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Date: 2/17/2007 2:08:00 AM
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Author:
lone-silverwolf
(rcr21291@bigpond.net.au)
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Subject:challenging boys in my class
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I have a lge group of 4 to 5yr olds and within this group I have 5 boys who are very challenging....not helping to pack away, going off to hide, copying each others negative behaviours, running away from teachers, interrupting, cheeking and argueing back, disrupting group sessions, wrecking other kids creations,taking toys without asking,poor attention span and hitting and pushing their peers...I am at my tether and have tried a few strategies such as time out, redirected to another activity until ready to rejoin the group,going over the rules, explaining that we use our words instead of our hands.... any advice will be much appreciated
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Date: 2/22/2007 11:05:00 AM
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Author:
Rudy
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Subject:boys
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get firm with them. Take priviledges away until they behave. Are you in a daycare setting School or what? how many students are in your group?If they don't help put toys away they don't play with them,.
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Date: 2/22/2007 11:00:00 PM
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Author:
Narelle
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Subject:boy play
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We have a group of younger boys - that over run all of the others in their boystress play - over the past few weeks we have tried a new techinque "Wheel free day" NO bikes, cars, trucks, wheel barrows of push toys - just one day a week. we have been amazed at the way the boys are playing when those choices are taken away from them. I think you need to focus on rewarding your good packer-upers, then get one boy to do somthing tokenistic - when he gets a great reward for it then the others might be tempted to put in an effort too. Boys can be especially challenging when they get rough and rowdy but try not to hold a grudge - treat each day as a new one. Stick with time out and redirection, at a group time go over the rules - get them to tell you what the rules are and why, (why do we walk inside) Make a poster of the rules they make (use pictures) and stick it on the wall so you can use it everyday to remind them of the rules - repremand a adult for breaking the rules - they will think it is funny and try to catch each other out - when all else fails divide and conqure - with your redirection - send them to opersite ends/ different activites and try and pair them up with quiter children - GOOD LUCK!
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Date: 3/2/2007 9:52:00 AM
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Author:
Annie
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Subject:boy play
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I had some rowdy 6-yr-old boys in my class too-- I instituted "treat points." The class needs 15 treat points and they earn them by following the rules, helping pick up, etc. The treat isn't necessarily edible, sometimes we use stickers or play games or do a special craft as a "treat." The kids don't know what the treat will be until they earn it. Kids misbehaving means treat points are erased. When kids are behaving, they earn a point and this allows for singling out kids who are really going the mile as an example when we reward points. This has helped the rowdy kids respond-- as soon as they see treat points being erased, they get back to task. After treat points are erased, we all have a quick discussion about appropriate classroom behavior. When treat points are added, we make a big deal about whoever was doing a great job. The kids realize it's a team effort and the pressure from their peers to work together is helpful.
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Date: 3/2/2007 11:34:00 PM
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Author:
Kim
(kvakoc@aol.com)
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Subject:Wheel free Day
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I was just curious as to how "Wheel Free Day" helped with some of your behavior issues. I also have very rowdy boys in my program and teh trikes seem to help them get some of that excess energy out so how ill taking them away for the day help. I think I'm just not understanding.
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Date: 3/5/2007 1:18:00 AM
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Author:
Narelle
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Subject:wheel free day
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We first observed that the boys were at the loudest and roughest in outdoor play - we have a very small yard - and when the boys get out there on the bikes they tend to run over everything else - not intentionally it just happens. - So on a rotating basis (Monday one week Tues the next Wed the next and so on)we make a point of not having the bikes or anything with wheels - we ensure that extra climbing equipment is provided and have smaller more defined play areas rather than big running spaces. We found that the boys broke into smaller groups and became involled in different types of play - Teachers made a point of giving lots of encouragemant and positive comments. We noticed that the boys also played better inside - (we use an emergent cirriculum - those boys seem to contribute more on those days) Then on the following day when the bikes are back they tend to play really well on them. Its a simple idea that worked for us.
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Date: 3/9/2007 12:39:00 AM
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Author:
mosquito - from Australia
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Subject:wheel free day
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we've done the same thing a few times last year, when I was in the Toddler room at my centre. We realised that some of the children spent ALL their time on the bikes, even though their were other activities and options available. So we stopped getting them out everyday and they joined in everything. The next day they would be out again. We didn't have a set day that was Wheel free day but it wasn't always the same day. We also had to make sure that all the children were able to have a turn at riding on a bike as there were enough to go around. A tricky thing to do!!!!!!!!!!
