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Jennifer Avila Guidance Scenarios Scenario 1: Julia put down the Lion King book for a minute so she

could go to the bathroom and when she came back Lisa was reading it. They are now pulling on the book and getting angry. How would you respond? What guidance strategy will you use? Why did you choose this strategy (rationale)? It is important to remember that in situations such as this the adult needs to stay calm. Sharing is something children need to learn, this is because it will teach the children, develop peaceful and non-violent strategies for conflict resolution and this is important to develop proper social skills (Sypkens Guidance part 1 Power Point Slide #5). Using the I message because this will show both my feelings and the other child's feelings. Also using redirecting behavior will help me in this situation. Give a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way. I would step up to the children get down to eye level, and put my hand on their shoulder and ask them if everything was okay. I would ask Julia what was going on, once she told me that she wanted the book back because she went to the bathroom and when she finished telling me what happened I would ask Lisa what happened. Once she told me she was reading the book and she wanted it I would ask both of the girls what would be a

good solution to this problem. Asking the children if they had a solution to their problem is important because, it is necessary to point out when there is the opportunity to share, not making the children share but guiding them to share is what will help them share when no adults are present (Sypkens Guidance part 1 Power Point Slide #11). After the two girls told me what was going on and I asked for a solution I would repeat what both of the girls told me. I would say Lisa I think Julia put the book down so that she could go to the bathroom, but she was not done looking at the book, if Lisa stated that she wanted the book I would say, how about we let our friend Julia finish her turn and how about we let her know, with our words that you want a turn. Look Lisa we have a lot of books over here for you to look at while Julia finishes her turn, I would then direct Lisa to the book area and choose a book that I thought she would enjoy. When she came over to the book area, I would then tell Julia, when you are finished with the book you can take the book to Lisa so that she can have a turn with the book, does that sound good to you?. I would take this approach because, authority that is authentic and lasting is based on mutual respect; it is used wisely with compassion, just because I am the adult does not mean that I can go and take the book from Lisa to give it to Julia to show her that we do not take things from the other children (Feeney et al., 2012 p.297). If I was to take it from Lisa but tell her it is not okay to take it from Julia I would not be using the behavior that I want to show, modeling is the most important part of teaching. What short term and long term goals for guidance would you be supporting with your choice of guidance strategy? In every situation there has to be a goal involved. In this situation, by taking the steps I did I would hope that both Lisa and Julia develop tolerance, work together as a team, and

a respect for others (Sypkens Guidance part 1 Power Point Slide #8). By allowing the Lisa and Julia to solve their own problems and teaching patience to both of them, they will become more tolerant, by asking if they would like to read together they will be learning to work as a team and by allowing time for Lisa to give the book back and Julia not taking the book back will teach them to have respect for others feelings and property. Scenario 2: John and Sara have discovered that they can make small balls with play dough and sling them across the room with their plastic spoons so they stick to the wall. They think it is very funny! How would you respond? What guidance strategy will you use? Why did you choose this strategy (rationale)? The first thing is that this could possibly lead to a safety concern. I would walk over to the children and using the an I-Message. Give a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way I would bend down to eye level in front of them and say, I can see that you guys are having fun throwing play dough against the wall, when they responded and told me yea its fun I would say, I do not like it when you throw play dough against the wall because you could hit another one of the children, or one of them can fall if they step on the play dough. I would use the I message because by doing so I am stating the problem, my feelings, and how it affects me and the other children in the room, and these are the three elements to an effective message (Feeney et al., 2012 p.289). Instead of taking

the play dough away I would redirect their behavior and say I can see you like to play with the play dough and the spoons how about instead of throwing the play dough we can cut the play dough and make little balls and we can make a snowman. What short term and long term goals for guidance would you be supporting with your choice of guidance strategy? This approach of redirection will be able to show children, become self-disciplined because this way even if the adult is not around the child will be able to control his/herself when the adult is not around (Sypkens Guidance part 1 Power Point Slide #11).

