[08] Assignment 8

Be sure to make an electronic copy of your answer before submitting it
to Ashworth College for grading. Unless otherwise stated, answer in
complete sentences, and be sure to use correct English, spelling and
grammar. Sources must be cited in APA format. Your response should be
four (4) pages in length; refer to the “Assignment Format” page for
specific format requirements.Let’s say you have been reflecting on your first few weeks as a
preschool teacher. You often find yourself asking yourself things like,
“Is this child just grumpy, or is there something more going on?” “Why
aren’t the children cooperating?” “How can I manage this negative
behavior that is occurring? Is there something more I can do?” With that
in mind, consider the scenarios in Part A and Part B.Part AThree-year-old Tommy is crying and upset because he can’t draw a truck like Sam’s.For this scenario
Determine the cause of the behavior. Provide one (1) supporting fact to justify your answer, citing your source.Develop a guidance approach that you might use to address the cause
of the behavior. Provide one (1) supporting fact to justify your
approach, citing your source.
Part BThe block area is a popular area within the classroom. By the time
clean-up arrives, nearly every block is on the floor. As clean-up is
announced, children move to other areas, refusing to assist in clean-up
of blocks.For this scenario, describe
two (2) possible causestwo (2) possible guidance strategies. Justify your strategies.Welcome to Lesson 8. Congratulations! This is your final lesson in
this course. Throughout the lessons, you have learned some valuable
information to help you discipline children correctly and encourage good
behavior. This final lesson simply guides you through putting it all
together.During your last reading, Chapter 15, make sure to pay close
attention to the parts about how to calm yourself down before you
discipline and how to take time to plan discipline. You cannot be
effective if you are angry when you give a consequence for misbehavior.
If you discipline while angry, chances are high you will feel guilty
afterwards, because rather than thinking through the discipline, you
reacted out of anger. Doing this runs the risk of damaging a child’s
growth in self-esteem, self- discipline, or moral autonomy. Here’s a
great example of that in a For Better or Worse (2003) comic strip by
Lynn Johnston:Plan Your Discipline StrategiesChildren need adults—even as “amateur” as we may be as teachers or
parents—to guide them into learning appropriate behaviors. Even though
this may mean you dole out a punishment or consequence for misbehavior,
it should be well thought out and given without anger. It is okay for
the child to know you are angry, but let the child know you will calm
down and decide what to do when you have thought things through. This is
where planning a discipline strategy is important. You can rest assured
that children around you will ALWAYS exhibit certain behaviors, such as
hitting, backtalking, temper tantrums, etc. Being consistent is the key
to any discipline program, and having a plan helps you be consistent.
It’s important to take into consideration that time may not always be on
your side. If there is an emergency, for instance, you would have to
act quickly and decisively. Once the emergency is over, you would then
be able to analyze the best way to resolve a discipline problem.It is important to remember that over the course of your career you
will teach many children who do not have positive adult role models at
home. They may only know how to get their needs met or the attention
they desire by yelling, throwing fits, or even by using physical
violence. It will be your job to teach them appropriate ways to get
their needs met and get attention. With patience and loving discipline,
you can help them become positive, contributing members of their class
and, eventually, of society.Graphic OrganizersThere are several valuable charts in Chapter 15 that display useful
information. Figure 15-1, Matching Problem Causes to Solutions, is a
straightforward look at how causes and solutions match up. It is also
designed to be a “forced-choice” tool, used from top to bottom,
following the arrows. It starts with causes requiring the least
intrusive interventions and moves on to more intrusive approaches and
more serious interventions. You should always start with the questions
at the top of the chart as you analyze children’s behavior to discover
the causes.In Figure 15-2 of your textbook, Complexity of Cause Analysis Model,
we look at problem causes in a slightly different way. This model is
important for remembering that multiple causes may be interacting to
create problem behavior. This model shows clearly the complexity of the
origins of behaviors. This chart needs to be used in partnership with
the previous one since this one does not include a match-with-guidance
approaches. When we discover there are several causes of a behavior, we
need to use several guidance approaches—one for each cause.Figure 15-3 in your textbook, Whose Problem Is It?, helps
you think about the issue of separating those problems that belong to
the child from those that belong to you, the adult. It is an extension
of the discussion in Chapter 7 about appropriate uses of “I messages”
versus reflective listening. This chart offers another way to look at
which guidance approaches are appropriate for which causes. It helps
counteract the common tendency to choose one favorite guidance approach
and try to apply it across the board.I hope you have enjoyed this course and found it to be a wonderful,
thought-provoking journey. It takes so much patience and understanding
to be an effective teacher of young children! Teaching can be a
rewarding, as well as a frustrating, career. But mostly rewarding! The
more you educate yourself in effective teaching strategies, the easier
teaching will be for you. Completing this course has brought you closer
to your goal of working effectively with young children. Keep up the
good work in future courses and best of luck in your endeavors.ReferencesFields, M.V., Meritt, P.A., & Fields, D. M. (2017). Constructive Guidance and Discipline: Birth to Age Eight (7th ed.). Boston, Massachusetts: Pearson Education.Johnston, L. (2003.). For Better or Worse. Comics Archive. [Comic Strip]. Retrieved from https://www.fborfw.com/stripcatalog/indexkeywords….