Guidance the Bottom Line

1. Guidance the Bottom Line Chapter 4

2. Role of the Teacher • Technician: does what she is told according to a list of prescribed directions. • Children and adults are humans each with unique characteristics • Dynamic intervention occurs and 2 way interactions great deal of cause and effect • Not very effective!

3. Professional Role • Diagnostic skills to assess the situation • Make judgments actually hypotheses about the situation and takes action based on hypotheses • Make and effort to learn from the situation

4. Positive Teacher Child Relations • Different relationship from the parent, but still very important • Differences include: • Duration of relationship • Emotional investment into relationship • Private relationship

5. Unconditional Positive Regard • Full acceptance of the child as a developing human being despite mistaken behaviors that the child may show. • Positive expectation of productive , caring behavior form the class and shows active leadership to empower the children of this behavior • Rejection of punishment as a method of behavior control

6. The Problem with Discipline • Teachers tend to blur the distinction between non punitive and punitive interventions • teachers send the message that until the child behaves {properly} they will we ostracized from the group • And the teacher is letting the other children know that unless they behave they too will be ostracized

7. The problem with discipline • Continues and becomes a self fulfilling prophecy • Because of limited development and experience, children tend to internalize negative labels, see themselves as they are labeled and react accordingly • Eventually the threat of ostracism loses its power and the children don’t care

8. Vicious cycle develops • Child says I am a trouble maker, therefore I misbehave, therefore I am punished”

9. Emotional Climate of the punishing classroom • Tensions can be so intense that ordinary risks with learning can become learning challenges • High levels of stress lead to high levels of stress hormones in the brain, which can affect brain development.

10. Protecting Personality • We must address the child’s behavior, not the child himself! • Labeling is disabling” • Labeling precedes the child and follows the child, and colors others impressions of the child • Labeling is not fair • Most of us don’t want to be labeled either