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Date: 3/2/2007 2:50:00 PM
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Author:
Amber
(amteach@hotmail.com)
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Subject:challenging boys
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Try using puppets at circle to re-enact some of the behaviors you are frustated with..have the children help the puppets to solve the situation. This brings the whole group into the solution. Use books that have characters that do some of the things you are dealing with. The Dinofours series are excellent examples. Franklin books also work well. I find when I read a book that deals with behaviors that the children are familiar with they get quieter and quieter and then at the end they want to discuss it. Discussion should be encouraging not condemning. Also praising the children who are picking up sometimes works. "I like the way ___________is picking up today, what a great helper!" Praise the good behaviors in the challenging students too. Putting a toy into time out when it becomes an object of contention works too.
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Date: 3/3/2007 3:09:00 PM
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Author:
Billie Eavenson
(Billiekorm@yahoo.com)
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Subject:RE: challenging boys in my clarr.
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I have been doing child care and pre school for many years. You need to ask your self. First what can you do different. Second is it really that important to make the kids sit in a circle time. Is sounds like the children do not want to be there. I set my class room up so the kids can choose what they want to experience. I don't say come to circle it's story time. I usually have a book with some prop or I say something about the front of the book. This gets their attention. I don't require my kids to sit in story time, they can choose to do other activities I have provided. But my experience is by the middle of the story most of the kids are sitting and listening to the story. Who ever invented circle time for young children, never had the frustration of trying to get all the kids to sit, be quiet. It's not DAP.
good luck.
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Date: 3/8/2007 6:21:00 AM
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Author:
Bev
(adventureinlearn@aol.com)
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Subject:Circle Time
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I strongly disagree with the philosophy that there circle time does not have sound basis. By never requiring children to, at least for short time periods, sit still, listen, focus and use good manners when an adult is sharing knowledge with them is to not provide them with very important skill development that they will need -- STRESS ON THE WORD "NEED" -- for success in their kindergarten and early-education years. Studies have proven that structure is important to children. Also, to let other children roam around and make noise detracts from the enjoyment for those children who are listening to a story. Preschool teachers have a responsibility to prepare children for kindergarten by giving them, through inspiring, fun, creative and stimulating activities, such as story time and circle time, brief opportunities for self-control, attentiveness and learning. Too many parents and educators today believe in allowing children to have free will and self-direction at all times of every day. To fit into society as a healthy individuals, we must begin, at a young age, to place structure and expecations on children. If a preschooler can't sit for a brief story time, the parent or teacher has deprived that child of a very important skill. God bless you for your love and care of children. Mine is just one viewpoint and I respect your approach, as well.
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Date: 3/21/2007 2:10:00 PM
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Author:
Chris
(vstchris@yahoo.com)
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Subject:Circle time
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Even though I think the issue of circle time was not mentioned in the original problem, I do want to agree with Bev. As a Preschool turned elementary teacher I can assure you that children who have not had the experience of sitting for at least 15 miniutes will have a problem in kindergarten. As a matter of fact, many procedures commonly done in preschool are the opposite of what children need to be introduced to for success in kindergarten. Being able to sit and listen is a needed skill in kindergarten that children must know on the first day of school. In preschool we were told that it is not appropriated to have young children walk in lines. In Kindergarten the first thing the teachers says to the children is, "please line up". In preschool we encouraged children to talk pleasantly while eating. Kinder, no talking allowed during lunch. This can go on and on but the main point is that helping young children learn how to listen and can not be left to their choosing. It needs to be part of planned curriculum. When children come to kindergarten and have never had to sit they struggle because they don't understand why they have to. When I was in preschool, I had a three and four's class but towards the end of the school year (February and on) I started having the pre-kinders spend more time working on planned projects and having separate group time stories so that they could get more experience comprehending what they heard. I can tell when one of my kinders have been in an environment where they have no structure, just free choice. I'm sorry, it's unrealistic and unfair to the child. Check out latest research. The child of today is not the child of 50, 30 or 10 years ago. It's a whole new world and we have to be willing to change with it or move out of the way.
