Using the 15 guides (list below) give15 examples(or as much is possible) of situationswhere the guide is used or misused.

a. State whether the example is a use or a misuse of theguide.

b. If it is a misuse, explain why and state what the adult couldhave said/or done instead that would have been appropriate.

Here is an example how should it be done:

Guide #1: State Directions or Suggestions in aPositive Form

A child about three years old was running up one of the aisles in agrocery store looking for cereal. His mother yelled, \"Don't run inthe store! You get over here!\" The child turned around but keptrunning.
Misuse of the guide.
Correction: The child's mother could have said \"Please walk in thestore,\" to inform the child of the desiredbehavior.

Guides to Speech and Action

1.         Statesuggestions or directions in a positive form.

a.         Tell thechild what to do rather than what NOT to do.

b.         Directionsstated positively are more effective.

c.         A statementis not a question. If a direction has been stated in question form,you've given the child a choice.

d.         Positivedirections are met with less resistance than negative ones.

e.         Keep thedirection short so the child will be able to understand all ofit.

2.         Givethe child a choice only when you intend to leave the situation upto the child.

a.         Beforeoffering a choice to a child, make sure the choice exists. \"Do youwant to go get your booster shot?” This is not a choice.

b.         Givingchoices to children helps them learn about themselves.

c.         Offering toomany choices can be confusing--limit the number of choices for asmall child at first.

d.         If you offera child a choice, be prepared to accept any of the choices.

e.         Be aware ofthe tendency to speak to children in question form as it implieschoice.

3.         Useyour voice as a teaching tool

a.         A quiet, firmvoice projects confidence and reassurance to children.

b.         Children tendto ignore those who speak over their voices and it communicates alack of control by the adult.

c.         Simple,direct, slow speech is most effective.

d.         Decreasingspeed is more effective than speaking louder.

4.         Makehealth and safety of the children a primary concern

a.         Survey theindoor and outdoor environments before allowing children toenter.

b.         Be aware ofpotential health and safety hazards; correct them or move thechildren to another area.

c.         Closelysupervise children who are using potentially dangerous equipment;if adequate supervision is unavailable, do not offer that activityto children. Post a “STOP” sign to indicate that the equipment istemporarily unavailable and tell them why.

d.         Alwayswatch.

5.         Usemethods of guidance that build the child's confidence andself-respect.

a.         Guidance neednot be demeaning or humiliating.

b.         Fear, shameor guilt are not positive motivators.

c.         Labelingchildren as \"bad,\" \"selfish,\" \"noisy,\" etc. lowers self-esteem.

d.         Monitor yourown behavior to begin to eliminate the sound of your mother orfather in your head--the one who shamed you.

e.         Guidanceshould help the child acquire the desired behavior not communicatedisrespect to the child.

f.         Remember--they are learning and they need time and practice toacquire the desired behaviors.

g.         Passingjudgment on children will hinder rather than enhance theirgrowth.

h.         Identify theproblem and try to positively support the child through itsresolution.

6.         Helpa child set standards based on his/her own performance rather thanon comparison with peers.

a.         Comparingchildren is a not a positive method of motivation.

b.         Competitioncan foster aggression, fear, and low self-esteem.

c.         Somebodyalways loses and even the winner can become anxious about having towin again.

d.         Accept thechild where he/she is, not on the basis of pastaccomplishments.

e.         Positivegrowth proceeds from the child's starting point, not from somearbitrary predetermined designation.

f.          If youwant children to hate their peers, compare them.

7.        Redirect the child in ways consistent with his purpose andinterest.

a.         When focusinga child's behavior into an acceptable mode (redirection), focus thechild toward an activity or interest similar to the originalone.

b.         If a childtakes a toy another child is playing with, provide the child with asimilar toy.

c.         If a childbegins to throw blocks, give the child a ball to throw(outside).

d.         If youredirect to an activity that is unrelated to the original one, thechild may not be satisfied with the new activity.

e.         Waiting toeasel paint is difficult; watercolors may suffice until there is aspot open at an easel. Giving the child play dough is notconsistent with the desire to paint.

f.         Effective redirection does not avoid or divert the situation butdirectly deals with it.

