Guidance/Discipline Policy
Guides to Speech & Action

1. POSITIVE DIRECTIONS:  Tell child what she can do.  Avoid "would you like to (?)", "O.K.?" or "don't!"  This helps us see children positively, and gives them a model for their own social interactions.
2. GIVE APPROPRIATE CHOICES: Give choices suitable to age and maturity.  Give choice only when you can accept the response.  Be clear on your goals and expectations for the child.
3. VOICE TONE AS TEACHING TOOL: Quiet, firm, slow, clear. Move closer rather than talk louder.  Be emotionally honest in tone.  This is a model for children's voices.
4. SUPPORT SELF-RESPECT AND CONFIDENCE:  Avoid labels and ridicule.  Verbalize child's feelings. Give constructive praise and feedback.
5. SELF-SET STANDARDS: Avoid comparison and competition.  Emphasize process, not product.  Use self-correcting materials and activities.
6. REDIRECT BEHAVIOR: Provide an alternative that is acceptable and still meets child's needs.
7. EFFECTIVE TIMING:  Make suggestions when they will do the most good: -give child a chance to rely on his/her own resources. - prevent trouble. - connect words with child's actions.
8. AVOID MAKING MODELS: Explore and enjoy materials without making objects.  Use materials as a child might: not on an adult level.
9. GIVE MINIMUM HELP: Avoid un-asked for help.  Respond when asked, help child to help herself.  Break task into manageable steps.
10. REINFORCE DIRECTIONS: Suggest a follow through.  Make your body match your words.  Make use of peer influence.  Minimize words.
11. FORESEE AND FORESTALL:Prevent serious problems: Structure a safe, cooperative environment.  Provide ways to resolve conflict.  Think about the impact of your own behavior.
12. SET CLEAR LIMITS:Keep them few and consistent.  Make sure they are understood.  Follow through.  Watch for three red flags: "A child may not hurt self, others, or equipment"
13. STRATEGIC BODY PLACEMENT:Alert to total situation.  At children's level.  Move as needed.  Avoid grouping with adults.
14. HEALTH AND SAFETY FIRST: Be constantly watchful. Evaluate environment ongoingly.  Avoid helping children beyond their own skill level.  Have procedures to handle sickness and injury.
15. OBSERVE, OBSERVE: Teaching is based on the ability to see and interpret behavior accurately.  Take specific notes.  Know age-level expectations.  Be aware of individual differences.