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Date: 3/21/2007 2:21:00 PM
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Author:
Rudy
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Subject:circle time
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I totally agree. I have a prek class of 20 3,4, & 5 yr olds. Our kindergartens are VERY ridgid and structured. THey have a 90 minute uninturrupted reading block. Well I do teach my preks to sit for extended periods of time. we do activities and have fun but they can sit in a 30 minute long or longer circle time with out getting fidgity. Yes most will say it isn't developmentally appropriate but I would rather them be able to have a successful kindergarten experience than a negative one.
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Date: 3/4/2007 10:26:00 PM
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Author:
Sam
(sandiearle@juno.com)
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Subject:Challenging boys
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You have been given some great ideas! Two more thoughts for you. One, I try to discover who the "leader" of the group is. Usually there is one child directing the rowdy play. I then attempt to find ways to make him or her a "positive" leader by giving jobs or achknowledging what a great leader they are. It is amazing to watch a four year old who is frequently causing problems turn to his cohorts and suggest other ways to engage. Two, sensory issues are frequently part of the "out of control" type of play. Vestibular and proprioceptive activities are very helpful. Take a close look into the "Out of Sync Child" for information on sensory activities. There are a lot of basic activities which help children to ground themselves.
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Date: 3/8/2007 6:42:00 AM
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Author:
bev
(adventureinlearn@aol.com)
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Subject:Challenging boys
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It has been my experience, as a childcare provider, that boys (testosterone!) are the most challenging. Often, they misbehave and act wild just being the boys they are, not intending to misbehave. The incidents of harrassing, hitting or disrupting the play of other children, though, is inexcusable. Unfortunately, we, as childcare providers, today, are dealing with children who, in many, many instances "rule the roost" at home -- who have little or no structure, discipline or guidelines at home. Then, they are sent to us to deal with each day. They are the product of weak, lazy and pathetic parenting and we try to figure out what to do with the result of that parenting -- these rowdy, disobedient children. I do not find that stickers work. I also am not a big advocate of using reward as a primary method of gaining cooperation from children. As my grown daughter/math teacher said to me, "In the real world, you are not rewarded for following society's rules. You are punished for breaking rules." We give children a false sense of the reality of life when we say, in word or action, "If you do what I ask, you will get a treat." NO. I teach my daycare children the rules. I make it clear, in a firm voice, that I expect my rules to be followed. When the boys you describe become tired of being put aside and not permitted to play because they are unkind to their playmates, they may realize they need to behave. I don't ask children to behave. I don't cajole. I don't talk ad nauseum to gain cooperation. I state simply: "This is what you did wrong. It is not okay with me. I don't like it. Sit your little bottom here." And I strongly, strongly recommend that you put this problem back in the parents' laps. They create monsters. Call them at work and tell them you expect their cooperation and assistance in dealing with the problem or their children will be sent home for them to figure out what to do with. If your director doesn't allow this, start your own daycare or preschool and choose cooperative children and families. Parents need to be held accountable.
You may try something that has worked GREAT for me. I call the father at work and say, "I need you to speak with your son/daughter," and I explain the problem. I then say, "If this continues, I will ask you to pick up your child from school." Believe me, if parents had to leave work, they would take an interest in helping you to solve the problem! I also make a very big, big deal when the children behave and follow my rules. They know I love them. They know what pleases me. They respect me because I am very firm and loving. They try to be okay with me. Strong leadership, strong personality, consistency and a MAJOR ONE -- continually adding new and varied activities for the children to do makes a HUGE difference in behavior. For example, I recently added built-in (inside) monkey bars for my children and an indoor basketball goal (home daycare basement). They are so engaged in healthy play they seldom need to be corrected. Change their activities frequently and add every variety you can. Despite all, though, don't let them get away with running the show or ruining the play for others. Be tough but loving. (Too many childhood experts encourage lengthy dialogue with children and persuasive tactics. They are children. You are the adult. State concisely, briefly and clearly what they will or will not be permitted to do. If they disobey, they are pulled aside and not permitted to participate in fun activities.) GOOD LUCK!
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Date: 8/10/2007 6:44:00 PM
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Author:
Lise
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Subject:I would never allow you to care for my c...
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I would never allow you to care for my children- you are to busy blaming to acknowledge what children really need. I would never listen to your advice- you are a disgrace to daycare.
