Scenario 1: Julia put down the Lion King book for a minute so she could go to the bathroom and

when she came back Lisa was reading it. They are now pulling on the book and getting angry. How would you respond? What guidance strategy will you use? Why did you choose this strategy (rationale)? I would first watch for a moment and observe, according to Feeney (2007) it is wise to watch first and refrain from intervening to soon. Children who are not hurting one another can often work out their own solutions , if I saw that the girls were not calming down I would then interfere (p. 293). I would walk over and get down to their eye level and ask them, What is going on. I want to redirect Julia from her being upset that someone else is looking at the book she wanted to look at. As the educator it is important that I do not distract her in order to stop the fighting instead offer her a smiliar activity that will allow her to continue her interest in a way that is safe (Feeney et al., p.299). I would use this strategy because I think it would be the most effective to intentionally teach her a long term goal. Give a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way I would walk over very calmly and ask, What is going on? Julia will tell me I was reading the book and I went to the bathroom and she took my book and Lisa would say, it was my book I was looking at it. I would say I see, Julia you had the book and put it down to go to the bathroom and when you came out Lisa was reading it. I can see you

look upset but why dont we look at while Lisa finishes her turn. I will do this intentionally to not give her the book she wants because there is another child looking at it at the moment. I will tell her, We have these books here that we can look at while we wait for Lisa to finish her turn, or we can play something else, while we wait for Lisa to finish her turn, which would you like to choose? I will ask her a questions giving her options because it shows that I respect and show care for the feelings and rights of others and [herserlf]. What short term and long term goals for guidance would you be supporting with your choice of guidance strategy? Short term- A short term goal that I would want to support at the moment is impulse control. By coming over and trying to take the book from Lisa shows that she does not have much impulse control. By redirecting her to other options Julia can start to understand that if there is something she cannot have at the moment she will look at something else until it is her turn. Long term- In the long run I would like Julia to learn the concept of sharing. I would like in the future for Julia to understand that the materials in the classroom belong to everyone not just her. By understanding this she will also be able to reach a higher level of impulse control. Scenario 2: John and Sara have discovered that they can make small balls with play dough and sling them across the room with their plastic spoons so they stick to the wall. They think it is very funny! How would you respond? What guidance strategy will you use? Why did you choose this strategy (rationale)?

I would use conflict resolution. I would do this because I would tell the children, that throwing the play dough is not okay to do, but I would offer them to figure out another game they could play. According to Feeney (2007) distraction tells children that their interest are not worthy or valued; redirection respects childrens focus and energy while helping them to engage in an activity that is acceptable and appropriate (299). Give a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way I will walk over to the children and get down to eye level and say to them, Using the play dough to throw across the room is not okay to do because someone could get hurt. What other activity can we do so that we can still play with the play dough? I will give them the option to come up with an activity on their own because I respect their opinions. If they were unable to come up with an activity I would ask them, Would you like me to help you figure out another activity to do? I would then ask them, Do you know what soccer is? Well I used to play soccer, and its so much fun because you get to kick the ball into a goal, look and I would show them how to make a soccer ball and try to score a goal on each other. This way the children are still making little balls and using their hands to fling them into a goal post. I would let the children try to come up with an activity before I give one to them, I do this because children learn to treat other with respect and fairness when teachers strive both to model and to teach these beliefs and values (Feeney et al., 2007 p. 294-5). I want to treat them with respect as much as I want them to treat me with respect.

What short term and long term goals for guidance would you be supporting with your choice of guidance strategy? Short term- a short term goal I hope to accomplish by using this strategy is conflict resolution. The will be able to develop their cognitive skills if they can think of activities that they can still do and are still acceptable. Long term- a long term goal I hope to accomplish is the children recognizing unacceptable behavior and stopping and finding their own activity before the teacher needs to become involved. Scenario 3: The children are allowed to play with paint in the art area, but Jose carried his paint brush over to the block area where he is making one of the blocks blue. He is concentrating very hard on painting the block. How would you respond? What guidance strategy will you use? Why did you choose this strategy (rationale)? I will use the I message and redirection. I will choose this method because it seems the most appropriate for this scenario. I will be able to express my feelings and the child will be able to keep doing the activity he is already doing. Give a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way. I think first and foremost it is important to first take a look at my own environment to find out why the child is painting on blocks in the block area. Have a changed my art area, have I added any materials, or is it the same materials and the same items. Many times it is not the children who are doing something wrong it is the

environment that needs to be changed in order for it to look appealing and keep the children interested. In this situation I would walk to Jose get down to his eye level and ask him, what are you doing? He will say to me, painting. Then I will tell him well Jose, you know we have our painting area right over there and I do not like it when you paint on my blocks because they wont be able to stack anymore. I will then tell him would you like to come over and help me wash this and find another activity in the art area that we can play with. By using the I statement and giving Jose a choice I am sending a message that I am leaving the solution up to him, I have told him that he cannot paint our blocks and he needs to find another activity (Feeny et al., 2007 p.290). I will then make some changes to my environment and add something fun such as wood working in order for children like Jose to build stuff and paint it, this is acceptable to do. What short term and long term goals for guidance would you be supporting with your choice of guidance strategy? Short term- a short term goal I hope to accomplish is respect for the classroom environment. I hope Jose will understand that his behavior is not bad but that we need to respect the items in our classroom. Long term- a long term goal I hope to accomplish is impulse control. Recognizing that a behavior is unacceptable and not doing the behavior. Scenario 4: Brenda loves playing in the house area. She always wants to pretend that she is the baby and that Desiree is the mommy. They play together for long periods of time without

