(13.2) consider a student who is disruptively talking to a neighbor while you are teaching. Develop and list a full continuum of responses for dealing with the unproductive learning behavior.

Teaching Self-Regulation Strategies

         In preschool, self-regulation strategies typically are accomplished when rules have been internalized. A child who is disrupting group may need some help remembering what is supposed to happen in this setting. He may need to be reminded to raise a hand, wait till after the story, or that he may talk with his friends after group. For a while, he will have to be reminded of these things a lot but they will become internalized and he can remind himself.

Ignore behavior –

       One of the first teachers I ever worked with gave me a piece of advice I have never forgotten: Ignore negative behavior and reward good behaviors. In a preschool setting, ignoring a child talking during group is a strategy that typically works. The child may be disruptive but by not pointing out the misbehavior and do whatever it takes for the other children focus on what is happening in group, hopefully, the behavior will decrease.   

 Cueing-

        In some cases, ignoring my not be enough to stop the behavior. Using sign language as an alternative to having to stop group for everyone may help in this situation. Signing the word “stop” or “quiet” may help the child realize he is being disruptive.  

 Parent Conference

        If the behavior continues, becomes more aggressive, or affects others a parent conference may be needed. Before the conference, I would give parents the opportunity to observe the childs behavior.  The goal here is not to get the children in “trouble” or to embarrass the parents but to figure out how to correct the situation.  Parents know their children better than anyone, and may have some helpful advice on what should be done.  

(13.1) List five areas you will attend to as you create a learning environment that is conducive to learning.

In the Early Childhood field of teaching, especially the Prek years, we consider the environment the third teacher…

1.) Classroom Arrangement

   The arrangement of a Prek classroom should allow at least two children in every learning center so that interaction with others is easy. Furniture will be set up so that there is an accessible path throughout the classroom but not enough open space to encourage running or wrestling. All learning areas will be arranged so there is no question to what is supposed to happen in a particular area. For example, the art supplies are close proximity to the art table or easel. Pictures are placed on the shelves so that things can be returned to their proper place. All shelves and furniture will be arranged so that from any point in the classroom I, the teacher, can see into all learning centers. 

2.) Establishing and Maintaining Teacher Student Relationships

    To me, one of the most important aspects of teaching preschoolers is making them feel safe, secure and supported so that learning can be exciting and fun. As a teacher, every day, I want to be able to say "good morning" with a smile, and help transition them from their families to the classroom. I want to truly care and respect each child. Showing that I am happy to see them every day and that I truly care for them will lead to each child feeling safe enough for us to have relationship with mutual respect.

3.) Monitoring What Students are doing

      When monitoring the preschool children in my class I want them to know I know what they are doing. I will do this by being in different learning areas throughout the day with the children. When I am with the children I will be making eye contact, listening to their ideas, giving them the opportunity show me their work, and simply being a presence as the children work. I hope this "withitness" will lead to the children having appropriate classroom behavior.

4.) Create an Effective Physiological Climate

    In preschool one so the most effective ways we create an effective physiological climate if through daily routines. Daily routines are posted and followed so that there is no anxiety or question about what is supposed to happen next. This routine allows the children to feel secure so that they are able to focus on other things, such as, learning areas. Learning areas are the where preschools do the majority of their work. I'm my classroom children will be able to choose which area they would like to work and what they would like to do their. Giving them the choice to where they would like play will gives them the opportunity to have control.

5.) Planning activities that Keep Students on task

  Getting preschool children to stay on task is not easy job. The learning areas I have been referring to should have enough activities, on the children's current developmental level, in them so that children can do worthwhile activities. An area that is to empty, overly stocked or to challenging could confuse the children forcing them to misbehave. 

Ed Psych 401

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