceptable---that is how the child will learn.

c.         If the child is becoming frustrated, ASK the child if help is needed. If the child says no, ALLOW THE CHILD TO PROCEED ALONE.

d.         Show children how they might help themselves rather than doing everything for them.

e.         When the child requests help, offer the least amount of help necessary to get the job done.

f.          Confidence develops over time and over successes; allow the child the chance to be successful.

11.       Make your direction effective by reinforcing them when necessary.

a.         First, allow children a chance to hear and process your direction.

Then follow it up with another direction that is consistent with the first one.

b.         "Time for lunch--everyone come inside."

c.         "Stack the blocks there on your way in."

d.         Keep directions short and give children a chance to respond. Those deeply involved in activities may not hear your first direction.

12.       Learn to foresee and prevent rather than mop up after a difficulty.

a.         Learn to anticipate and prevent problems. Avoid the "I told you so" routine. It gets old very quickly and teaches children nothing, except to avoid you.

b.         Have a sponge at the table.

c.         Children do not always profit from their errors. A child may destroy another child's building in order to make friends-but that is not a way to make friends.

d.         Anticipate the child's behavior and offer positive ways to make friends.

e.         The key is knowing the children and anticipating their actions.

13.       Clearly define and consistently maintain limits when they are necessary.

a.         New teachers tend to place too many limits on children's behavior. But when limits are necessary, consistently apply them. (This is much easier said than done!)

b.         Limits should relate to children's safety, the safety of others, and the safety of property.

c.         If limits are erratically enforced, children will become confused and then possibly reprimanded when the adult is really at fault for being unclear.

d.         Children may rebel to limits and may tell you they don't like you. That is okay. They do not have the experience to know what is potentially harmful. You do. Be firm.

e.         Think about the limits you will impose. If they are reasonable, enforce them. If they are suffocating, change them.

14.       Use the most strategic positions for supervising.

a.         Scan an area to see where the most optimal point for viewing everything is located. Supervise from there.

b.         Never turn your back on a two-year-old (or three-year-old, four-year-old...)

c.         Observe all children, not just those in your particular area.

d.         Sitting is acceptable because you are at the child's level. But be prepared to quickly if necessary.

e.         Supervise unobtrusively but let the children know you are there for them.

15.       Increase your own awareness by observing and taking notes.

a.         The best teachers are always learning. When teachers stop being opening to learning, they need to stop teaching. Period.

b.         Take a few notes of children's behavior, of situations, to reflect back on them to improve yourself and your program.

c.         Memory fades quickly. Observation notes can help piece together problems children may be having so that positive solutions may be developed.

ASSIGNMENT.....

Give an example of how YOU would use 10 of the 15 guides CORRECTLY. Make sure you state the guide and provide examples of 10 different guides . select 10 guides and give examples of how you would use them correctly with preschool children.

a. State the guide (type it out).

b. Briefly describe a situation illustrating how you have or would have used the guide correctly.

c. You may NOT use the same example for more than one guide.

Answer 1

2.

This helps the child feel as if though they are the ones making the decision; it helps them be aware and conscious of the decisions they are making, hence providing them with an opportunity to to know themselves better as well. If they do end up selecting a choice that isn't the best decisions, then by implementing the Socrates form of dialogue, that is, asking questions pertaining to their decision, they could be made aware of the consequences.  

For example: Would you like to finish your home work and then play outside or would you rather play for a little while first and then sit down for home work?

3.

Especially when giving a directive to a child, loud decibel seldom works, as it only instills fear, decreasing the chances of a healthy communication whilst increasing the propensity of the child acting out in the later stages. With a calm yet firm voice there is scope for projecting confidence within the child by displaying skills in parenting and garnering respect from the child.

4.

When a potential hazard is observed,it is in the best interest of the child to inform them and communicate to them the potential affects of a particular activity or interaction with a given particular stimulus. It should also be noted that parents should be careful as to not project any of their phobias/ irrational fear, which they might harbor onto the child. For phobias aren't rational and only hamper the day to day functioning of an individual.

For example, protection of children from ferocious dogs is an imperative, but not from all dogs, as not all are harmful. But if the 'bad dog' figure of speech is superimposed to the entirety of the dog population there is a high probability of you instilling a hardwired fear in the child.

5.

Children seldom respond well to negative comments, if an objective feedback is to be provided for a behavior it is better to use positive terms that help insinuate the purpose behind an action.

For example, if a child has not tarted sharing, the habit if not broken to spill over into his/he adult life, the best way to coax the best behavior would not be to scream at them or call the selfish, but it would be to give a positive affirmation, "It is always best to be considerate of other peoples feelings and wants, treat them the way you would want your peer to treat you."

6.

Comparison is the worst tool to manifest a desired behavior because further on in the later stages of development it festers the green eyes monster. It is best to take the example of the Childs apparent not so great behavior and juxtapose with a hypothetical apparent good behavior that needs to be inculcated.

For example, If a Childs grades have been dipping it wouldn't be the wisest to compare the Childs performance to another Childs, but to tell them what would be ideal for them to do, and create an situation wherein they have been scoring well. This would probably given them something to aim and strive for. Rather than comparing them to some other child or ven their sibling which would only make them feel as if they aren't good enough an drive them further into their shell.

7.

It is always best to hone that which the child already innately has. For example, if a child has habit of drawing or scribbling on the walls of th house, then keep a wall designated in the house on which the child can unleash his artistic ability. This would provide the child with the necessary discipline, while also propelling a talent or a want/need the child in that given moment harbors.

8.

If a child is aided too much along the way during their moments of frustration then there is a high possibility of them developing a dependency, and, hence, not being able to tackle their problems on their own. It is wise to let them sort through their own brick walls, and when it seems too much, it is best to intervene and communicate with them.

For example, if a child has an assignment that they have been meaning to wrap up, but they cant seem to find a headway then it would be best to let them figure it out by their own mean to instill more confidence within their own faculties and then probably given them a word of advice.  

11.

It is best to let time pass between two imperative statements as opposed to hounding a child with certain directives which would only fester frustration and anger. By providing reinforcement after a given directive it gives the child time to respond. For example, "Come and finish your homework," after a while it would be wise enough to throw another statement which would insinuate that the child has received the order and there is no backing out now, "Wipe your feet on the door mat before entering."  

15.

By observing sundry children and a plethora of different personalties and attitudes, while taking notes concurrently a deeper understanding can be inculcated by comprehending how each individual needs to be handled tactfully.

For example, If i remember a certain behavior and command worked with a certain kind of a child, then deduction can be made on those basis to formulate new plans of actions and the antithesis of a given action can also be utilised on a starkly different child as well, taking into considerations each Childs individuality.