conflict. However, when another child tries to enter the play Brenda becomes frustrated and angry, sometimes yelling at the other child. Today, when Katie wanted to join in their play, she grabbed up all the dress up clothes and said, no one else can play in our family. Its just the mommy and the baby!!? How would you respond? What guidance strategy will you use? Why did you choose this strategy (rationale)? I would like to do conflict resolution here. I have learned that children are very capable of solving their own problems. They do not need to have teacher interference all the time it is wise to watch first and refrain from intervening to soon. Children who are not hurting one another can often work out their own solutions (Feeney et al., 2007 p.293). Give a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way. I would observe for a couple of minutes to see if the children were able to solve their own problems, I would observe the childrens temperaments to come up with the best way to handle each situation. If the girls were not calming down I would walk to them and get down to eye level and ask them, What is going on girls? Brenda would reply I dont want her to play with us. Only mommy and baby can play then I would ask Katie what happened and she would say, I want to play with them. I would then say, I see, Katie you want to play but Brenda you dont what her to play with you guys? Is there a reason why? She would reply, Only mommy and baby then I would say to them well how do you think we can solve this problem? I would let the girls think for a moment or until they came up with their own solution. If they could not come up with something I would

say, Katie would like to play, Brenda what do you think we can do? I would then think of a scenario where she wanted to play and the other children did not want to let her play. I would ask her, Do you remember what it felt like? Did you like the feeling? after she did some reflection I would ask her again, How do you think Katie could join you? She would then come up with a solution, such as she could be the sister, or a visitor. What short term and long term goals for guidance would you be supporting with your choice of guidance strategy? Short term goal- I would like Brenda to achieve shared use of space and materials. She needs to learn that other children can play in the same are or can join in her game because the center is for everyone. By having her reflect on the past of how she felt when she was rejected to play she could learn the skill of sharing. Long term goal- I would want Brenda to achieve compassion for others. This is an important skill because it is part of the DRDPs and it is a skill that children acquire through time. By allowing Brenda to come up with a solution and help her reflect she could gain this skill.

Scenario 5: 3 year-old Stephen has trouble sitting at circle time. If he sits near you he talks out constantly and pulls on what ever is in your hand. If he sits across the circle from you he pushes the other children and tries to sit on their space, or rolls out into the middle of the circle. How would you respond? In a situation such as this it is necessary to look at the way my circle time is structured. How long is my circle time, 10 to 15 minutes for younger preschoolers_ is the

time frame I should be keeping the circle time (Feeney et al., 2012 p.302). Also, I would look at the type of things I was doing at circle time. If I had nothing but flashcards to show the colors or numbers or alphabet would cause Stephen to not be able to sit still. Having a circle time which included active participation...physical activity could help Stephen sit still or participate without disturbing the rest of the children (Feeney et al., 2012 p.303). According to Feeney (2012) young children who are not read for group experiences will tell you by wiggling, getting up, lying down, or walking away, such as Stephen who will wiggle around and not be able to sit still. As Stephens teacher I want him to sit still in circle time so that he could learn along with the rest of the children, but, some children are not yet ready to sit in circle time. By providing an alternative activity...both [me] and the children will have a better time if expectations are appropriate and clear..., I have to remember that all children learn differently and I cannot expect things that are not realistic (Feeney et al., 2012 p.303). I would try my best by reminding Stepehen about our classroom guidelines, sitting down and using our listening ears and looking eyes. I would also try to help incorporate him by having him help me maybe he could hold the papers I was done using or he could hold the papers for the rest of the children could see. If either of these did not work I would try to change circle time by having the children do more active activities like jumping or dancing while they learn the same things that they would learn while they sat down. For example, instead of just showing a number and having them tell me the number and count to the number I could have them jump the number of times that is on the paper. For example, if the number is 3 they jump three times, this could help Stephen feel included and not bored. By taking this approach I hope that Stephen will develop a love of learning because he will be having

fun while he is learning. As a short term goal I would want him to develop, participation in classroom upkeep he would now enjoy circle time if he was able to move around more if he did not have to sit for the whole 15 minutes.

Feedback from Rubric: Scenario 1: Jennifer, the strategy that you are using here is called Conflict Resolution. Check the textbook for the 6 steps...you have them all except for after you ask the children how they want to solve the problem, you let them decide on what they want to try instead of choosing for them. Scenario 2: I would like for you to read my guidance mini-lecture #4 and follow the steps for Clear Limit Setting...this involves I-messages and the last step can be the redirection part. If you follow the script that is provided, you will see how easy it is to give a very

clear limit to unacceptable behavior. Also, I would like for you to reread the section on redirection...you want to find an activity that has the same intent yet is acceptable, so in this case you would be looking for an activity that involves throwing something at a target, right? Scenario 3: I am confused by this one...first you say, "I do not like it when you paint on my blocks" but then you give him the option of taking the block into the art area to paint it? Again, follow the steps to clear limit setting as noted in Mini-lecture #4. Scenario 4: It seems as if you are trying to implement Conflict Resolution here...again, let the children name some possible solutions and then choose which one to try. There will be more "buy in" if they are involved in coming up with ways to solve the conflict. I like how you wrote in the beginning of this that you would consider temperament...how would this play out in the description? Scenario 5: Lots of good ideas to support Stephen in being successful in circle time!

Needs some work on clearly defining short term goals and long term goals. Add textbook support for these. There is a real problem with the formatting of this paper, Jennifer. Weird characters and spacing.