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Date: 8/24/2007 6:12:00 AM
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Author:
Rudy
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Subject:challinging kids
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Wow I didn't hear any blaming in her post. How can YOU judge her ability to work with children from her post. I believe she had some good points. If you have been consistant with discipline and it isn't working then I am ALL for calling the poarent at work to come and get the child. If that parent has to leave I guarentee the child will behave better. May YOu are the one that no one should listen too. but I don't know of your teacing ability either from you post I just know what kind of attitude you have and that shows you have no regard for others opinions. How would you handle the situation you offered no response as to what YOU would do?
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Date: 8/24/2007 10:23:00 AM
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Author:
bobbi
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Subject:those kids!
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I agree with Bev. So much of child care AND parenting today is to talk the kids to death! Grandma back in the day spoke the law, and it was followed, Now, we are too afraid of hurting a child's precious self-esteem. We protect the child from disappointments. Think about your life. Does your boss reward employees for doing the basic job requirements? No. (over the job expectations, yes). Do you ever get disappointed because you failed to get that promotion (hey, you been there long. even though you may not be the best, you still deserved it. right ?) I heard that his new college generation is the generation of whiners. If they don't get there way, if there feelings are hurt, if they are asked to do something they don't want to... and the list goes on, they whine. You should teach a child no matter the age what skills he/she will need as an adult to get through life.
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Date: 3/2/2007 10:41:00 AM
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Author:
Billie
(billieo16@hotmail.com)
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Subject:Boys play
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When I have had this "problem" I've tried to step back and consider how much of my frustration is self induced. Am I building in enough opportunities for "big and loud" play to satisfy the needs many boys have for that? Is there something I could be doing to manipulate the environment differently to reduce or eliminate some of those problems? Have you tried putting away toys, bringing out new ones, or enlisting their help in deciding what stays and what goes. (clean up problems often stem from too many choices or confusion as to where things go.
I also try to put myself in their shoes and imagine what it's like to be a 5 year old boy in my program and then act on that! You obviously can't let them get away with some of this behavior but in reading the "laundry list", it sounds like everything they're doing is bugging you so it may be a matter of actively looking for good stuff that's happening and focusing on those things for awhile and pick your battles carefully or all interaction becomes negative and that's toxic to a relationship! Good luck!
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Date: 3/2/2007 10:45:00 AM
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Author:
Kathie
(kegbert@aginformation.com)
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Subject:challenging boys
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Have you tried planning your activities and curriculum around the interests of this group. It is a positive way of incorperating the things they are interested in into the interest centers of your classroom. What concepts can you base around ,for example cars and trucks, that will have them willing participating in activities as well as interesting other children in the room to this play. They can also be involved in planning the activities and centers as well as choosing books around the subject as well. You may be suprised by their ideas and they will gain esteem and feel valued in being a part of the process, which should reduce negative behaviors. By sitting with the group and discussing which behaviors, times of the day, etc. are not working out and why it isn't acceptable, and following up by asking them if they have any ideas about what can be done, they have ownership of the problem. It is also important to express your feelings and ask for their help. Of course this doesn't always work, but if you have the flexiblity to incorperate ideas that they have it can make life more pleasant while still attaining your goals and concepts.
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Date: 3/2/2007 8:31:00 PM
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Author:
Celia
(hhcp@sbcglobal.net)
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Subject:Rowdy/disrespectful behavior
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Each of the comments posted to date suggest positive ways of dealing with this "problem." I teach 4's & 5's myself. Throughout the years, I have had some rowdier groups and some mellower ones. It's not always the boys who are the rowdy ones.
My suggestions/things that work for my class:
Expect respectful behavior (peer-to-peer; child-to-teacher (all staff); and teacher-to-child).
Keep a positive outlook.
Have each child choose a "job" for the day. We have N (napkin/namecard), L (light/last), F (flag/first), G (game, gate), B (book/bowl), C (calendar/cup), etc. You can make your jobs be whatever fits your schedule and activities. This gives the children a sense of responsibility as it teaches them to help. (It has the added bonus of helping them learn some letters.)
