Chapter 14 Developing Guidance Skills GUIDANCE q READ
![Chapter 14 Developing Guidance Skills Chapter 14 Developing Guidance Skills](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-1.jpg)
![GUIDANCE q READ: Building Positive Teacher-Child Relationships (What Works Briefs #12) § How is GUIDANCE q READ: Building Positive Teacher-Child Relationships (What Works Briefs #12) § How is](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-2.jpg)
![Objectives q Identify goals of effective guidance. q List personality traits of effective early Objectives q Identify goals of effective guidance. q List personality traits of effective early](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-3.jpg)
![Goals of Guidance q Guidance: direct and indirect actions used by an adult to Goals of Guidance q Guidance: direct and indirect actions used by an adult to](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-4.jpg)
![Guidance and You q Effective early childhood teachers encourage and show interest in children. Guidance and You q Effective early childhood teachers encourage and show interest in children.](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-5.jpg)
![Preparing for Guidance q The first step is observation of the children. q Plan Preparing for Guidance q The first step is observation of the children. q Plan](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-6.jpg)
![Direct Guidance q Indirect guidance: involves outside factors that influence behavior q Direct guidance: Direct Guidance q Indirect guidance: involves outside factors that influence behavior q Direct guidance:](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-7.jpg)
![Use Simple Language q Young children have limited vocabularies. Use Simple Language q Young children have limited vocabularies.](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-8.jpg)
![Speak in a Relaxed Way q Speak in a calm, quiet, relaxed tone of Speak in a Relaxed Way q Speak in a calm, quiet, relaxed tone of](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-9.jpg)
![Be Positive q Guide children by telling them what to do, not what not Be Positive q Guide children by telling them what to do, not what not](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-10.jpg)
![Offer Choices with Care q Children should be offered a choice only when you Offer Choices with Care q Children should be offered a choice only when you](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-11.jpg)
![Encourage Independence and Cooperation q Give children the least amount of help they need. Encourage Independence and Cooperation q Give children the least amount of help they need.](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-12.jpg)
![Be Firm q Be firm, but at the same time, speak in a quiet Be Firm q Be firm, but at the same time, speak in a quiet](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-13.jpg)
![Be Consistent q Children are good at testing adults. q Make sure you are Be Consistent q Children are good at testing adults. q Make sure you are](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-14.jpg)
![Provide Time for Change q Without time for change, children become confused. q Time Provide Time for Change q Without time for change, children become confused. q Time](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-15.jpg)
![Consider Feelings q Children need to recognize, understand, and express their feelings. q Feelings Consider Feelings q Children need to recognize, understand, and express their feelings. q Feelings](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-16.jpg)
![Intervene When Necessary q Interrupt only when you can add to the knowledge of Intervene When Necessary q Interrupt only when you can add to the knowledge of](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-17.jpg)
![Indirect Guidance q Physical setup of a center is a form of indirect guidance. Indirect Guidance q Physical setup of a center is a form of indirect guidance.](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-18.jpg)
![Techniques for Effective Guidance q Verbal environment: all communication that occurs within a setting Techniques for Effective Guidance q Verbal environment: all communication that occurs within a setting](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-19.jpg)
![Positive Reinforcement q Positive reinforcement: rewarding positive behavior q Be careful to only reward Positive Reinforcement q Positive reinforcement: rewarding positive behavior q Be careful to only reward](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-20.jpg)
![Using Consequences q Consequence: a result that follows an action or behavior q Natural Using Consequences q Consequence: a result that follows an action or behavior q Natural](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-21.jpg)
![Warning q When children fail to follow a limit, you remind them that they Warning q When children fail to follow a limit, you remind them that they](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-22.jpg)
![Time-Out q Time-out: guidance technique that involves moving a child away from others for Time-Out q Time-out: guidance technique that involves moving a child away from others for](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-23.jpg)
![I-Messages q I-message: tells the child how you feel about his or her behavior I-Messages q I-message: tells the child how you feel about his or her behavior](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-24.jpg)
![Effective Praise q Effective praise is specific and individualized to fit the situation and Effective Praise q Effective praise is specific and individualized to fit the situation and](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-25.jpg)
![Suggesting q Suggesting means placing thoughts for consideration into children’s minds. q This in Suggesting q Suggesting means placing thoughts for consideration into children’s minds. q This in](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-26.jpg)
