Behavior Guidance
Institutional Affiliation
Class
Date
Behavior Guidance
Chapter 14
- Definition of behavior guidance
Guiding behavior is aiding children to acquire positive behavior through behavior guidance, a process through which children control their behaviors, thus becoming independent and self-reliant (Morrison, 2018).
- Behavior Guidance in a Community of Learners
Classrooms are considered a community of learners in which children share the social, physical, and learning environments. As a teacher, one should help the learners acquire appropriate behaviors for learning in the classroom. According to Morrison (2018), a learning community should be child-oriented. All that a teacher does in class should be focused on fostering the personal development of the children. The practices taught to the children in class should be aimed at ensuring both academic and behavioral benefits. Some of the key practices in learning communities that foster behavior acquisition includes teaching civility, character education, and morning meetings (Morrison, 2018). As a result, the teacher guiding the behavior helps the learners guide their own behaviors and ultimately become important contributors to the learning community.
- Social Constructive Approach to Behavior Guidance
The social constructive approach states that children build their behavior based on what they have learned through their past experiences and decisions that foster responsible behaviors (Morrison, 2018). Considering social constructive theory, the teacher’s main role is offering guidance to the children as they develop their behavior and using it appropriately.
- Steps one through to five on behavior guidance
Step one involves modifying and arranging the environment. According to Morrison (2018), the environment plays an essential role in guiding a child’s behavior. For instance, a teacher can arrange the classroom so that the learners pick and return their material, utilize available learning centers, and individually work on projects; Step two involves establishing appropriate expectations. Expectations indicate the extent of the desired behaviors. They are the guidelines the children follow when learning and guiding their behavior (Morrison, 2018). Teachers set behavioral expectations that the children should meet; Step three involves modeling behaviors. In this step, teachers should teach behavior through their actions rather than their word of mouth. For instance, a teacher should instill the habit of washing hands before eating by practicing the same; Step four involves guiding the whole child. In this stage, the guidance entails offering guidance to each child individually. The teacher considers each child’s individual needs and offers guidance in line with them; Step five involves knowing and using developmentally appropriate practice. The teacher should consider understanding the development stage of the children and initiating appropriate measures in each stage.
- Steps Six through to ten on behavioral guidance
Step six involves meeting the child’s needs. In this step, teachers and other caregivers should identify the children’s physical and emotional needs and strive to satisfy them. Step seven involves; step seven involves Halpin the children to develop new behaviors. In this step, teachers should identify negative behaviors and help the children adopt new positive behaviors; step eight involves empowering them. In this step, the teacher accorded the children responsibilities, which helps them develop a stronger sense of direction; step nine involves praise and encouragement. At this step, teachers should normalize praising those learners who portray good behavior and encourage others to follow suit; Step ten involves involving parents and families. In this step, teachers seek insights into the children’s behavior from the parent, hence guiding the children’s behaviors.
- Enhancing behavior in Learners Living with Disability through Reinforcement
Teachers can reinforce children with disabilities through tangible, activity base, social and token reinforcements. Tangible reinforcement involves reinforcing the child’s behavior by granting access to the material the child wants. On the other hand, activity-based reinforcement involves reinforcing the child’s behavior with fun activities (Morrison, 2018). Another means of reinforcing behavior in children are token reinforcement, which involves reinforcing a child’s behavior by offering tokens for good behavior, while social reinforcement involves verbal praise.
Chapter 15
- Reasons why America is a Multicultural nation and the Importance of Multi-Cultural Education
Due to the large number of immigrants, who originate from a wide array of cultures globally, America gains a multicultural nation’s status. According to Morrison (2018), Multicultural education is important as it creates leeway for developing cultural awareness among the children before developing racial and ethnic stereotypes. Cultural awareness involves learning and appreciating their own culture and that of others. Lack of cultural awareness is attributed to unwarranted suspicion and even violence. It is, therefore, crucial to foster cultural awareness through intercultural education.
- Infusing Multicultural Content in The Curriculum
A teacher should be constantly aware that they are the leeway to a multicultural classroom. Therefore, they should seek to integrate varying cultures throughout the academic year and the entire curriculum. A teacher should also integrate the contributions and implications of all cultures, sexes, and abilities throughout the curriculum as a part of their daily teaching. One of the easiest ways of infusing multiculturism in the curriculum is by incorporating literature from the various cultures with the mainstream curriculum.
- Teaching English in Multicultural School Setups
Late exit transitional, developmental bilingual, or maintenance education involves using the learners’ native language and English. The instructions build on the learner’s indigenous language and expand the learners’ English skills so that they can achieve proficient skills in both languages (Morrison, 2018). Another model of teaching English in a multicultural learning environment is the use of early exit transitional whereby the instructional begin in the learners a native language and quickie moves to English (Morrison, 2018). This model’s main objective is to develop the learner’s skills as soon as possible without interfering with the core content. Learners are transitioned into the mainstream grades with their English-speaking counterparts as soon as possible.
- Fostering inclusivity
A teacher needs to put in place measures that foster inclusivity of learners living with disabilities. Some of the ways a teacher ensures foresee inclusivity of learners living with disabilities is by; making them feel important through actions such as welcoming them in class, supporting their independence by letting them do some of the tasks independently, and praising them when they do something applaudable. According to Morrison (2018), these measures increase their confidence and esteem, which subsequently improves their academic performances.
Reflection
“In the whole shared reading kindergarten” video, the teacher first involves the learners in telling about their pets at home. The learners give their individual responses independently. By giving the learners the platform to narrate about their pets, the teachers help acquire and develop the learners’ language as the learners’ practice using their existing vocabularies to form sensible sentences. The teacher further involves the learners in describing what they see in the visual teaching aid provided. The leaners involve themselves in giving their own independent descriptions. This also plays a crucial role in enhancing language acquisition as the learners identify the pets in the book by their names. Involving learners in identifying familiar things and assigning names to them plays a crucial role in ensuring that the learners acquire adequate vocabularies.
In the second lesson, where the teacher is applying modeled writing, the next step should be guiding the learners in writing by themselves. The teacher should only offer her guidance without interfering with the learners’ process of writing. In both lessons, the teacher has adequately involved the learners in the lesson by asking questions and using appropriate teaching aids. This is a significant strength in both lessons. Also, questioning has been largely used throughout both lessons. Questioning elicits thinking among the learners, and hence it can be considered a strength. However, if I were the one teaching the lesson, I would encompass the use of hands-on activities, especially in the writing lesson.
From the two lessons, I have learned several things that I would apply as a teacher. The teacher utilizes appropriate visual aids in their teaching, uses inquisitive language that elicits thinking, and adequately involves the learners in the learning process. Amongst this lesson, the biggest take I way for me is involving learners in the learning process. This is a vital practice in ensuring academic objectives and the cognitive development of the learners. Involving learners in also fosters their confidence and esteem significantly.
References
Morrison, G. S. (2018). Early childhood education today. New York: Pearson.
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