Chapter 4

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Chapter 4 Guidance: The Bottom Line

Family teacher partnerships

Need for mistaken behavior is reduced when family members and teachers work together

many family members respond well to invitations to become involved in their children's education

teacher's job is to initiate relationships with families-even hard to reach members

teachers recognize that family members may feel discomfort in communicating with educators

teacher recognizes that being a family member is a difficult job

Liberation teaching

a necessary condition for an encouraging classroom

when teachers figure out how to assist children at risk to meet their needs and grow= liberation teaching

a problem teachers face is how to work with children they find difficult to accept

Circumstances of children put them at risk

Guidance is solution-oriented.

teacher creates environment where problems can be resolved by

teachers model behavior and acknowledging their own mistakes and learning from them

teacher is more of a mediator and less police officer

assists child with reconcilliation and suports self esteem

intervenes in a non punitive way

modelling democratic leadership skills

teaching conflict management skills

How does guidance reduce mistaken behavior?

When the teacher improves practices that are DAP and culturaly responsive practices

When teachers understand children's reactions to practices that are not developmentally appropriate.

When teachers can recognize that because of development and inexperience children make mistakes.

+ Teacher Relations = basis of guidance approach

practice Cardinal rule= avoid labels, firm but friendly and liberation teaching

teachers avoid singling out children for criticism or praise

addressing behaviors while affirming personal worth= unconditional + regard

teacher works to accept child as a welcome member of the group

Teacher versus Technician

Technicians tend to react in rigid ways

Technicians= effective implmentation of preset curriculum and systems

Professionals adjust teaching practices in order to improve social and emotional climate of the room

professionals recognize each child as unique and learn as they teach

professionals use informed judgement formulated through education and experience