Guidance Journal #2
Observers Name: Cassidy Wulf
Child Observed: XX
Childs Birth Date: 9/12/11
Context: It is time for the second large group activity of the day. One teacher leads the group and
the others sit beside the children in the group time area. XX sits down elsewhere on the other
side of the block shelf on a stump.
Interaction
XX doesnt want to join group time. Instead,
he sits down on a stump on the other side of
the block shelf and is outside of the group
time area.
I go over to him and bend down so I am at his
level. I do not make eye contact, but rather
turn our heads in a way so I could whisper in
his ear. (Note: I dont remember the exact
conversation but here is what Im pretty sure
was said.)
I whisper, Can you come sit with me?
He responds, Can I sit on your lap?
Yes, of course you can, I reply.
XX holds my hand as we walk over to an
open spot together and he plops down on my
lap.
Childs Age: 5 years 6 months 4 days
Date & Time of Observation: 3/16/17
around 9:50 am
Interpretation
The preferred behavior would have been for
him to join the rest of the group the first time
it was announced.
I stated the same thing in my last guidance
journal, but I would like to reiterate it here as
well. I know this child generally struggles
with listening. Something weve found in the
classroom that helps him is to speak softer
rather than louder to get his attention and
focus.
Im not sure this certain situation involves
aggression, but this situation could be similar
to expressive aggression as maybe he was
trying to see what would be done or how
others would respond if he didnt join group
time.
I think that the information-processing theory
could be a part of this situation. XX may
struggle with listening because he might be
processing the teachers commands
differently that what the teacher intended.
One thing that has been mentioned in the
classroom is that he probably generally hears
louder toned voices at home so a softer tone
might be more effective. Maybe he has
become numb to the louder tones and so using
a softer tone may help him process what the
teachers say.
The guidance strategy I used was to go over
to where he was at instead of shout across the
room, to get down to his level, and to speak in
a whisper instead of a loud tone of voice. I
believe this was an appropriate guidance
strategy. Maybe eye contact couldve been
used for at least a little bit of it before I
whispered in his ear. However, the strategy
was effective as he ended up joining large
group time with me.