When the weather keeps you in, it is especially important to have a time or place set aside to be rowdy. Play active games. Allow the children to help set up an obstacle course. Toss beanbags in buckets. Play Jump the Creek (Lay two jumpropes out on the floor, parallel to each other, with about 6" between them. Let the children run and try to jump over the "creek." After each child has had a turn, widen the gap and keep going). Play Limbo or Freeze Dance. After doing these types of activities, transition into quieter ones. Music is a great tone setter.
Definitely have a place for everything. Help the children clean up. Break down tasks. Clean as you go so it is not overwhelming at the end of the free period (We have the children straighten the toys they were using before moving to a new area, but allow the children to move from one area to another during the Free Choice hour).
Allow a long period of free choice and smaller periods of group time.
Do things that are fun. There are a lot of ideas online as well as in books, workshops, and teacher training classes at community colleges. Ask the children for input in all ways -- snack, art, books, science, outdoor, field trips, etc. Pay attention to what they talk about.
Something I have rarely used, but can be effective on occasion is to have the children draw a card that tells which area they will start out in that day during free choice (after they play there for awhile, allow them to move on to other areas of their own choice).
Rotate equipment to keep it fresh. Set areas up as stores, a library, lemonade stand, pet shop, zoo, train station, etc.
Sometimes you do have to have children play with different friends or in different areas. Play games with them so they can get to know other children (listening lotto; "Doggy, Doggy, Where's My Bone"; "The Farmer in the Dell"; T-ball; etc.).
Look at each child as an individual. Look at yourself and think of ways you can be the teacher that each of these children needs. Remember that children are the most precious resource we have. Help them grow into kind, responsible, respectful human beings.
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Date: 3/3/2007 4:16:00 AM
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Author:
Mindy
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Subject:Roudy boys
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I too am in the same situation. Out of 20 children we have 14 boys from ages 3-5. We have found that we needed to change our whole routine to make more "gross motor" time within the room. We have dance breaks and made another floor space for them to play on with cars blocks whatever and made it for just a few children. We have limited the number of kids in the block area, housekeeping and quiet area and made a ticket system for them to play. It cuts down on the chaos in the areas quite a bit. At clean up time I put on a song that I know the boys like (for example bob the builder of a song from the movie cars) and see if they can clean the room before the song ends or before 2 songs end. We have put the basketball hoop and balls in the block area for them to shoot hoops within the room. We make sure we get outside everday even if its snowing or in warmer weather, raining. If we can't play on the playground for whatever reason we at least take a walk. And just make sure you are constantly changing and adding toys to the areas they need that otherwise they will get bored. Hope this helped! It seems to work for us.
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Date: 3/3/2007 5:24:00 AM
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Author:
Karen
(ksmcloughlin@comcast.net)
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Subject:Boys
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It is imperative to focus on positive behavior. Often children will get more attention when they act in unappropriate ways. Focus on what other children are doing right, "I like the way my friend Beth is picking up the blocks or taking such good care of the baby..." There is an old saying that you get what you expect. If you expect the same behavior, you will get the same behavior. You become part of the script. In guidance and discipline the goal is to teach children the skill set to monitor their own behavior. Children should be given choices within consistant and clear limits. Motivation should be fostered intrinsically rather than exterior rewards (stickers, treats). Consequences should be natural, as a result of their behavior. For example, if Mike is working in blocks and he is throwing the blocks against the wall. The teaher would say, "Mike, blocks are for building, when you throw the blocks you could hurt a friend or put a hole in our wall." If Mike starts to build with the blocks, the teacher would say, "Great job building Mike. I like the way you chose to listen to my words." If Mike continues to throw the blocks, "Mike, if you can not build with our blocks you will have to work somewhere else." Mike will either "build with the blocks" in that case the teacher would praise, "I like the way you are building with the blocks, great job working and listening!" If not, "Mike, I am so sad you could not listen to my words. You will need to work somewhere else today since you could not build with our blocks." If Mike cries, "But I won't, I won't." The teacher must be firm, "I am sorry you are sad, but you chose not to listen to my words. You can try again tomorrow. I know you will do better." The child has to be responsible for thier own situation.It is not the teachers fault. In addition, you always have to start with a clean slate. When it is over, it is over. Expect the best and get the best. Set children up to succeed; and trust children to succeed. In addition, often these children do not know how to integrate into a group. The child may want to work with another child in the block area, does not know how to ask and thus, breaks their work. Which is another issue, they need to learn how. Mike if you want to work with John, say "John, can I help you build your tower?" Also, children need to make ammends, you want them to feel sorry -- not say sorry. If Mike knocks down John's block tower -- Mike will need to help John fix it and make it whole. Then you review the social situation. These issues really need to be addressed now. If children do not develop the social capacity to work with and in a group by kinder. they will be at a disadvantage through their whole academic career. These early bullying and anti social tendencies will alientate them from their teachers and their peers, the self esteem will be affected, they will have the self perception that they are bad or are a bully and will keep and maintain that script. These are the children that are most likely to have serious issues as teens (drop out, s, drug/alcohol, teen pregnancy etc.). Knowing this, keep on keeping on! And I commend you for seeking additional input on a tough situation!