Scenario 3: The children are allowed to play with paint in the art area, but Jose carried his paint brush over to the block area where he is making one of the blocks blue. He is concentrating very hard on painting the block. How would you respond? What guidance strategy will you use? Why did you choose this strategy (rationale)? Children are not born knowing what is right or wrong that is the caregivers job to do so. When something like this happens it is important to, work through your own feelings of discomfort, we know it is inappropriate to paint in the block area but children do not. This is where I must look at the environment, in the paint area is there enough items for them to paint or do they just have paper, or pictures? These are questions I had to ask myself before approaching the child. Using the I message would help in this situation because I will be stating what I see. Give a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond

each step of the way. Once the I see if my environment is fit for a child then, I would walk up to Jose and say, I can see that you really like to paint on this block when this child told me es I like to paint on the blocks_ I would remind Jose about our classroom guidelines, I would say emember that we need to 'take care of our things...' I do not like it when you paint on my blocks_ by using the I message I am letting the child know that he cannot paint on the blocks (Feeney et al., 2012 p.298). Instead of being upset at Jose for painting on the block I would redirect his behavior, and say, ouldn't it be a lot more fun to paint this picture, or mix the colors together?_. If the child says yea I would help him up, take the block to the sink area to clean it and go sit with Jose to direct his behavior to painting things on the painting area. If the child said no he did not want to paint a picture in the art area I would say to him, understand it must be very fun to paint this block, how about we take it over to the art area and finish painting it there?_ Once he said okay and we got to the table I would remind him once more, ose, remember that we need 'to take care of our things...' lets keep the paint in the paint area_ I would then give some serious consideration to adding some type of blocks or any other materials that would not be used for paint in the art area where the children could paint and explore what happens to the paint if it is painted on different surfaces. Instead of being upset I would have to remember that children are curious of their surroundings and they are ready to discover any way they can. What short term and long term goals for guidance would you be supporting with your choice of guidance strategy? By using this approach I hope to accomplish the child to uild inner control_, by

having more than just one material the child can use to paint the child will not be temped to leave the art area (Feeney et al., 2012 p.279). Being patient and reminding the child to stay in the art area can help him build that control of remembering the classroom guidelines. In the future, I hope that Jose will be able to accomplish being

Scenario 4: Brenda loves playing in the house area. She always wants to pretend that she is the baby and that Desiree is the mommy. They play together for long periods of time without conflict. However, when another child tries to enter the play Brenda becomes frustrated and angry, sometimes yelling at the other child. Today, when Katie wanted to join in their play, she grabbed up all the dress up clothes and said, o one else can play in our family. It just the mommy and the baby!!? How would you respond? What guidance strategy will you use? Why did you choose this strategy (rationale)? In situations such as these it is important to start to teach children acceptance. This scenario is seen many times in the child development field where children of different temperaments handle

change differently. Instead of being upset and thinking of Brenda being mean or misbehaving because she does not want to let Katie play as the educator I have to think what type of temperament does Brenda have, is she able to accept change, or does she not accept any change? These are important things I have to think about before I approach the situation. Once I figure out the temperament of Brenda I can then take a deep breath and prepare myself to not feel frustration. Sometimes as adults, we do not feel that children's problems are illy_ or unnecessary, but in order for the children to be able to develop proper socialization skills they must go trough these problems as learning scenarios. Using the I message and stating what I see will help me guide the girls to solve their problem, and help them in their future. Give a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way. In this situation I would walk up to the girls and I would immediately recognize iscipline situations as an opportunity to support children growth_ (Sypkens Guidance part 1 Power Point Slide #2). I would say to Brenda, hat is going on Brenda?_, when she replied, don't want Katie to play because this is only mommy and baby playing_, then I would say to Katie hat is wrong Katie?_, when she replied renda doesn't let me

