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If you can find the root of your childs problems. You can CREATE a solution!

Think back to your child hood what around you was encouraging and or discouraging!
Relationships, Teachers
Parents, Friends
Siblings, Religious clergy
Gangs, Teams
Environments, Home
School, Religious events
Sports events, Neighborhoods
Self-concept, Self-esteem
Culture, Love
Gangs, Teams

Difficult Behavior
Attempting to run away
Why do you think the child behaved this way?
Because he/she dont want to listen to me and follow my directions. They want to have their own

Individualized Guidance Strategies

Activity Binder-Have activities in a little binder that your child could do while they are waiting
for you to finish what you are doing. Bring a book to the store with you so they can try to read to
you while you finish what you are doing.

Difficult Behavior
Why do you think the child behaved this way?
He or She wants your attention from what you are doing. They are doing something like an
activity and it goes wrong.

Individualized Guidance Strategies

Brain Breaks-It is little activities that are on a stick. It gives a picture and then what your child is
supposed to do. It gives them some activity like yoga, jumping to 10, or run around the house
two times. It gives your child active without trouble.

Difficult Behavior
Why do you think the child behaved this way?
Your child could act like this because they see another child biting, so they do it. Also, they could
be biting because they want to.

Individualized Guidance Strategies

Biting Box-You can have a bracelet of any cereal around a yarn, any kind of fruit snack, or
anything that you chose to put in the biting box.

Difficult Behavior
Temper tantrum
Why do you think the child behaved this way?
When you take your child to the store they act out if they dont get something they want. All
parents go through this.

Individualized Guidance Strategies

Solution Bracelet-On your childs first temper tantrum make a bracelet that they can look at.
Before they start a tantrum five your child a chance to try to do something like lets count our
steps to the car and then we can have a snack. Get your child involved and they wont have the

The NAEYC standard I will be using Standard 2: Building Family and Community
Relationships: Students prepared in associate degree programs know about, understand and value
the importance and complex characteristics of childrens families and communities. They use this
understanding to create respectful, reciprocal relationships that support and empower families,
and to involve all families in their childrens development. The WTS I will be using is Standard
#10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support students learning and well-being.
I chose this artifact because it gave me the opportunity to do a skit with my classmates. It
was about how parents can help their children if they get out of hand. It was portioned into
difficult behaviors, the behaviors, what the activity was, and then how the parents react to their
children acting out. It gives the parents little tips on what and how to handle their children out in
public. The artifact shows what to do. It gives the parents tips and they can use it or make
anything for their children.
It fits into this category because it gives some activities for child behavior. It will give the
parents an opportunity to have some fun with their children while at home or just going out of
the house. The parents can make up activities that give children behavior guidance while out and
about whether it is shopping or going out to eat. Bring this along and the children will have
something to do and not act out.

Guidance Philosophy Paper

Guidance means teaching children to learn from their mistakes rather than punishing
children for making mistakes. Teaching children to solve their problems rather than punishing
children for problems they cannot solve/ Guidance also empowers the encouraging classroom,
which all children are capable members and learners. It facilitates an interactive learning
environment in which the adult functions as responsive leader and the child engages in an
ongoing process of constructing meaning through developmentally activities. It assists children
to take pride in their developing personal and cultural identities and to view differing human
qualities. Guidance places healthy emotional, social, and cultural development on a par with
cognitive development in the curriculum (teaching the whole child). Guidance links together
teacher, parent, and child as an interactive team. (I used my notes from the beginning of the
semester for what guidance is.)
Analysis of why children need guidance in their lives. Children are reckless when first
coming in to a classroom. From the moment they are born parents are in their lives. Parents teach
and guide their children as they grow. Parents are the key to child development as the child
grows. Nature (genetics) and Nurture (environment) are the prime factors and should be
emphasized to the importance of parental guidance. Children can learn from watching their
parents. Children see their parents guiding and helping them and in turn their children can do the
same thing as their parents did. Have parents guide their child is the key if you want children to
follow the teachers guidance in a classroom. The parent to a child knows their child inside and
out. Children need the guidance because it can set them on a straight path. Parents or teachers
can show or tell their children at home or in a classroom about things that may not help their
child in their future. Nature and Nurture can be there. Both of them create your childs life as
they grow. Nature is in their body and how they are perceived. Nurture is their environment that
can change in any instant. If you have guidance in the classroom children can be helpful and the
children will have respect for the teacher. Children will respect you if you give them the chance
to. Guiding children in the classroom is easy, but it can be hard getting them to follow. Children
want to do their own thing. You can use a safety rule while in your classroom. You can use basic