![Prompting q Prompting: make a verbal or nonverbal suggestion that requires a response; used Prompting q Prompting: make a verbal or nonverbal suggestion that requires a response; used](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-27.jpg)
![Persuading q By persuading, you encourage children to act or behave in a certain Persuading q By persuading, you encourage children to act or behave in a certain](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-28.jpg)
![Redirecting q Redirecting: diverting, or turning, attention in a different direction q Redirection encourages Redirecting q Redirecting: diverting, or turning, attention in a different direction q Redirection encourages](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-29.jpg)
![Modeling q Modeling: verbal and nonverbal actions by one person, which then set an Modeling q Modeling: verbal and nonverbal actions by one person, which then set an](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-30.jpg)
![Listening q Listening involves giving the children your full attention. q Active listening: listening Listening q Listening involves giving the children your full attention. q Active listening: listening](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-31.jpg)
![Ignoring q Do not encourage inappropriate behavior. q If a child’s behavior is not Ignoring q Do not encourage inappropriate behavior. q If a child’s behavior is not](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-32.jpg)
![Encouraging q Encouraging is a technique that helps children believe in themselves. q Examples Encouraging q Encouraging is a technique that helps children believe in themselves. q Examples](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-33.jpg)
![Prompting Positive Self-Concept q A child’s self-concept includes the qualities the child believes he Prompting Positive Self-Concept q A child’s self-concept includes the qualities the child believes he](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-34.jpg)
![Summary q Effective guidance skills are necessary for teaching. q Self-control is the long-term Summary q Effective guidance skills are necessary for teaching. q Self-control is the long-term](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-35.jpg)
![Review q Discuss ways to promote positive self-concept. Review q Discuss ways to promote positive self-concept.](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-36.jpg)
![Articles q “What Works Briefs” § #14 The role of time out in a Articles q “What Works Briefs” § #14 The role of time out in a](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-37.jpg)
- Slides: 37
![Chapter 14 Developing Guidance Skills Chapter 14 Developing Guidance Skills](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-1.jpg)
Chapter 14 Developing Guidance Skills
![GUIDANCE q READ Building Positive TeacherChild Relationships What Works Briefs 12 How is GUIDANCE q READ: Building Positive Teacher-Child Relationships (What Works Briefs #12) § How is](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-2.jpg)
GUIDANCE q READ: Building Positive Teacher-Child Relationships (What Works Briefs #12) § How is building relationships important to developing guidance? q What do you think the difference is between § Direct guidance § Indirect guidance
![Objectives q Identify goals of effective guidance q List personality traits of effective early Objectives q Identify goals of effective guidance. q List personality traits of effective early](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-3.jpg)
Objectives q Identify goals of effective guidance. q List personality traits of effective early childhood teachers. q Describe principles of direct and indirect guidance. q Explain various techniques for effective guidance. q Summarize ways to promote a positive selfconcept in each child.
![Goals of Guidance q Guidance direct and indirect actions used by an adult to Goals of Guidance q Guidance: direct and indirect actions used by an adult to](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-4.jpg)
Goals of Guidance q Guidance: direct and indirect actions used by an adult to help children develop appropriate behavior patterns q Prosocial behavior: acts of kindness that benefit others
![Guidance and You q Effective early childhood teachers encourage and show interest in children Guidance and You q Effective early childhood teachers encourage and show interest in children.](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-5.jpg)
Guidance and You q Effective early childhood teachers encourage and show interest in children. q Teachers should interact often and ask openended questions. q Children imitate behavior, so model positive behaviors.
![Preparing for Guidance q The first step is observation of the children q Plan Preparing for Guidance q The first step is observation of the children. q Plan](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-6.jpg)
Preparing for Guidance q The first step is observation of the children. q Plan with other teachers. q Learn about family and cultural variations in children’s nonverbal behavior. § Nonverbal behavior: actions rather than words q Share observations, feelings, and suggestions. q Do not talk to other adults while you are teaching unless it is important. q Sit with the children whenever possible.
![Direct Guidance q Indirect guidance involves outside factors that influence behavior q Direct guidance Direct Guidance q Indirect guidance: involves outside factors that influence behavior q Direct guidance:](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-7.jpg)
Direct Guidance q Indirect guidance: involves outside factors that influence behavior q Direct guidance: involves nonverbal and verbal actions q Facial expressions can communicate a variety of messages.