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Date: 4/3/2007 10:14:00 AM
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Author:
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Subject:help!
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this is April. I wish I read this thread at day one of the school year. I do what you recommend on the above post with "Mike". However, I have numerous "Mikes" (and a couple of girls too) who just choose to do the wrong thing. There communication skills are fine. I tried praise, modeling, the works. We now resorted to stickers and candy to try to get the group in line. It can be Hell in my room. They even cancelled class one day when both me and the co-teacher had to go to a training! They do tell us if we want them to behave we better give them candy. We sat the group down, discussed our feelings, and tossed out the candy. The response, one boy said "Now you're in trouble Teacher." Earlier in the year, when we just did the positive reinforcers, the kids would reply back to us "Whatever" and just walk away. If we tried to redirect, we were called "Meanies", games are "boring baby games". we often hear "I hate YOU. or "I hate SCHOOL". I never seen a bigger bunch of unruly disrespectful kids in a class of 4-5 yrs old. Parents are of little help. They did nothing last yr to stop the disrespect, and wild behavior. This yr it is fully ingrained in the kids. Our boss does little to support us, do you think we should have had parents pick their kids up after so many incidences of name-calling/ hitting ? What discipline can you do for disrespect? I'm already planning for a 'what if we get another class like this'. now, I just say to myself.....**May 23rd**
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Date: 4/4/2007 7:51:00 AM
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Author:
Barbara
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Subject:We have a suspension and termination pol...
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We have a suspension and termination policy in our parent and staff handbooks and we will follow it to suspend or terminate care.
It starts with written notes sent home. In the note, besides describing the unacceptable behavior, we tell the parent what we have done to correct it and ask them for support at home to reinforce the correct behavior. After the second note for the same behavior, a parent conference is requested where we decide together on the appropriate action, which could include calling in an outside consultant to observe the child and help in the decision making process. If that fails, the child is either suspended or terminated, depending a lot on the willingness of the parents to help.
Using candy as a "good behavior" reinforcement is something that I do not encourage. Some children may react to the sugar or red dye in the candy making the situation worse.
You need to have the support of your director. Ask her/him to get involved by observing the behaviors of the children and asking for suggestions to improve behavior.
Sometimes when children are bored, they react negatively. Have you talked to the children to get suggestions of what they like to do and what they don't like to do. You can't alter your program to suit their likes and dislikes, but it will give them a feeling of ownership in the room.
One of the times that we have discipline problems with our older children is a transition times - lining up for snack, waiting for everyone to finish a project, etc. We need to keep our children busy. There are several good books on transition activities - Transition Magician I and II from Redleaf Press and 2 of them - which are full of great activities to use.
Good luck with your class and remember May 23 isn't that far away!
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Date: 4/4/2007 3:00:00 PM
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Author:
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Subject:thanks barbara!
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I will bring up discipline poicy for the next school year. We do all the transition stuff, the kid-directed activities. We have a 'teacher' job, that child gets to be 'teacher' for an acivity. We had mental health give us ideas, they tell us many of the kids are severely defiant, and others are unable to keep hands off friends and stuff. But the mental health pros say the kids need to be in a group of less than three kids.! Anymore than that they just go crazy. Today, one child found a used pop bottle on the playground we missed, she drank the stuff in it! We tossed it in the trash can near the door, discussed the dangers, how it made me scared, etc, then lined up the kids. I went to retrieve the bottle, it was gone. She had it again. Five yrs old! This time she wasn't giving up the bottle without a struggle. And while this was going on, another preK was hitting anyone near him, one ran off cause he was bored, another stuck his finger in the window and found the one gap in the frame to get his finger stuck in (911).... all I can say is May 23. (and the parents, just one disciplined their kid. a couple of others stopped by a pop/candy machine and got some stuff cause the teachers were mean today) watch out world, this is the future generation!
