Explain how appropriate guidance promotes autonomy, self-discipline, and lifelong social skills in children. Describe development of self-concept and self-esteem. Discuss the process of emerging self-discipline. List positive social behaviors which should be encouraged in classroom settings. Explain how positive guidance promotes growth and development. Describe development of moral competence in children. Explain the role of indirect guidance technique in classroom management. Recognize the importance of families and culture in guiding children. Describe how cultural difference affects guidance. Discuss the role of culture in children’s interactions and responses to conflict. Describe the importance of working with parents to solve guidance issues. Discuss the family issues which may influence children’s behaviors and ways to assist children in coping with these stressful or frightening situations. Promote development of positive self-concept and prosocial behaviors in children. Demonstrate how a teacher’s guidance techniques affect children’s self-esteem. Demonstrate techniques teachers can use to facilitate positive social interactions among children. Apply appropriate guidance methods to specific situations relating to children’s behaviors. Give examples of individualized behavior plans that classroom teachers may be given to implement with children with special needs. Demonstrate appropriate ways to communicating with children (i.e., active listening, messages, positive statements, etc.) “I” Use developmentally appropriate group management strategies to provide an atmosphere that enhances learning. Provide environments and learning experiences that promote development of children’s trust, autonomy (decision-making, self-assessment, and self- help skills, etc.), initiative, industry, and identity. Demonstrate skills in classroom management and guidance techniques as they relate to common problem behaviors (i.e., biting hitting, tantrums, inappropriate language, etc.) Observe and records children’s behavior using anecdotal records. Demonstrate skills in helping children resolve conflicts. Support a classroom culture that foster trust, caring, cooperation, responsibility, and leadership.
Explain how appropriate guidance promotes autonomy, self-discipline, and lifelong social skills in children. Describe development of self-concept and self-esteem. Discuss the process of emerging self-discipline. List positive social behaviors which should be encouraged in classroom settings. Explain how positive guidance promotes growth and development. Describe development of moral competence in children. Explain the role of indirect guidance technique in classroom management. Recognize the importance of families and culture in guiding children. Describe how cultural difference affects guidance. Discuss the role of culture in children’s interactions and responses to conflict. Describe the importance of working with parents to solve guidance issues. Discuss the family issues which may influence children’s behaviors and ways to assist children in coping with these stressful or frightening situations. Promote development of positive self-concept and prosocial behaviors in children. Demonstrate how a teacher’s guidance techniques affect children’s self-esteem. Demonstrate techniques teachers can use to facilitate positive social interactions among children. Apply appropriate guidance methods to specific situations relating to children’s behaviors. Give examples of individualized behavior plans that classroom teachers may be given to implement with children with special needs. Demonstrate appropriate ways to communicating with children (i.e., active listening, “I” messages, positive statements, etc.) Use developmentally appropriate group management strategies to provide an atmosphere that enhances learning. Provide environments and learning experiences that promote development of children’s trust, autonomy (decision-making, self-assessment, and self- help skills, etc.), initiative, industry, and identity. Demonstrate skills in classroom management and guidance techniques as they relate to common problem behaviors (i.e., biting hitting, tantrums, inappropriate language, etc.) Observe and records children’s behavior using anecdotal records. Demonstrate skills in helping children resolve conflicts. Support a classroom culture that foster trust, caring, cooperation, responsibility, and leadership.
CDEC%201319%20-%20IS%20Child%20Guidance%20-07.15E.docx