![Use Simple Language q Young children have limited vocabularies Use Simple Language q Young children have limited vocabularies.](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-8.jpg)
Use Simple Language q Young children have limited vocabularies.
![Speak in a Relaxed Way q Speak in a calm quiet relaxed tone of Speak in a Relaxed Way q Speak in a calm, quiet, relaxed tone of](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-9.jpg)
Speak in a Relaxed Way q Speak in a calm, quiet, relaxed tone of voice. q Save loud voices for emergencies.
![Be Positive q Guide children by telling them what to do not what not Be Positive q Guide children by telling them what to do, not what not](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-10.jpg)
Be Positive q Guide children by telling them what to do, not what not to do.
![Offer Choices with Care q Children should be offered a choice only when you Offer Choices with Care q Children should be offered a choice only when you](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-11.jpg)
Offer Choices with Care q Children should be offered a choice only when you want them to have a choice. q Do not try to get children to change their minds. You would then be telling them it was really not a choice.
![Encourage Independence and Cooperation q Give children the least amount of help they need Encourage Independence and Cooperation q Give children the least amount of help they need.](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-12.jpg)
Encourage Independence and Cooperation q Give children the least amount of help they need. q Children only become independent if allowed the opportunity. q Encourage children to work together.
![Be Firm q Be firm but at the same time speak in a quiet Be Firm q Be firm, but at the same time, speak in a quiet](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-13.jpg)
Be Firm q Be firm, but at the same time, speak in a quiet voice. q Effective guidance requires firmness.
![Be Consistent q Children are good at testing adults q Make sure you are Be Consistent q Children are good at testing adults. q Make sure you are](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-14.jpg)
Be Consistent q Children are good at testing adults. q Make sure you are not only consistent with one child but all children.
![Provide Time for Change q Without time for change children become confused q Time Provide Time for Change q Without time for change, children become confused. q Time](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-15.jpg)
Provide Time for Change q Without time for change, children become confused. q Time will allow the children to prepare themselves for new activities and a new environment.
![Consider Feelings q Children need to recognize understand and express their feelings q Feelings Consider Feelings q Children need to recognize, understand, and express their feelings. q Feelings](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-16.jpg)
Consider Feelings q Children need to recognize, understand, and express their feelings. q Feelings are best discussed in small groups or individually. q Young children need to learn how to handle mistakes.
![Intervene When Necessary q Interrupt only when you can add to the knowledge of Intervene When Necessary q Interrupt only when you can add to the knowledge of](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-17.jpg)
Intervene When Necessary q Interrupt only when you can add to the knowledge of your students or promote their safety. q Safety intervention requires words and action. q The children need to be friends with all children. q Do not allow children to be excluded because of age, culture, or gender. q You must intervene when you hear something impolite. q Sharing also may require an intervention.
![Indirect Guidance q Physical setup of a center is a form of indirect guidance Indirect Guidance q Physical setup of a center is a form of indirect guidance.](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-18.jpg)
Indirect Guidance q Physical setup of a center is a form of indirect guidance. q Well-planned setup makes supervision easier. q Large open areas are the best. q Independence should be a learning objective regardless of age.
![Techniques for Effective Guidance q Verbal environment all communication that occurs within a setting Techniques for Effective Guidance q Verbal environment: all communication that occurs within a setting](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-19.jpg)
Techniques for Effective Guidance q Verbal environment: all communication that occurs within a setting q Guidance techniques include § § § § positive reinforcement use of consequences warning time-out persuading praising affirming suggesting § § § § prompting I-messages redirecting modeling listening ignoring encouraging
![Positive Reinforcement q Positive reinforcement rewarding positive behavior q Be careful to only reward Positive Reinforcement q Positive reinforcement: rewarding positive behavior q Be careful to only reward](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-20.jpg)
Positive Reinforcement q Positive reinforcement: rewarding positive behavior q Be careful to only reward behaviors you want repeated.
![Using Consequences q Consequence a result that follows an action or behavior q Natural Using Consequences q Consequence: a result that follows an action or behavior q Natural](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-21.jpg)
Using Consequences q Consequence: a result that follows an action or behavior q Natural consequences: experiences that follow naturally as a result of a behavior q Logical consequences: consequences deliberately set up by an adult to show what will happen if a limit is not followed q Make sure the child is aware of the limits.
