A Guidance Approach for the Encouraging Classroom

by Gartrell, Dan

• ISBN13: 9781418020101
• ISBN10: 1418020109
• Edition: 4th
• Format: Paperback
• Copyright: 2006-04-07
• Publisher: Wadsworth Publishing

Summary

A Guidance Approach for the Encouraging Classroom, now out in its 4th edition, can function easily as a primary reference for professionals or in classes that address group management, the learning environment, child guidance, child behavior, challenging behavior, conflict management, and peace education topics. New enhancements to this edition include the concept of challenging behavior, active classrooms, practical discussions of conflict management, and many new anecdotes and case studies. The age range addressed in the text is 3-8 years (pre-school to primary grade) and the book is divided into three parts. Part one looks at explores the foundation of guidance in early childhood education and covers such key concepts as conventional discipline versus guidance, mistaken behavior, the guidance tradition, and innovative theories about child development with guidance. Part two focuses on building an encouraging classroom. The reader starts off learning about the organization of the encouraging classroom, as well as key elements of an encouraging classroom including daily schedule, routines, use of thematic instruction, and working with parents. Leadership communication is also addressed in this section, and focuses on the importance of communication with staff, children, and parents. Tips and techniques are shared. Part three addresses problem solving and challenging behavior in the encouraging classroom. It includes practical illustration for how to use and teach conflict management and covers the five-finger-formula.” Non-traditional families are covered and the effect of societal violence in the classroom is looked at, including bullying. This experience-based book that includes lots of real life anecdotes lends itself to learning and will allow the professional to make the shift from conventional classroom to developmentally appropriate guidance.

