Hatsumi Mann

CHD 205
Professor I. Beringer
October 29, 2013
Philosophy of Guidance
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Children need positive role models and guidance in order to grow up to be
functional adults in society. It is the job of the adults to teach children how to handle
situations they may encounter when dealing with their feelings or with others. Children
should not just be told what to do. They should be taught how to do things and taught
why it needs to done. When we give children the respect to make their own decisions,
think on their own, and contribute to solutions of problems, they will be able to take
these skills with them as they grow older. We will also be teaching acceptance,
tolerance, and problem solving that does not lead to violent outcomes.
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The goal of guidance is to show and teach children how to deal with their feelings
and conflicts that may occur. It shows children how to uses their words instead of
aggression to get their point across. Guidance gives children the respect to make their
own choices and solve their own problems. It provides them with the skills they need to
become healthy functioning adults in the world. The proper guidance will allow a child to
self regulate themselves when they are in high stress situations. By teaching children
the proper techniques such as taking to each other about how they feel, coming up with
solutions to solve the problem on their own, calming techniques, such as counting to ten
and so forth, they will learn how to calm themselves down and deal with problems in a
productive way.!
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In a classroom environment the teacher should ensure that the children know
that it is their classroom and they are responsible for it. It is their own little community.
The teacher can hold class meetings to have children come up with the class rules,
chore helpers, and everyday functions in the class. When children feel like they belong
and have some say, they are more willing to do the right thing because they choose to,
not just because they are told to. Children will be less likely to act on because they're
emotional needs are being met. Even though a child may have an unstable home
environment, they can feel safe in the classroom and feel like they are a contributor to
their classroom community.
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By observing the class and taking note of common occurrences of bullying,
teasing, hitting, and so forth, a teacher can hold class meetings and teach about
different virtues. Explain what they mean and what the class can do to put it in practice.
For example, teaching about friendship and asking the children what they think
friendship means? What makes a friend? What friends do to make them happy/sad?
Acknowledging positive behaviors is a good reminder to children that their positive
actions are being noticed and not just bad ones.

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Maria Montessori has inspired me the most. She has said to Follow the Child.
This is very beneficial in all aspects of child development including educational and
emotional. She teaches to treat children with respect and to teach them to be
independent. We are not to do for a child, when they can do for themselves. Her
philosophies and teachings fall in line with others such as Jean Piaget where they
believed in a prepared environment to encourage children to learn. I also feel Erik
Ericksons psychosocial stages are very enlightening when it comes to the
development of children. It gives some insight on why children do what they do at
certain ages.
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Teachers can model appropriate behaviors that are expected of others. In
addition to this, teachers can help guide children in discussions or problem solving
techniques. If a child has difficulty calming down or with anger, the teacher can ask the
child to count to 10, sing a silly song, do a silly dance, or anything else that may work
for that particular child. Asking the child what they think will help them calm down is also
a great choice. They may be more willing to try it when it was their idea. Teachers can
put on puppet shows with children as co-actors to act out preschool dilemmas such as
hitting or a child taking something from another. It is very important that teachers set
aside quality time or talk with each child. Read a book with a child on their lap or sitting
close by, giving hugs, asking what they did over the weekend. It is very important to
make the child feel comfortable and know that they can trust you and come to you about
anything. Children need love and affection, some more than others. All children have
different home lives and backgrounds. Some may not come from a home where much
affection and love is given, we must try to fill that void at school to give them some sort
of affection in their lives.
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When observing a child exhibiting level one mistaken behaviors such as painting
on a childs arm to see what happens, it is always best that you do not overact. I would
make sure I approached the child with a neutral voice and expression. I would not show
angry in my tone or expression. I would remind the child that we paint on paper then ask
if they could tell me why they did that? I would ensure I listen to the child, and ensure
they knew I heard them and then reinforce the rules of painting on paper, not friends. If
it is a situation where I do not need to get involved, such as the other child was not
concerned, then I will leave it as it is.
When observing a level two mistaken behavior such as calling a friend a butt head. I
would talk to the child about using nice words and ask if they would like to be called
that? I would again talk in a calm voice and not show and anger in my expressions. I
would ask the child what they could do to make their friend feel better and allow them to
follow through, if appropriate.
When observing level three mistaken behaviors such as a child sticking out his foot to
trip a child as they walk past, I would again approach with no anger showing. I will
speak in a calm tone. I would ask the child what they think would happen if they tripped
over his foot? I would ask how he would feel if a child tripped him and he hurt himself. I
would ask the child to come up with a solution that would make it right. It the choice is
appropriate, I would praise the child for his great idea.

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Building relationships with families is very crucial. This should be done at the
beginning of the year if possible. Inviting parents to come observe the class, read a
book, share a talent or part of their culture will make parents feel welcome. I myself, will
not be too pushy with parents, but will always extend the invitation in weekly emails
home. As I get to know my families better, I can talk with children during circle to ask, for
example, whose dad could come in to carve pumpkins. I could then let the parent know
that John volunteered you to carve pumpkins in the classroom! I have experienced
that they feel special that their child picked them and showed pride in volunteering
them. I would only recommend this to be done with families that you are comfortable
with and that you know would be okay with it. Getting to that point will include plenty of
communication, whether it be in person, phone calls, or emails. When parents know that
you are thinking or their child and them they will feel welcome and want to contribute to
the class. It is important that parents know that you are on their side and that you are
partners in the well being of their children. When parents get to know and trust you, they
will respect your opinion and be more willing to work along side you in matters that
involve the child and classroom. Parents opinions and concerns should always be
listened to even if you do not agree. It is very difficult to help a child when the parents
are not supportive and on the same page as you. It is important to be positive when
speaking to parents, even with an aggressive or difficult child. I make sure the parent
feels I am on their side and make sure they know I am there for their child and to do
what is best for them. I also let them know I can not do it without them! I want them to
get a positive feeling when interacting with me and my assistant. I want them to know
that we are all on the same team.
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There have been many ideas and discipline techniques that have come out over
the past years, but what I have seen works best is positivity and respect for the child.
We want to make sure our children have the proper skills to solve conflicts, deal with
others and show caring and empathy. These children will be the next generation and it
is very important that we raise children to be problem solvers and not adults who result
to violence when things do not go their way. We also need to instill a high level of self
esteem in our children and teach them that that it is okay to lose and to learn how to
deal with those types of feeling. I try to treat each child with respect so they know they
are special whether they are good at something or not. I want to make sure the children
know that everyone is different and have different skills. I feel it is not only important to
teach children proper democratic life skills, but to teach children about acceptance and
loss as well. I feel children these day are so protected and kept from feeling failure that
as they grow older that are unable to deal with such feelings of loss and rejection. It can
lead to serious implications such as depression, suicide or hurting others in violent
ways. Children are very vulnerable a such a young age and we, as teachers, need to
make sure we planting the proper guidance and positivity in their minds and memories.
These are skills and habits they will carry with them as adults and as they become
parents themselves.