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Positive Behavior Guidance

Positive Behavior Guidance. YMCA of silicon Valley. Northwest YMCA Program Director for Licensed Child Care Kierra McClanahan (408) 351-2421 Kierra.Mcclanahan@ymcasv.org. EXPECTATIONS ARE CLEAR. Set rules up with your Child Make sure they understand the rule Keep them short

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Positive Behavior Guidance

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  1. Positive Behavior Guidance

  2. YMCA of silicon Valley • Northwest YMCA • Program Director for Licensed Child Care • Kierra McClanahan • (408) 351-2421 • Kierra.Mcclanahan@ymcasv.org

  3. EXPECTATIONS ARE CLEAR • Set rules up with your Child • Make sure they understand the rule • Keep them short • What works for one child might not work for the other • Post them up at home

  4. What is Positive Reinforcement? • 5 to 1 praise • For every 1 criticism praise child 5 times • Example • Positive: Praising a child for finishing homework • Negative: You cannot get up from the table until you eat your vegetables

  5. Your Role and responsibility • We can help children learn and understand appropriate responses, appropriate behavior, and character by practicing these six strategies: • TELL Teach the appropriate behavior. • SHOW & DO Model the appropriate behavior. • Celebrate when children are making good choices. • Practicebehavior strategies over and over again until children begin to remember them. • Reinforce the positive and appropriate choices children make. • Confront inappropriate behavior.

  6. Positive Contact Tips • Smile – be friendly! • Spontaneous and natural • Make one-on-one connections with child • Notice and acknowledge if they are having a good or bad day • Keep up with things they like • Encourage them to try new things

  7. ACT: Acknowledge, Communicate, and Target the Choices • A: Acknowledge understand and label what motivated the child’s inappropriate behavior. Reflect your thoughts in a statement to the child. “I know you are angry, but there are ways to express that anger other than pushing”. • C: Communicate the rules or limits and the consequences for breaking the limits. “The bleachers are for sitting on. They are not for jumping off” • T: Target the Choices by giving children choices of acceptable things they can do which helps them own their behavior.

  8. FTA: Feel, think and act • Feel: Discuss or acknowledge the child’s feelings. “What are you feeling? I know you were angry. It’s ok to be angry. I can tell you’re excited, but pay attention to your feelings. Can we name them?” • Think: Encourage children to think through appropriate responses to their feelings. Ask questions like “What happened? How did it get to this point? What were you trying to accomplish?” • Act: Help children connect their action to their thoughts and feelings. When they were angry and reacted without thinking about the consequences, “What happened? What other actions would have been more appropriate?”

  9. Defusing Angry Behavior • First, they show signs of being anxious: talk to them, give them information, help them understand. • Next, they get defensive: Listen carefully, give focused information, ask, “How can I help?” “What do you need?” • Next, they become aggressive: Find a point of agreement and apologize easily.

  10. What Can We Do to Help Children Be Successful? • Clear and Consistent Expectations • Modeling (Do it with them) • Visual Supports • Check-ins

  11. Questions? • Thank you!

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