THIS POWERPOINT IS
INTENDED FOR THE SOLE
PURPOSE OF THE CHILD
STUDY CENTER TEACHER
TRAINING PROGRAM.
ANY OTHER USE IS STRICTLY
PROHIBITED.
10+C’s to working with children of
any age
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Clear
Calm
Concise
Consistent
Caring
Choices
Consequences
Communication
Changes
Confidentiality
Clear Natural Language
• Did you say what you MEANT to say or
did you say what you THOUGHT you
meant to say?
• Can you get me a cup of coffee?
• Can you pick up your room?
• Can you get ready for supper?
Clear Language
• Is there a choice or isn’t there?
• If there is, phrase it as such.
• If there isn’t, don’t phrase it as if there is a
choice for the child.
Clear Language
• ………..OK?
• OK now refers to a choice.
• Not researched, but 5% used to give a
hard time. Now over 10% and inching to
15%. The question is…WHY?
Clear Language
• Use of fingers or other visual when choice
required.
• Shakespeare had it right. 3 times
• 1st time to explain.
2nd time to explain and what will
happen if the action occurs again.
3rd time, put into action.
Clear Language
How many grains of rice will fill this room?
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Frame of reference
Use hands to explain time out
Calm (stay)
• If they get frustrated and you get
frustrated, where does it end?
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No tv for a month.
Grounded for a week.
No going to Grandma & Grandpas' house.
No going to the mall.
Calm (stay)
•Who are you
hurting?
WHAT HAVE YOU
GAINED?
Calm (stay)
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Make it reasonable.
Make it appropriate.
Make it carefully.
Make punishment soon after issue arises.
• Can they earn back their “freedom”?
• What are we really trying to teach them?
Calm (stay)
• Trying to be
“The Perfect parent”.
Calm (stay)
• Saying you’re sorry.
• Parent vs. child.
• Little Johnny and his sister.
• Modeling
Concise speeches
• Glassy eyed
• Remembering anything you say
• Listen to yourself
• Agreement when you are angry
• Recency/latency effect
Concise
• What are you trying to impart?
• Did they get it?
• How do you know?
• Ask them to repeat it.
• Help them with the repetition
• Get the main points taken care of.
Consistent (all adults)
• Dad too lenient, mom too strict…or vice versa
• Weakest link.
• Happy medium.
• Don’t argue/discuss in front of the kids, even if
they are watching tv.
Consistent (all adults)
• Grandma and grandpa have to follow
along also.
• Child care program has to follow along.
• 2 bosses, who do you follow
ex: Hot coffee and coming in late.
Consistent
• STRUCTURE
Umbrella policy
– Closed
– Golf
– Open
Consistent (all adults)
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What do you hope to achieve?
What is your main goal?
To harm?
To teach?
To avoid repetition?
To discipline? (not a 4 letter word).
Caring
• Do you?
• Do they know you do?
• How?
• Little touches sometimes mean more than
grandiose actions.
Caring
• Get down on their level.
• Show with face and tone of voice.
• No bribery.
• Simple touch. *******
Caring
• Staffing
• Hugs and kisses policy
• To other kids
• To staff
Caring
Favoritism.
Choices
• Are there any to be made?
• How do we know when kids are able to
accurately/effectively make choices?
• Do the children know what choices are?
• Using logic at an early age
Choices
• What if they made the wrong choice?
– Can they go back and change?
– Are they stuck?
– Do you like to be stuck?
– Aren’t we supposed to be teaching them?
– Is teaching just ABC and 1,2,3?
– Does this lead to…..
Consequences
• There are consequences to everything.
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Being late to work.
Not the right attitude
Not handling things well
Using a loud voice or
incorrect terminology
– Inappropriate clothing
We’ve learned about consequences, but it took time.
Consequences
• Can’t start right off with consequences.
• Need to establish routine
• Need to establish age-appropriate
expectations (do we know them?)
• Need to clearly articulate these
expectations
Consequences
• Need to be certain routine and
expectations are understood.
