CDEC 1319 Guidance of Young Children Lab #1 By Sarah Lane Positive Guidance for Children I observed a class of four

to six-year-olds for a few hours. The following is what I was drawn to or noticed in regards to staff members and teachers displaying positive guidance in the classroom environment. Eight thirty had come around and it was time for class start for the day. There were about fifteen students that had already arrived and a few were still expected to arrive. The first part of their daily morning routine is to sing the Good Morning song. The teacher would start to go around the room and the children joined along as they greeted each other through the song. The child who was being greeted would respond with a bow as a friendly good morning motion. There were children still coming in through the the classroom door, so the assistant teacher would be in the back and whisper to the child that was late to kindly remind them of their routine of putting their bag away, put their homework folder in the basket and to out their water bottle in the basket towards the back of the classroom. The teacher guided them calmly and softly to avoid distracting others in the class. During circle, the head teacher went over the calendar by saying the days date and going over the phrases: Today is ______, tomorrow is_______, and yesterday was______. The teacher asked if they knew the answer to the questions to raise their hand to answer. She only called on the children who were obeying her instructions. She has displayed positive guidance by being specific on calling out the child who was listening by saying: I like the way Jack is sitting quietly with his hands raised and ready to answer the question. That positive phrase immediately got the attention of those who were yelling out the answer or waving their hands in the air shouting, pick me, pick me! During lesson time, the children were working on individual work, so some were in the math area and others in language, sensorial, art, and practical life. The children who need help or need assistance or need their work checked, the gently tap the teacher's shoulder. The was one child who was running up to the teacher for help, but the teacher positively reminded her by asking her, how do we walk in the classroom? Please go back to where you were and show me how we are to walk in the classroom to get my attention. The child walked back to their spot and walked back to the teacher and tapped on her shoulder. The teacher praised the child by saying, thank you for following the rules by walking in the classroom.