play with her and I want to play_ I would repeat their words and say, see that Brenda and Desiree are playing mommy and baby. I see that Katie wants to join and play, but Brenda says that only the mommy and baby are allowed to play. I can see that this is making Katie upset because she cannot play. Is there anything that we can do together?_. If Brenda said no that she did not want to play I would say, understand that you want to play with Desiree alone, but I think that Katie would like to play with you guys. Is there a way that Katie could also play and you could still be the baby, and Desiree could still be your mommy_. Brenda would then say he can be my sister_, and I would say like that you thought of her being your sister, now Katie can play with you guys_. I would then walk away while still observing then from a distance, I would come back within a few minutes and say renda, I can see that you Katie, and Desiree are having a lot of fun playing together. I can see that you feel very happy about letting her play._ What short term and long term goals for guidance would you be supporting with your choice of guidance strategy? This approach that I took would help the girls solve their own problems and would teach many other goals long and short such as, o foster social and emotional intelligence_ also, o teach positive social skills and the ability to be an effective member of a community. As a short goal it will help Brenda to espect and show care for the feelings and

rights of others and themselves.

Scenario 5: 3 year-old Stephen has trouble sitting at circle time. If he sits near

you he talks out constantly and pulls on what ever is in your hand.

If

he sits across the circle from you he pushes the other children and tries to sit on their space, or rolls out into the middle of the circle. How would you respond? In a situation such as this it is necessary to look at the way my circle time is structured. How long is my circle time, _10 to 15 minutes for younger preschoolers_ is the time frame I should be keeping the circle time (Feeney et al., 2012 p.302). Also, I would look at the type of things I was doing at circle time. If I had nothing but flashcards to show the colors or numbers or alphabet would cause Stephen to not be able to sit still. Having a circle time which included ctive participation...physical activity_ could help Stephen sit still or participate without disturbing the rest of the children (Feeney et al., 2012 p.303). According to Feeney (2012) oung children who are not read for group experiences will tell you by wiggling, getting up, lying down, or walking away_, such as Stephen who will wiggle around and not be able to sit still. As Stephens teacher I want him to sit still in circle time so that he could learn along with the rest of the children, but, some children are not yet ready to sit in circle time. By providing n alternative activity...both [me] and the children will have a better time if expectations are appropriate and clear..._, I have to remember that all children learn differently and I cannot expect things that are not realistic (Feeney et al., 2012 p.303). I would try my best by

reminding Stepehen about our classroom guidelines, sitting down and using our listening ears and looking eyes. I would also try to help incorporate him by having him help me maybe he could hold the papers I was done using or he could hold the papers for the rest of the children could see. If either of these did not work I would try to change circle time by having the children do more active activities like jumping or dancing while they learn the same things that they would learn while they sat down. For example, instead of just showing a number and having them tell me the number and count to the number I could have them jump the number of times that is on the paper. For example, if the number is 3 they jump three times, this could help Stephen feel included and not bored. By taking this approach I hope that Stephen will develop a ove of learning_ because he will be having fun while he is learning. As a short term goal I would want him to develop, articipation in classroom upkeep_ he would now enjoy circle time if he was able to move around more if he did not have to sit for the whole 15 minutes.

Feedback from Rubric: Scenario 1: Jennifer, the strategy that you are using here is called Conflict Resolution. Check the textbook for the 6 steps...you have them all except for after you ask the children how they want to solve the problem, you let them decide on what they want to try instead of choosing for them. Scenario 2: I would like for you to read my guidance mini-lecture #4 and follow the steps for Clear Limit Setting...this involves I-messages and the last step can be the redirection part. If you follow the script

that is provided, you will see how easy it is to give a very clear limit to unacceptable behavior. Also, I would like for you to reread the section on redirection...you want to find an activity that has the same intent yet is acceptable, so in this case you would be looking for an activity that involves throwing something at a target, right? Scenario 3: I am confused by this one...first you say, "I do not like it when you paint on my blocks" but then you give him the option of taking the block into the art area to paint it? Again, follow the steps to clear limit setting as noted in Mini-lecture #4. Scenario 4: It seems as if you are trying to implement Conflict Resolution here...again, let the children name some possible solutions and then choose which one to try. There will be more "buy in" if they are involved in coming up with ways to solve the conflict. I like how you wrote in the beginning of this that you would consider temperament...how would this play out in the description? Scenario 5: Lots of good ideas to support Stephen in being successful in circle time!

Needs some work on clearly defining short term goals and long term goals. Add textbook support for these. There is a real problem with the formatting of this paper, Jennifer. Weird characters and spacing.

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