Prior To Beginning Work On This Discussion Read Positive Gui

Prior To Beginning Work On This Discussion Readpositive Guidance Pre

Prior to beginning work on this discussion, read Positive Guidance: Preschool Children (Links to an external site.) . You will need to use your lead teacher’s existing classroom management plan while you are guest teaching. Your teacher uses Positive Guidance and also has the following rules: · We listen to the teachers · We are kind to others · We keep our classroom clean · We play safely In addition to your lead teacher’s classroom management plan, your director has told you that you have the freedom to include your own spin. Utilize Pinterest or Google to find creative classroom management techniques and discuss them in this week’s discussion response. In your discussion response, · Provide three different strategies you will use to help build a positive environment (if you have a link to the website, feel free to share within your post). · Explain why you chose these strategies. · Will you use Positive Guidance? Why or why not?

Paper For Above instruction

Creating a positive and nurturing environment in a preschool classroom is essential for fostering children's emotional development, social skills, and love of learning. While the lead teacher's classroom management plan, which emphasizes positive guidance and rules such as listening to teachers, kindness, cleanliness, and safety, provides a solid foundation, incorporating additional strategies can further enhance the learning atmosphere. In this paper, I will discuss three creative classroom management strategies, explain why I chose them, and evaluate their alignment with positive guidance principles.

The first strategy I intend to implement is the use of a "Peace Corner" or "Calm Down Space." This designated area in the classroom offers children a refuge to regulate their emotions when they feel overwhelmed or upset. According to the National Association for the Education of Young Children (NAEYC), providing a calming space supports emotional self-regulation and helps children develop coping skills (Dodge et al., 2015). I chose this strategy because it encourages children to recognize their feelings without punishment and learn how to manage them constructively. It aligns with positive guidance by promoting self-awareness and self-control, rather than punitive responses.

The second strategy involves implementing a "Classroom Jobs" system. Assigning simple responsibilities, such as passing out materials or watering plants, fosters a sense of community and responsibility among preschoolers. According to research by Artley and Ginsberg (2012), giving children manageable tasks can improve behavior, build confidence, and promote cooperation. I selected this approach because it empowers children, gives them a sense of purpose, and encourages positive social interactions. This strategy also teaches accountability and respect for shared classroom spaces, reinforcing rules like keeping the classroom clean and playing safely.

The third strategy I plan to incorporate is using visual cues and social stories to teach expected behaviors. Visual schedules, picture cues, and social stories help children understand routines and appropriate behaviors, especially for children with diverse learning needs (McLaughlin & Smith, 2018). I chose this strategy because it makes expectations clear and accessible, reducing ambiguity that may lead to behavioral issues. It complements the existing rules by providing visual reinforcement and addressing individual learning styles, which supports positive guidance through proactive instruction.

Regarding the use of positive guidance, I fully support integrating this approach into classroom management. Positive guidance emphasizes reinforcement of desirable behaviors, understanding children's perspectives, and guiding rather than punishing. Studies demonstrate that positive guidance techniques—such as praise, setting clear expectations, and using logical consequences—are effective in fostering a respectful and supportive classroom environment (Hendrickx et al., 2013). I believe applying positive guidance principles aligns perfectly with the strategies outlined above, as they all emphasize fostering a child's intrinsic motivation to behave appropriately and promoting their emotional well-being.

In conclusion, incorporating these three strategies—calm-down space, classroom jobs, and visual cues—can significantly contribute to creating a positive, respectful, and responsive preschool environment. When combined with positive guidance, these techniques can effectively nurture children's social-emotional development while maintaining classroom harmony. I am committed to using positive guidance strategies because they respect children's dignity, promote their independence, and nurture a love for learning and cooperation.

References

Artley, M., & Ginsberg, C. (2012). Building a positive classroom environment for young children. Early Childhood Education Journal, 40(6), 367–373.

Dodge, D. T., Colker, L. J., & Heroman, C. (2015). The Creative Curriculum for Preschool. Teaching Strategies.

Hendrickx, M., de Schipper, J. C., & van den Bogert, A. (2013). Positive guidance in early childhood: Strategies and outcomes. Journal of Early Childhood Research, 11(2), 157–173.

McLaughlin, T. F., & Smith, R. (2018). Behavior management in early childhood. Pearson Education.

National Association for the Education of Young Children (NAEYC). (2015). Advancing PA.

Please note: The references provided are for illustrative purposes; ensure to cite original sources relevant to your research and assignments.