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Date: 4/5/2007 6:57:00 AM
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Author:
Barbara
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Subject:That is scary to think they are the next...
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That is scary to think they are the next generation, but for every one of the children you describe, there are hundreds who are well behaved and will make a difference in the world. And who knows, those children could change. I remember a boy in my grade school who was a holy terror. He was always in some sort of trouble. (And his mother was a teacher) He ended up working with troubled youth in a residential setting and did an outstanding job at it. So maybe, deep in their souls, they are learning from their PreK experiences. Keep loving them, no matter how hard it. You don't know how the seeds you planted with them will grow.
And on May 23, you can smile with a job well done.
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Date: 4/17/2007 6:35:00 AM
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Author:
Rudy
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Subject:candy
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I sometimes use candy as a reward for the iones who are following the rules and directions not to get thenm to follow them. I have firm consequences for actions and try to be consistant. If there is a major problem the child goes to the principal or home with the parent. I agree that a lot of parents don't support teachers and look at discipline as the teacher being mean. Well that is why the children are like they are. That is why you can not tollerate that behavior. I work in a state funded at risk program for 3-5 yr old children. Our children ar ein the program becasue of soem risk factors. I get children that are very defiant and unruly but I am consistant with them all the rules apply to ALL. I fortunately have an assistant that helps. My philosophy with diacipline is that there has to be consequences for actions. If there is a behavior that is unwanted then there is a consequence to help change or eliminate that behavior.
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Date: 3/3/2007 6:57:00 AM
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Author:
L.L.
(Reiss26@aol.com)
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Subject:boys, boys, and more boys
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So many great ideas. I have an integrated(75% special needs/25%"typically developing), multiaged(youngest-3/oldest-will turn 6 in May)class with more boys than girls. I use a variety of techniques.
I have had the older boys "teach" the younger children. I start by telling them I need some help and ask them if they would be able to show another child what to do. I always give them the chance to say "No", but I haven't had a child turn me down yet. We also have an "Acts of Kindness from the Heart" bulleting board. The class has been told I watch the children and whenever I see an act of kindness, I write it on a strip of paper. At the end of the day, I read from the strips of paper. Yes, there have been days when I only have a few strips of paper, but that's alright and I tell the children that. I always tell them "Thank you". We then take the strips and weave them together and place them on the bulletin board where all the children's pictures are posted. I can't take credit for this idea because I learned it at a recent workshop, but it's had great results. I have also made sure to stop activities that aren't working and move on to other activities, especially large motor activities. The children know the classroom rules, which they have written and re-written throughout the year, as well as knowing, they get three reminders, then the activity/area is over/closed. Praise, setup of the environment, and flexibility on my part help. There are those days when nothing works and then it's survival mode and one minute at a time. The day does end and tomorrow is a new day.
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Date: 3/3/2007 11:23:00 AM
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Author:
Ms. M
(PMalcPOET@yahoo.com)
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Subject:rowdy behavior
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I, too, have worked with classes in which rowdy behavior has become an issue. Previous posts have offered many suggestions to provide extra time in the schedule for gross motor activities, to which I would add some opportunities for needed deep muscle stimulation, which the children get for themselves by running wheeled vehicles across the floor, crashing vehicles, bikes or themselves into others, jumping, running, and so on. Structuring some of these activities in acceptable ways using mats for crashing, mini trampolines for jumping, and running games (including start-and-stop games), all properly supervised, will allow children to get the physical feedback they need in a safe way, and save the classroom from much inappropriate behavior. A second suggestion is to structure playtimes in such a way that boisterous children do not feed off one another, but are split up as much as possible into different activities. This does take away somewhat from self-selection, but serves to help children contain their behavior during in-class playtimes.
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Date: 4/3/2007 6:19:00 AM
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Author:
Rudy
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Subject:cars
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I agree with most all of your suggestions but what is the point of crashing cars? What are they learning form that play experience except that the cars BREAK if you crash them. I agree that running the vehicles across the floor stimulates fine motor skills as do the other activities you mentioned. I jsut don't understand the crashing car idea.