rules they can or should follow. The children should be on a routine basis so that they understand
their purpose from day one. They also should have a safety rule to decide on appropriate
behavior for themselves and others. While in the classroom you can make requests and give
directions in respectful ways like, When you are done with playing with the toys, can you pick
them up and put them away so another child can play with them? Also, state rules being positive
like, Please walk rather than Dont run. Validate the childs feelings to show or let that child
know you were listening like, I know it is hard to wait for a game, but other children are waiting
to, do you think you can find another game that you and I can play?
In a classroom, if a proper guidance is not there the room will be very chaotic. The
children will not listen. They will not follow the simplest of rules. Simplest rules like, Can you
pick up the toys?, Can you go to the carpet?, or even Can everyone line up for the
bathroom? Classrooms are very unpredictable. By that meaning alone you dont know what is
in store for you from the first day to the last day. Children can run and not have their listening
ears on. Children do not want to listen to the teacher or their teacher assistant. The classroom can
be a scary place if theres no guidance for them to follow. The first day can be nerve-wracking
alone. Some examples are what if the children do not know when they can go to the bathroom,
where to go when a fire alarm goes off, if the children will be punished for leaving their seats, or
any other number of reasons the room could go into a chaotic mess. When children first start
school they are not set on a set schedule or a routine. So, the teachers room is a mess. It is up to
the teachers to get their room settled down. The teacher has to get the children settled sown
because they have been able to be free and not on a routine or schedule. Guidelines are always
better to have in place. Teachers have to implement them every day until the children are used to
them. In a classroom the teacher should always have guidelines posted. The teacher or her
assistant should implement guidelines in their classrooms from the very beginning.
The guidance strategies I would use in a classroom would be letting the children play (1)
Bingo (had this one for coping activity), (2) Tag! Youre it! (3) Make a problem solvers (chatter
boxes) square with positive sayings on it, (4) Calm down strategies, (5) Have a child sit in a quiet
area doing Zen or reading a book, (6) Make a frog wheel choice with a different saying on it, (7)
Make a chart, (8) Ask the children what stuck with them at the end of the day. The Bingo game
I could yell out the name on the card until a child yells Bingo. I also would have the child do

that one activity with a teacher assistant or by themselves depending on the activity. Tag! Youre
It! Write tag and make up words or go TAG using T for tell someone something nice like that is a
pretty bracelet or cool haircut, a for ask someone a positive question for a positive answer, and G
for giving a positive saying like Great job, Can I help you?, or anything else that comes to
mind. The chatter boxes, problem solvers are another name for it, can be put together by me. It
would have positive encouraging strategies like talk to your friend; apologize to a friend if you
hurt them, or any strategies that will guide children to do the right thing. Guidance can be used in
cool down strategies. Make a list of what children can do like take a drawing or writing break,
read a book, do a puzzle, just guide the children to do positive things. Have the children go to the
quiet chair or library to do yoga and relax. They could take a picture book and look at it. Instead
of a regular choice wheel I could make a frog wheel choice. That could be many things on it that
I could use to help children. I could have on the wheel like, Get another table game, Share
and take turns, Talk things out, or Walk away or many other sayings that the children and I
can come up with. Have them involved making it. It will be called The Frog Wheel of Choice.
I could make a chart with all the children. I could come up with some saying for Instead of to try
thinking. Examples that I could use are instead of I give up try thinking Ill use some of the
strategies weve learned or instead of I made a mistake to try thinking Mistakes only make
me learn better. Last one is I could ask the children What stuck with me today? at the end of
the day before they leave my classroom. So, these are some strategies I could use. There are so
many strategies I could use to implement in my own classroom and environment later in life. I
could use other strategies that other teachers use in their classrooms. I could work with them
with the strategies to see if the children will use them or like them.
The philosophies I agree with and will cite are Piagets theories, Montessori theories, and
Progressivism theory. I feel I can relate to their theories. Piagets theories go thru each stage in
their lives. So, implementing the activities I picked could go along with Piagets. With this in
mind, teachers need to gear their classroom environment (Piaget). I would want my classroom
set up to help kids move to the next stage of learning. When the teacher understands that, he/she
will have an easier time teaching the class. Teachers should not talk to the students; they should
check in with the students for understanding. This can simply be done by asking three to four
students What are we doing right now? What are steps to do this problem? (Piaget).
Basically, what this means to me is sit down and have a conversation with your kids to show

