Reflection Paper On Positive Guidance

I remember my favorite teacher vividly even though I sat in her class many years ago. I have so many fond memories of her and took so much from her class. I can only dream of touching a child’s life in the way my favorite teacher touched mine. For just one student to think of me in the same way would make all the years of hard work worth the effort. I also want my students achieve many accomplishments. I want them to use and remember what they have learned in my class. I also want them to have a broad spectrum of knowledge. I want each student to do their best and go as far as they can. I want them to feel a sense of accomplishment and be proud of themselves. I want to be the teacher who is encouraging, supportive, and pushes her students to be their best.

Well planned space is arranged to meet the needs of the children in the classroom. The Core of DAP suggests the teacher should consider what is known about child development, learning, individual children, and social/cultural contexts when designing a classroom. Many pieces of the environment can influence how a child feels in the classroom. The text Planning and Administering Early Childhood Programs states that “aspects such as color of the walls, type of

I hope to embrace all parts of every student and include all different types of learners as I create my future classroom. As future and hopeful elementary education teacher I want to give every child the opportunity to be a part of my classroom.

I can imagine stepping into my room for the first time. The excitement, butterflies, ready for new experiences, and teaching students positive skills that will last a lifetime. Creating rules and guidelines that are clear. Building a relationship with my students.

The Seven Basic Beliefs about Guidance help teacher’s to establish effective guidance practices by identifying effective guidance strategies that are developmentally and culturally appropriate, based on respectful and supportive relationship with children. The three dimensions Positive Climate, Teacher Sensitivity and Regard for Student Perspective of the Emotional Support Domain relate to The Seven Basic Beliefs about Guidance because they both support teachers by providing specific teaching practices to help children develop warm, supportive relationships, experience enjoyment and excitement about learning” (Pianta et al., 2008. p.2). In the chart below I will discuss the correlation between The Seven Basic Beliefs about Guidance and the Emotional Support Domain.

 a lack of space for students to move and experiment is a shame but, a classroom is not the only place that students can learn to create, they can do the basic or the foundation type work in a classroom and then move out into the playground or a hall.

I always thought I would be a teacher and I would make differences in lives and it would be the greatest experience in the world for me, yet being a teacher wasn’t enough, I had a need to expand my education. I decided that perhaps I needed a new career, however, I felt certain education remained my passion. I began to explore new areas of education and I realized I still want to be a member of a classroom, a school and curriculum. I aspire to guide those leading our classrooms.

One aspect that will be discussed in this particular Eco-map will be the positive reinforcement that is received from being a father. The psychology characteristics are positive and emotionally solid. Dennis Jr. is his name and we have an outstanding relationship. Therefore, my thoughts toward my son are nothing less than love and satisfaction. Brianna Smith is my wife, we currently are not living together. The psychological stand point for this family member would be emotionally distressed. We have communication issues which leads to a negative thought process. Furthermore, we still have a relationship and will continue to work hard at being great parents. In addition, my daughter is six months old and we have a bonding relationship.

A Positive Behavioral Support System (PBSS) is critical for students that have challenging behaviors to increase academic success. The PBSS will look and be implemented differently in each school district. According to Bloom (2013) Students that display challenging behaviors often seem unmotivated and unengaged to the classroom teacher and disruptive. A Positive Behavioral Support System has evidence based data linking academic success with positive student behavior; furthermore, it must meet the needs of the students and the school district. Considering each student and school district is different the PBSS will be different in many aspects. Richards, Murakami, and Weiland (2014).

We should create a vision of what our students classroom experience should be like. How is the classroom going to look as you walk in the door? How are the desks going to be arranged, and where will the teachers desk be, or will you have a desk? What kind of objects will be placed on the walls of the classroom? Will the students have influence in the design and upkeep?

Using the traditional behavior management I don’t think it will be the best approach to positive behavior support. When looking into figure 12.1 on page 216, is very hard to try to fix an individual without understanding the problem behind the individual behavior. Behavior at times is implemented by a behavioral specialist that often is outside the general classroom, at times it might not be the ultimate resolution. I am not implying that behavioral specialist input is not important, but is hard to have someone come into the classroom just one day and already have a behavior plan, which sometimes doesn’t work for the student. A one-day observation is not the same as actually really knowing the student and their up and down on an everyday living.

I got into the education profession because several of my relatives are teachers. Growing up, I would always hear stories of how a student succeeded in their class and it not only made the student happy, but the teacher felt like they accomplished the world as well. I want to have that feeling in my future classroom, the feeling of helping a child accomplish something that they don't understand or struggle with, or exceed their goals that they have set for themselves.

At this school and in Our Classroom Cuddle Bug 4 we encourage Positive Guidance. Positive guidance is where you refrain from punishment and instead you teach and use positive teaching strategies to modify and change the behavior while they grow and mature over time. Some teaching strategies include;

Our program’s philosophy on positive child guidance is to discipline instead of punishing children for accidents or mistakes they make. With the help of our committed staff, we can provide a positive atmosphere that will allow the children to feel loved and accepted to help build their self-esteem. Our program will offer the children with choices, but there will also be reasonable, and developmentally appropriate limits. The educators will model positive behaviours that will teach the children to problem solve and build self-control in a healthy, and safe way.

From a very early age, children begin to learn about the association between behaviors and consequences. They realize that there is always going to be a consequence whether it’d be positive or negative, that would follow the behavior. Sometimes children behave very well and most of the time, children tend to give parents and others around them a hard time. When it comes to behavior modification, some basic steps include identifying the behavior, setting expectations, monitoring progress, and reinforcing correct behaviors. Positive reinforcement has a lot of effect on children when it comes to modifying a targeted behavior. A reinforcer,