8.         Timedirections and suggestions for maximum effectiveness

a.         Timing iscrucial when guiding a child's behavior.

b.         Allow thechild to work things; but if the child should become frustrated (alittle frustration can be motivating; too much is self-defeating),offer a suggestion to help the child succeed.

c.         Anticipate.If trouble seems to be brewing, offer suggestions to work outproblems before they develop.

d.         Ask the childhow the situation may be peacefully resolved.

e.         Watch forsigns of when to step in and help children solve their owndifferences.

9.        Observe the individual ways children use art media, explore theyourself, but avoid making models for children tocopy.

a.         Copied workis not the children's own work.

b.         Using modelsis a clear message that the child's own creation is notacceptable.

c.         Childrenlearn nothing from teacher made art nor are they proficient enoughto copy it exactly; they will fall short.

d.         When a childis developmentally ready to create a face as we know it, the childwill. There is no need to make a sample for the child to copy.

e.         Art is notimitation and whatever the child chooses to create isacceptable.

f.         Teachers may explore the materials without specifically makinganything to encourage children to create.

g.         15 rabbitsthat all look the same are the products of the teacher's sense ofinsecurity and need to please some parents rather than individualcreations of the children. Savvy parents will be well aware thattheir children merely copied a model.

10.       Give the childthe minimum of help in order that he may have the maximum chance togrow in independence.

a.         Allowchildren to develop self-help skills.

b.         Some struggleis acceptable---that is how the child will learn.

c.         If the childis becoming frustrated, ASK the child if help is needed. If thechild says no, ALLOW THE CHILD TO PROCEED ALONE.

d.         Show childrenhow they might help themselves rather than doing everything forthem.

e.         When thechild requests help, offer the least amount of help necessary toget the job done.

f.         Confidence develops over time and over successes; allow the childthe chance to be successful.

11.       Make yourdirection effective by reinforcing them whennecessary.

a.         First, allowchildren a chance to hear and process your direction.

Then follow it up with another direction that is consistent withthe first one.

b.         \"Time forlunch--everyone come inside.\"

c.         \"Stack theblocks there on your way in.\"

d.         Keepdirections short and give children a chance to respond. Thosedeeply involved in activities may not hear your firstdirection.

12.       Learn to foreseeand prevent rather than mop up after a difficulty.

a.         Learn toanticipate and prevent problems. Avoid the \"I told you so\" routine.It gets old very quickly and teaches children nothing, except toavoid you.

b.         Have a spongeat the table.

c.         Children donot always profit from their errors. A child may destroy anotherchild's building in order to make friends-but that is not a way tomake friends.

d.         Anticipatethe child's behavior and offer positive ways to make friends.

e.         The key isknowing the children and anticipating their actions.

13.       Clearly defineand consistently maintain limits when they arenecessary.

a.         New teacherstend to place too many limits on children's behavior. But whenlimits are necessary, consistently apply them. (This is much easiersaid than done!)

b.         Limits shouldrelate to children's safety, the safety of others, and the safetyof property.

c.         If limits areerratically enforced, children will become confused and thenpossibly reprimanded when the adult is really at fault for beingunclear.

d.         Children mayrebel to limits and may tell you they don't like you. That is okay.They do not have the experience to know what is potentiallyharmful. You do. Be firm.

e.         Think aboutthe limits you will impose. If they are reasonable, enforce them.If they are suffocating, change them.

14.       Use the moststrategic positions for supervising.

a.         Scan an areato see where the most optimal point for viewing everything islocated. Supervise from there.

b.         Never turnyour back on a two-year-old (or three-year-old,four-year-old...)

c.         Observe allchildren, not just those in your particular area.

d.         Sitting isacceptable because you are at the child's level. But be prepared toquickly if necessary.

e.         Superviseunobtrusively but let the children know you are there for them.

15.       Increase yourown awareness by observing and taking notes.

a.         The bestteachers are always learning. When teachers stop being opening tolearning, they need to stop teaching. Period.

b.         Take a fewnotes of children's behavior, of situations, to reflect back onthem to improve yourself and your program.

c.         Memory fadesquickly. Observation notes can help piece together problemschildren may be having so that positive solutions may bedeveloped.