Oct. Mar. Weekly Planning TOTALS MEETING SOCIAL-EMOTIONAL NEEDS AND PROVIDING GUIDANCE October March developmentally appropriate not appropriate EMAA Head Start uses to supplement Using strategies that are not based Conscious Discipline for our approach to guidance. on Creative Curriculum Conscious Discipline. “Conscious Discipline 90 Strategies” guide staff in meeting children’s social/emotional/behavioral needs—as well as their own. Classroom environments are calm and respectful Notes There are few, if any, Relationships indications that the teacher and Physical proximity: on children’s students enjoy warm, supportive Shared activities with children relationships with one another. Peer assistance occurs and is encouraged Matched affect Social conversation Teachers and children rarely, if ever, demonstrate respect for Respect (CLASS) one another. Eye contact Teachers fail to use a warm, Warm, calm voice calm when talking with Respectful language children. Cooperation and/or sharing
Oct. Mar. Weekly Planning TOTALS MEETING SOCIAL-EMOTIONAL NEEDS AND PROVIDING GUIDANCE October March developmentally appropriate not appropriate EMAA Head Start uses Conscious Discipline to supplement Creative Curriculum for our approach to guidance. “Conscious Discipline 90 Strategies” guide staff in meeting children’s social/emotional/behavioral needs—as well as their own. Using strategies that are not based on Conscious Discipline. Classroom environments are calm and respectful Relationships Physical proximity: on children’s Shared activities with children Peer assistance occurs and is encouraged Matched affect Social conversation Respect (CLASS) Eye contact Warm, calm voice Respectful language Cooperation and/or sharing There are few, if any, indications that the teacher and students enjoy warm, supportive relationships with one another. Teachers and children rarely, if ever, demonstrate respect for one another. Teachers fail to use a warm, calm when talking with children. Notes