From
Jennifer in Chardon, Ohio
This is more of
a "maintaining order" suggestion: We have used sign language with our kids since
they were toddlers--nothing fancy, just a few signs. One is the "no" sign.
Instead of always saying "no" and everybody being aware of it, we just put our
thumb together with our index and middle finger. It is silent and avoids
constant interruptions during reading time or conversation. It is very effective
and the kids don't feel as if they are constantly being told "NO!"
From
MJ, in Texas:
One thing I mention all through
the year (I teach 4yr olds) is that we have choices to make every day. We
can choose to follow directions or choose not to. If we choose to not follow
a rule, there are consequences. This puts the responsibility for whether
or not they have to 'pull a card' in their hands. Also, I let my students
make their own rules. You would be surprised that they come up with almost
exactly the same rules as you would (also no more than 5--if you make them broad
enough, that's plenty).
From
Mary in Kansas:
I have found that I can incorporate
"good, better, best" into many areas of my 3 year old's thinking. Food choices,
ideas about sharing, if specific toys are good buys, etc. Often he
decides he already has a better car or truck at home that still works fine.
By discussing his views of "good-better-best," we often skip right over the word
"bad."
From
Cynthia S. Lee:
I thought I would share something
that works well for me in my pre-k classroom to distinguish the difference between
PRAISE and ENCOURAGEMENT. For example, instead of saying, "Wow Joshua, what
a wonderful painting!" Try saying, "I noticed you used all different colors
and I can even see your brushstrokes!" This enables the child to determine
for him/herself what THEY think of their work, rather than YOUR words determining
it. By giving this statement, you are not implying that it's
good,
bad, great, etc. You are just stating that you are acknowledging the child's
effort and work.
From
Joan Weber:
Creating a "Soft" Learning
Center: I use this center as an alternative to the "time-out" chair.
It is less confrontational and provides the opportunity for a child to calm down
and regain his self-control. I have discovered that it also provides a comforting
spot away from the large circle activities and boisterous block building center
for children needing to take some deep breaths and/or relieve the tension of feeling
frustrated, or if they are upset and can't momentarily participate comfortably
in the large group setting. I suggest to the child who goes to there to
"take some deep breaths and when you are ready, come join our activities."
The "Soft Center" can be utilized almost anytime during the day by one or two
children who need some quiet time. They can lounge on the pillows reading
books or just exchange conversation. The center is made up of an area rug
approximately 6' x 9' is size. At one end is a large papasan cushion positioned
up partly against the wall. Several soft textured fluffy throw pillows are
arranged on the papasan cushion. Nearby is a basket with children's books.
At the other end of the area rug is an adult rocker with a small end end table
beside it (with a plant on it). This rocker is used as a "pausing area"
for parents when they drop off their children and may need to spend an extra minute
or two saying goodbye. I plan to add a little basket containing stress-relieving
manipulatives such as koosh balls and soft mini-beanie babies.
From
Julie Cade:
Provide a classroom mascot such
as a cat puppet. It really helps when discipline problems arise.
From
Beth Bennett:
Promoting
a Positive Self-Image: Stormie, there are two things I remember most about
being four years old, when I had an incredible teacher. Both are simply
positive comments she made about me that made me feel loved: Once, when we were
waking up from nap time, I guess everyone was up and about except me, and the
other children were ready to start shaking me and telling me to get up.
I remember sort of "coming to" and hearing Mrs. Schnep say to the class in a whispering
voice, "No, I think she is Sleeping Beauty waiting for someone to kiss her on
the cheek." I don't even remember if she actually kissed me on the cheek,
I just remember that she called me "Sleeping Beauty!" Another time, we had
made Kleenex ghosts. Later, while listening to music and holding our ghosts,
I guess I was daydreaming and let my ghost dance to the music. Mrs. Schnep
said, "Oh, I like how Beth's ghost is dancing to the feel of the music.
Can we all do that?" I guess it shows how our little comments can affect
a child's self-esteem, for life! I am a 44 year old pre-school teacher,
able to draw on memories that are 40 years old.
From
Michelle Steele in Middleton, Idaho:
Group Time
Seating: I had trouble with children arguing over who would sit by whom. When
sitting at tables, I took care of the problem by putting names on the table so
they would always know where to sit (plus, it's a good "name recognition"
activity). But during story or group time when we needed to be in a
semicircle, I continued to have the arguing. I finally found an idea through
my local dollar store. I purchased hotpot holders, two for a dollar, and
then put the children's names on them (I printed them on pieces of tape so that
I can reuse them). They are easily moved and put away and take very little
storage space. I was so excited to discover this idea that works so I wanted
to share!
From
Elly:
Quiet Mouse Game: Here is a management
game that works well for anytime a teacher needs the children to be calm and quiet.
It works anywhere, hall, classroom, outside, etc. One child stands
before the group as the Quiet Mouse. This child is looking for a new Quiet
Mouse. The rest of the group is to be quiet and still if they are to be
picked to be the new Quiet Mouse. The Mouse points to the child s/he thinks
is the quietest and then sits back down as the next child comes to the front of
the group to choose a Quiet Mouse. The game can be as short or as long as
needed.
From
Liz G., Head Start teacher in Massachusetts:
Wonderful
Book: Hi Stormie, I've recently read a really good book about challenging
behavior and I just thought I would pass it along to you and your website visitors.
The title is Challenging Behavior in Young Children:
Understanding, Preventing, and Responding Effectively, by Barbara Kaiser and Judy
Sklar Rasminsky. The ISBN is 0-205-34226-4 (to make it easier
to search for in a book store).
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Reminder
from Stormie: If you would like to begin collecting ALL my current classroom
ideas (each on a 4 x 6" index card), as well as new ones that I create, you
can do so by ordering my "Activity Cards." Click here
to check them out.
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