them you care. Make them understand that you want to help them to the next stage of learning.
Since children learn through their own personal experiences, having an environment reinforces
that would be ideal (Piaget). Have a classroom for them, not you. In a Montessori classroom, I
like what the stages are. The process of learning: There are three stages of learning: (Stage 1)
Introduction to a concept by means of a lecture, lesson, something read in a book, etc. (Stage 2)
Processing the information developing an understanding of the concept through work,
experimentation, creation. (Stage 3) Knowing to possessing an understanding of, demonstrated
by the ability to pass a test with confidence, to teach another, or to express with ease
(Montessori). In a Montessori classroom, you get everything and the teacher sits back and
watches the children play and learn after going thru the steps. I think this is true. A well-trained
Montessori teacher spends a lot of time during training practicing the many basic lessons with
materials in all areas (Montessori). The last one I choose is Progressivism. This one is the
fundamentals from John Dewey. Believing that people learn best from what they consider most
relevant to their lives, progressivists center the curriculum around the experiences, interests, and
abilities of students (Progressivism-John Dewey). Dewey regarded the physical universe as
real and fundamental (Dewey). I agree with this because you have to have the fundamentals of
teaching. If you do not have that, then what do you have? Ill answer with this NOTHING.
You will not learn anything. You will not be teaching anything therefore children will not learn.
The goals I will set for myself will be following under the theorists I have chosen. I think
in time I will be following the proper guidance and knowledge. I will learn from others that are
there before me. I will listen to them because they know what they are saying. I want my goals
and knowledge to keep me on my feet. Goals I would like to have are help students find their
voice, help students articulate and follow their values, improve their academic performance,
increase their motivation to achieve, increase pride and satisfaction in performance, and improve
their self-confidence. These are just some goals I would like to achieve them as I go. I would like
to gain a lot of knowledge as I go as well. I always can use more knowledge on teaching. The
more I go the more I will gain my goals and all the knowledge that will help me for the rest of
my life.

The NAEYC standard I used is Standard 5: Becoming a Professional: Students prepared

in associate degree programs identify and conduct themselves as members of the early childhood
profession. They know and use ethical guidelines and other professional standards related to
early childhood practice. They are continuous, collaborative learners who demonstrate
knowledgeable, reflective and critical perspectives on their work, making informed decisions
that integrate knowledge from a variety of sources. They are informed advocates for sound
educational practices and policies. The WTS I used to be Standard #1: The teacher understands
the central concepts, tools of inquiry, and structures of the discipline (s) he or she teaches and
can create learning experiences that make these aspects of subject matter meaningful for
This artifact is my guidance philosophy paper from Guiding Childrens Behavior taken
with Christina Cook. I had to explain in my guidance philosophy about nature vs nurture. Also, it
explains why children to take pride in their developing personal and cultural identities and to
view differing human qualities. Guidance places healthy emotional, social, and cultural
development on a par with cognitive development in the curriculum (teaching the whole child).
Guidance links together teacher, parent, and child as an interactive team. (I used my notes from
the beginning of the semester for what guidance is.) It explains what guidance is.
It fits into this category because it shows what guidance is. I put it in this area because it
fits in with the Guiding Childrens Behavior. This is my belief in this. It explains that I would
like to follow some of the theorists like Piget and Montessori.