Table of Contents

Preface	xi
Acknowledgments	xv
PART ONE: Foundations of a Guidance Approach	1	(154)
Preview	1	(2)
The Guidance Tradition	3	(34)
Pioneers of the Guidance Tradition	4	(6)
Mid-20th-Century Influences: The Developmental and Self Psychologists	10	(8)
The 1980s: Guidance or Obedience-Based Discipline?	18	(3)
Beyond Discipline to Guidance	21	(5)
Parent-Teacher Relations in the Guidance Tradition	26	(4)
Summary	30	(2)
Key Concepts	32	(1)
Follow-up Activities	32	(2)
Recommended Readings	34	(1)
References	34	(3)
Child Development and Guidance	37	(50)
Piaget: A Foundation for the Study of Child Development	38	(7)
Vygotsky: The Role of the Adult in the Personal Development of the Child	45	(8)
Erikson: Personal Development and the Classroom	53	(8)
Gardner's Multiple Intelligences Contribute to the Guidance Tradition	61	(6)
Emotional Intelligence: Defining the Central Guidance Issue	67	(3)
The Contributions of Brain Research	70	(5)
A Climate for Partnerships with Family Members	75	(3)
Summary	78	(2)
Key Concepts	80	(1)
Follow-up Activities	81	(3)
Recommended Readings	84	(1)
References	85	(2)
Mistaken Behavior/Challenging Behavior	87	(38)
Beyond Misbehavior	87	(2)
The Concept of Mistaken Behavior	89	(2)
Relational Patterns: A Model for Social Development in the Classroom	91	(4)
Three Levels of Mistaken Behavior	95	(14)
Understanding Mistaken Behavior	109	(6)
Communicating with Parents about Mistaken Behavior	115	(3)
Summary	118	(2)
Key Concepts	120	(1)
Follow-up Activities	120	(3)
Recommended Readings	123	(1)
References	124	(1)
Guidance: The Bottom Line	125	(30)
Guidance Means the Teacher Is a Professional, Not a Technician	126	(1)
Guidance Depends on Positive Teacher-Child Relations	127	(5)
Guidance Reduces Mistaken Behavior	132	(6)
Guidance Takes a Solution-Orientation	138	(5)
Guidance Means Liberation Teaching	143	(5)
Summary	148	(1)
Key Concepts	149	(1)
Follow-up Activities	150	(3)
Recommended Readings	153	(1)
References	153	(2)
PART TWO: Building the Encouraging Classroom	155	(168)
Preview	155	(2)
Organizing the Encouraging Classroom	157	(42)
The Encouraging Classroom	157	(1)
Developmentally Appropriate Practice and the Encouraging Classroom	158	(9)
Learning Centers in the Encouraging Classroom	167	(8)
Centers at the Primary Level	175	(3)
Case Study: A Second-Grade Theme (in These Academic Times)	178	(10)
Encouraging Parents to Be Classroom Volunteers	188	(4)
Summary	192	(1)
Key Concepts	193	(1)
Follow-up Activities	193	(3)
Recommended Readings	196	(1)
References	197	(2)
Managing the Encouraging Classroom	199	(46)
The Daily Program	199	(9)
The Limits of Large Groups	208	(12)
Managing Transitions	220	(5)
Routines in the Encouraging Classroom: A Teacher's Perspective	225	(2)
Guidance Means Teamwork with Other Adults	227	(4)
Family Members and other Classroom Volunteers	231	(5)
Summary	236	(3)
Key Concepts	239	(1)
Follow-up Activities	239	(3)
Recommended Readings	242	(1)
References	243	(2)
Leadership Communication with the Group	245	(46)
Establishing Leadership	246	(2)
Guidelines, Not Rules	248	(5)
Encouragement	253	(6)
Discussing Inclusively	259	(2)
Class Meetings: How They Build the Encouraging Classroom	261	(11)
Encouraging Friendliness	272	(4)
Leadership Communication with Parents	276	(8)
Summary	284	(1)
Key Concepts	285	(1)
Follow-up Activities	286	(3)
Recommended Readings	289	(1)
References	289	(2)
Leadership Communication with the Individual	291	(32)
Listening to Life Experiences	293	(7)
Contact Talk	300	(5)
The Compliment Sandwich	305	(1)
Friendly Humor	306	(3)
Friendly Touch	309	(3)
Be There for the Children, Be There for Yourself	312	(1)
Leadership Communication in the Parent-Teacher Conference	313	(3)
Summary	316	(2)
Key Concepts	318	(1)
Follow-up Activities	318	(3)
Recommended Readings	321	(1)
References	321	(2)
PART THREE: Solving Problems in the Encouraging Classroom	323	(152)
Preview	323	(2)
Using Conflict Management	325	(34)
The Essentials of Conflict Management	326	(5)
Developmental Considerations in Using Conflict Management	331	(4)
The Five-Finger Formula for Conflict Management	335	(6)
Teaching Conflict Management Skills	341	(7)
Family Diversity	348	(4)
Summary	352	(1)
Key Concepts	353	(1)
Follow-up Activities	354	(3)
Recommended Readings	357	(1)
References	357	(2)
Problem-Solving Mistaken Behavior	359	(38)
The Decision to Intervene	360	(7)
Four Quick Intervention Strategies	367	(6)
Behaviors Reported by Other Children	373	(1)
Intervention When Follow-up Is Needed	374	(7)
Why Take the Time?	381	(4)
Building Cooperation with Parents	385	(5)
Summary	390	(2)
Key Concepts	392	(1)
Follow-up Activities	392	(3)
Recommended Readings	395	(1)
References	395	(2)
Guidance Through Intervention	397	(42)
Conditions that Make Intervention Necessary	398	(2)
Four Crisis Management Techniques	400	(13)
Comprehensive Guidance	413	(10)
When Teachers Feel Anger	423	(5)
When Teachers and Parents Disagree	428	(4)
Summary	432	(2)
Key Concepts	434	(1)
Follow-up Activities	434	(3)
Recommended Readings	437	(1)
References	437	(2)
Liberation Teaching: A Guidance Response to Violence in Society	439	(36)
The Violence Pyramid	440	(5)
Liberation Teaching: The Guidance Response	445	(7)
The Guidance Response to Bullying	452	(5)
Liberation Teaching and Related Education Practices	457	(6)
Liberation Teaching and Parent Involvement	463	(5)
Summary	468	(1)
Key Concepts	469	(1)
Follow-up Activities	469	(3)
Recommended Readings	472	(1)
References	472	(3)
Appendices	475	(42)
A. The National Association for the Education of Young Children Code of Ethical Conduct	475	(10)
B. Sample Greeting Letters and Surveys to Children and Their Families	485	(8)
C. Sample Guidebook: The Education Program in Our Class	493	(8)
D. A Position Statement of the Minnesota Association for the Education of Young Children	501	(14)
E. Individual Guidance Plan Worksheet	515	(2)
Glossary	517	(10)
Index	527