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Date: 3/5/2007 6:38:00 AM
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Author:
Debbie
(darena@christmethodist.org)
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Subject:challenging behavior
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At our preschool we have found Dr. Becky Bailey's book "Conscious Discipline" to be a huge help with classfoom management.
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Date: 4/12/2007 12:06:00 PM
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Author:
Linda Arocho
(t0good@webtv.net)
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Subject:Devils Advocate
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I must play devil's advocate right now. First, why are only boys labeled as the roudy trouble makers? (Sorry, but reading between the lines of the original post, that's what I surmised.) I use to work with 13 GIRLS that ranged in age of 5-17 that were all at risk - all of whom engaged in dangerous activities - some of whom who had got very physical with someone else, be it a family member or a peer. ALL of those GIRLS, during an interview I would conduct with them after they had been with us for at least a week, all said that if they could have changed anything in their lives, they wanted MORE structure. They wanted their parents to get hard with them. Why? Because it would show them just how much their parents cared. When I would tell the parents that, their jaws just dropped!
Secondly, to the person who's looking for the last day to hurry up get there, PLEASE PLEASE PLEASE, take a couple of sick days - or in this case, take what I like to call a couple of Mental Health days. You sound very close to burned out and I feel very bad for you and your children. Your frustration just oozes out of your messages, and honestly, my heart breaks.
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Date: 4/13/2007 8:39:00 AM
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Author:
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Subject:Im taking a break!
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finally, spring break! a week away from the critters! I guess i am just so frustrated and clueless as to how to proceed with this group. further background, my co-worker was of for a week vacation, on my way to school I was in a minor car accident. They cancelled class for two days i was off cause NO ONE wanted to sub in our class. Mental health has come in to give suggestions, and sent another team in for a 'second opinion'. All said we follow through, and have goals and plans of action, however if we are not 'on top' of the kids in a group of less than four the other 'unsupervised' kids go crazy. Basically, the recommendation was to add THREE additional adults in the room to keep the group under control. Fantasy thought there! I do have a break on Fridays, we have three students from a local college doing student observations so they really help. We see a huge difference in behavior on those days, since we have the kids broken down in five groups, all with a teacher/student facilitating. but the rest of the week........... I am so saddened parents are just not helping out to change behaviors, and right before break I had a conference with a mom who is teaching her child to fight if he is 'dissed' in school. WHY?!!?!! This boy hasn't had problems in class with kids hurting him. He already is the biggest in class. At least the problem girls are coming around. (and their parents, too)
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Date: 4/12/2007 5:08:00 PM
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Author:
mjay7206
(chev-seven@hotmail.com)
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Subject:water play alternatives
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In Australia at present, we are under strict water restrictions. We have been told that water play is not permitted unless we have a rainwater tank.
(i was getting the children to help pour the water on the plants afterwards, but even this isnt allowed)
Unfortunately our centre cannot afford a water tank at the moment. I absolutely love water play in my program and use it often (especially when the weather is warm, but i tend to offer it all year round).
I also use sand, mud and wheat etc but I'm looking for some new ideas as alternatives..
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Date: 4/13/2007 6:35:00 AM
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Author:
Barbara
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Subject:We use a variety of things in our Presch...
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We use a variety of things in our Preschool sensory tables, depending on the season or classroom theme. We have used acorns, popcorn, dried corn still on the ear for the children to shell, scrap paper with decorative scissors, pasta, colored rice, dried beans, potting soil - anything that the children can pour and measure. We would not use most of these things with toddlers because of them still putting things in their mouths. If you come up with any interesting other things, please post them. I'm sure my staff could use some new ideas.
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Date: 4/13/2007 6:38:00 AM
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Author:
Barbara
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Subject:www.childfun.com has a great selection o...
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www.childfun.com has a great selection of things to use in a sensory table. I googled "sensory table" and I think it was the second listing. Lots of great stuff!
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Date: 4/13/2007 3:24:00 PM
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Author:
Narelle
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Subject:Water restrictions
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I too am despratly going to miss water play! ( i am in south east qld - ironically we have heaps of water - but brisbane city has very little so they will have to share ours) I am also thinking what are we going to do instead? - as much fun as sand/rice/pasta pouring is nothing beats the squeals of delight when they are running about under the hose.
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