Children with Behavioral Issues Need Help, Not Labels

I feel strongly that, in the classroom of the young child, there is no such thing as a behavior problem. I do agree that there may be such a thing as a child who demonstrates negative behaviors.

Children at this age are experimenting with all kinds of behavior, some of the behaviors will be positive and some of them will be negative. Our job as educators is to teach children which behaviors are productive and which are not. I worry that as we smother our students with behavior charts, stickers, and contracts, we are taking away their chance to internally process what these behaviors mean. Worse yet, when children see their behavior chart constantly on "red", notice that they never receive stickers, or realize they never get a prize from the prize box, they will begin to feel that the behaviors that they have been demonstrating are a part of them, rather than an external activity that is fluid and can be changed. The child (and the teacher) will begin to believe that he/she is a "behavior problem" rather than a child who has a problem with behavior.

I feel the way we talk to young children about bullies is especially damaging. Instead of teaching children about bully behavior, we teach them that some children are bullies. Children will experiment with behaviors that exert some kind of power over other children. Unfortunately, if we have taught that children who act this way are bullies, instead of empowering them with the knowledge that the behavior is a bully behavior, we have taken away their chance to modify their actions. We have taken away their ability to change behavior and have attached a damaging label to the child himself.

This year I stumbled upon Wonder Grove Kids, a company that offers some great character building videos and supplementary materials. The Wonder Grove Learn Education Initiative covers eight critical areas of early learning that impact a child’s ability to succeed inside and outside of the classroom. The following is one of their videos:

Notice that the child in the video who is not keeping her hands to herself does not realize that the behavior is negatively impacting her friendship. This is something she has to learn. As educators, we need to spend less time dictating the consequences of behaviors to our students, and more time helping them internalize the negative impact that poor behavior has on their relationships. And we need to be especially careful never to label them, or allow them to label themselves as a "behavior problem". If we do, we have written their future for them.

Teaching Students To Give Thanks: Gratitude and Other Important Life Skills

Wondergrove Kids are at it again!

Thanksgiving is coming! Food, fall, and football! It’s a time for families and friends to gather and give thanks. One of my favorite teacher spots,  Wondergrove   has posted five Thanksgiving videos you can share with your class. These videos offer valuable tips to remind your students that Thanksgiving is more than a big meal. It's also a moment to reflect and be thankful. Each video is less than 60 seconds so you can show one a day leading up to the holiday. Check it out here! 

Managing Learning Centers: You Can Be At Every Center!

Have you heard of "Talk Boxes?" If you haven't, these are a classroom must have. With just a push of a button students can be independent at each center. If students can't remember what to do, they simply push the button to hear YOU give the instructions once again. What a great way to not only build student independence, but these boxes free the teacher to concentrate on guided reading/writing or math tables! Viola! With Talk boxes the quality of classroom life is improved instantaneously.

To top it off, there are many other uses for these devices. Children can quickly record their own voices providing opportunity for students to practice verbal and auditory skills. They can be used with games, displays, word walls, phonics practice,  information, etc.


These gadgets also come is a smaller version called "Talk Points."

Mystery Box Magic

Do you have a mystery box that you use for hundreds of things in your classroom. There is hardly a day goes by when I don't use one of mine to hold cards, objects, letters, etc. to play a skill based game. To make this box new and exciting, at times I decorate it to match the game or activity.

To make the cover I take a 11X17 sheet of construction paper, measure and cut to the width of the box. Then I measure the length of the cover to equal the three sides.  Next I crease the construction paper to fit the corners of the box (to make it foldable) and laminate.

This Cover is for an Alphabet Mystery Game

To prepare for the game, I simply cover the box by attaching the laminated sheet with a small piece of masking tape on each end. Here is a very simple snow scene cover that I use when I play some of our snow themed literacy or math games.

When , so I will have this box cover each time I need it, I simply fold and file.

Fostering Positive Classroom Behaviors

We all have had those active classrooms with “behavioral challenges.” In fact, the trend is that instead of one “hard” student in the school (as it was early on in my career), it is expected that most classrooms will have at least one or more behavioral challenges that change the tone of the room.

Each time I see discussion boards swing to this topic, I am always saddened to see the listings of behavioral reinforcements (stickers, candy, extra recesses, on and on) that is used. Using these extrinsic rewards actually is compounding the problem!!! 