• Need to take age and child into account
• Especially important to be Clear, everyone
needs to be Consistent, and everyone
needs to be Calm.
Consequences
• How can we show displeasure at child’s actions?
• Is it appropriate to show
displeasure at a child’s
actions?
• How do we separate displeasure at child’s
actions and displeasure of the child?
Consquences
• Center policy?
• Personal policy?
• Training?
• Parent conflict?
Consequences
• Do we need to tell parent EVERY LITTLE THING THEIR
CHILD DID “WRONG” DURING THE DAY?
• Do we tell them EVERY LITTLE THING THEIR CHILD
DID RIGHT DURING THE DAY?
• What do we tell parents about child’s day?
• Get to know your parents.
“greatest asset or greatest
pain in the asset?”
Communication
• From director to staff.
• From staff to director.
• From director/staff to parents.
• From parents to director/staff.
Communication
• From staff to children.
• From children to staff.
– Are children allowed to ask WHY you do
certain things at school?
– Are they allowed to question staff?
– Children and rules.
Communication
• CAN
YOU
COME
INTO
MY
OFFICE?
Changes
• Especially important for families.
• Do YOU like your spouse/partner/significant
other/parent lecturing you during the middle of
an argument?
• Do YOU like changes made to your day, routine,
or lifestyle…without your input?
Changes
• Why is there a need for change?
• Who decided the need?
• How many changes are needed?
• Should they all be attempted at the same
time?
Changes
• When to initiate conversation about
changes?
• Are the adults all on the same page?
– Weakest link again.
– Will you be able to follow through or just give
up?
CHANGES
• As a group, decide what changes are necessary.
• List them according to importance or immediate necessity of
change.
• Inform family members (or staff) about changes and need for such.
• Inform at a neutral time, not while in the throes of panic or turmoil.
Changes
• How to present to all necessary
• When to start change program…next day, next
week, next time it occurs?
• Make sure all enforcers are on board…no weak
links.
Changes
• Make sure ready to start and enforce the
program.
• Shakespeare and 3 times again.
When situation occurs, have to put plan
into play. If not, child and staff know they
only have to “wait” you out.
Changes
• Follow those C’s:
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Consistent
Calm
Caring
Choices
Changes
• Once you have this situation under control, then
go on to next “Change” that is necessary.
• Make certain to congratulate (an extra freebie C)
the people involved, but make certain it is an
appropriate congratulations.
• Don’t be an “American Idol Parent”.
CONFIDENTIALITY
+C
COMMON SENSE
Only have it if you know what it is that is
happening, what it is you are doing, what
someone has taught you, what you have
experienced, what you have read, etc.
1 person answer please:
What are the 3 first things you need to do to
build a house?
Will you remember more WATCHING
someone build a house, or working WITH
someone build a house?
Examples of not using common sense:
Going on a field trip
Party for the room
Camouflage clothing
• Not an end all for every issue or situation
that occurs, but a good base from which to
work from.
• Works for all ages: preschool, elementary,
middle, high school, college….wife does it
with me.
• Program rules
• Photo cd
• Funny little stories
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Can you scream louder?
How to say hello
Doctor and bees
My daddy…
Sneakers and rest time
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An idea…
Is it alright if my son wears tights?
Sam’s and yelling
Brushing teeth and bedtime
Wake up you…..
Math problems and bananas
Paleontologists
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Years in the field
MIT
1600
Giving gifts to other schools
Scholastic book clubs
Can you…. The worst they can do is say no.
• Explain: Don’t go to Bangor tonight.
• Sometimes easier to give in…What about
long term? Milkshakes
• Magic fairy dust---we don’t have any.
• Music cd—parent purchase
• Dependency upon 1 teacher
• Favorite children (staff?)
• I’m not perfect, so why should I expect my
child to be?
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Ground hogs day
5 minute warning
Egg timer
Stories fishing story
Poker face
Violence toys…what about Barbie?
Can’t reach every child
Scary things bed and walls
Parent schedules mom a nurse
HAVE TO STILL ENJOY WORK
Now, time for you.
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