Rather than using monetary rewards, I would like to suggest that teachers focus on intrinsic rewards; teaching children to feel that natural sense of accomplishment that is being smothered with behavioral modification reward systems. I have found great success using this approach. Children thrive in an atmosphere of high expectations where a task is completed because of the sense of accomplishment that one enjoys from its completion. An atmosphere where the caring and respect for others and oneself is taught, modeled, and practiced. An atmosphere where children are taught how to make good choices and feel the differences those choices bring to their life.

In college I first learned all about the Glasser Circle and I loved its effects. Next, I was trained using the Tribes Learning Community. But for Kindergarten, nothing can beat “I Care Cat: Peacemaking Skills for Little Kids.” I love this program. It is simple and effective. As students learn how to self-manage conflict, care for and listen to each other, and be responsible, the climate of the classroom changes. 

Another thing that I always use is the “Turtle Trick.” This valuable tip to help children control anger, teaches students how to regulate and control their disruptive impulses and natural aggressions. I have seen the lives change in students that are given this tool! We must remember that children want to be good. 

So, before you hand out the stickers, I hope that you will take a look at other methods that actually fix the problem. Methods that give children the instruction and experiences necessary to function in our society.

Setting Kindergarten Procedures

Procedures are as necessary for our students as reading and math. In fact, procedures provide the framework for the curriculum that we teach. Classroom management and beginning teacher books all highlight the importance of incorporating procedures into the classroom. 

Kindergarten  and other early education teachers usually see the importance of procedures. Our students must be taught how to line up, walk down the hall, sit on the carpet in an appropriate way, use a glue bottle or gluestick.....the list goes on and on. 

Because we have so many procedures to teach, it’s tempting to rush the process or even skip a few steps. That’s the opposite of what we should do, however! Your introduction and review should take a month or even six weeks.

When introducing a new procedure, model it if possible. Many management programs suggest modeling the procedure exactly as you want it, modeling it incorrectly, and modeling it almost, but not quite how you want it. Be sure to follow each incorrect or less-than-perfect example with the correct model!

Even when you are well into your school year, remember to review procedures. Choose one or two each day throughout the year to practice or model for a smooth-running class all year long!

Keeping Time

Keeping track of time is part of a teacher’s day. Clocks and timers can be found in most classrooms. A large visual timer can be a helpful classroom accessory, especially if learning centers are a part of your school day. Kids and adults can see how much time is available for an activity at a glance. The “Time Timer” is easy to set and turns off after three of four beeps. It can be purchased at Amazon, Lakeshore, Calloway House, etc. 

*Kathleen

Teaching Students to Work Cooperatively

Today’s world is a mass of inter-connectivity. Working collaboratively is an essential skill that must be nourished and fostered in order to succeed in such an environment.

How to work as a team does not come naturally to an egocentric kindergartner. It is something that must be taught and practiced. Intentional “Teamwork” activities allow students to work together for a shared benefit. Such activities will not only provide collaborative experiences, it will build many other social and emotional aspects of a student's self including:  Self-management, social awareness, self-awareness, responsibility, decision making, caring about others, contributing, relationship skills, and more.

Today we had a lesson on “Teamwork.” After learning the vocabulary words opinion and decision, we did some role-playing that provided opportunities for students to practice coming to a group consensus.  We then read “What’s the Big Idea Molly,” by Valeri Gorbachv.  Next I divide the class into groups and asked the groups to each make an animal that lives in the jungle.  I then reminded the students to listen to each other’s opinions and decide how they would construct the animal.

At the conclusion of the activity we had a debriefing. I asked the students what types of strategies their group used to complete the animal.  I listed their responses.

This was a great activity. And only one child cried! He was pretty mad that his group made the lion a girl lion instead of a boy. This was a great opportunity to talk about consensus. Even though it was not his opinion, he could support the group decision. And, everyone loved the finished product!

Bully Behavior

Last week we read one of my favorite books, "The Meanies" by Joy Cowley, along with several of her other "Meanie" versions.

We talked in detail throughout the week the characteristics of a "Meanie."

Today, we took a twist on the book and talked about people. People can do mean things too. When people are mean, they are usually called bullies! What are  some mean things that people can do? From our conversations, we generated this list.

Tomorrow, we will continue our conversations about "Meanie" behavior as we talk about the brain and how we learn. This always brings some important insights into the lives of a 5 year old.

Our Kindergarten Day

Here is my kindergarten schedule that I posted on the wall for parent teacher conference. My students loved making this "wall book." After it hangs on the wall for a few days, we will take it down, bind it, and put it in the check-out library.