![Warning q When children fail to follow a limit you remind them that they Warning q When children fail to follow a limit, you remind them that they](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-22.jpg)
Warning q When children fail to follow a limit, you remind them that they are misbehaving and their behavior will have consequences. q Warn only once. q If the behavior continues, follow through with consequences. q Use a firm voice that reflects your displeasure.
![TimeOut q Timeout guidance technique that involves moving a child away from others for Time-Out q Time-out: guidance technique that involves moving a child away from others for](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-23.jpg)
Time-Out q Time-out: guidance technique that involves moving a child away from others for a short period of time q Time-out is only used when the child’s disruptive behavior cannot be ignored. q To be effective, tell the children in advance what the consequences of bad behavior will be.
![IMessages q Imessage tells the child how you feel about his or her behavior I-Messages q I-message: tells the child how you feel about his or her behavior](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-24.jpg)
I-Messages q I-message: tells the child how you feel about his or her behavior q I-messages should include three parts: § the child’s behavior § your feelings about the behavior § the effects of the behavior
![Effective Praise q Effective praise is specific and individualized to fit the situation and Effective Praise q Effective praise is specific and individualized to fit the situation and](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-25.jpg)
Effective Praise q Effective praise is specific and individualized to fit the situation and child. q The goal is to make the child feel capable and valued. q Remember the following: § § Make the praise age appropriate. Give praise immediately. When praising, establish eye contact. Do not overuse praise.
![Suggesting q Suggesting means placing thoughts for consideration into childrens minds q This in Suggesting q Suggesting means placing thoughts for consideration into children’s minds. q This in](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-26.jpg)
Suggesting q Suggesting means placing thoughts for consideration into children’s minds. q This in turn leads to action. q Always make suggestions positive.
![Prompting q Prompting make a verbal or nonverbal suggestion that requires a response used Prompting q Prompting: make a verbal or nonverbal suggestion that requires a response; used](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-27.jpg)
Prompting q Prompting: make a verbal or nonverbal suggestion that requires a response; used either to stop an unacceptable action or start an acceptable one q Make prompting simple and noncritical.
![Persuading q By persuading you encourage children to act or behave in a certain Persuading q By persuading, you encourage children to act or behave in a certain](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-28.jpg)
Persuading q By persuading, you encourage children to act or behave in a certain way by appealing to their needs and wants. q Link behavior with the children’s feelings.
![Redirecting q Redirecting diverting or turning attention in a different direction q Redirection encourages Redirecting q Redirecting: diverting, or turning, attention in a different direction q Redirection encourages](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-29.jpg)
Redirecting q Redirecting: diverting, or turning, attention in a different direction q Redirection encourages children to express themselves in more socially acceptable ways.
![Modeling q Modeling verbal and nonverbal actions by one person which then set an Modeling q Modeling: verbal and nonverbal actions by one person, which then set an](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-30.jpg)
Modeling q Modeling: verbal and nonverbal actions by one person, which then set an example for others q Set an example by modeling prosocial behavior.
![Listening q Listening involves giving the children your full attention q Active listening listening Listening q Listening involves giving the children your full attention. q Active listening: listening](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-31.jpg)
Listening q Listening involves giving the children your full attention. q Active listening: listening to what is said, then repeating it
![Ignoring q Do not encourage inappropriate behavior q If a childs behavior is not Ignoring q Do not encourage inappropriate behavior. q If a child’s behavior is not](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-32.jpg)
Ignoring q Do not encourage inappropriate behavior. q If a child’s behavior is not dangerous, avoid giving them attention. q Do not look directly at the child. q Avoid acknowledging the behavior. q If you choose to ignore the behavior, tell the child what behavior you are ignoring and what behavior you desire.
![Encouraging q Encouraging is a technique that helps children believe in themselves q Examples Encouraging q Encouraging is a technique that helps children believe in themselves. q Examples](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-33.jpg)
Encouraging q Encouraging is a technique that helps children believe in themselves. q Examples include the following: § § § You can do it all by yourself! You know how it works. I know you can fix it. You were able to do it last week. You must be pleased.
![Prompting Positive SelfConcept q A childs selfconcept includes the qualities the child believes he Prompting Positive Self-Concept q A child’s self-concept includes the qualities the child believes he](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-34.jpg)
Prompting Positive Self-Concept q A child’s self-concept includes the qualities the child believes he or she possesses. q Self-concept is mirrored in behavior. q Children with positive self-concepts perceive themselves as able and important. q You can promote or undermine a child’s selfconcept with your words and actions. q Plan activities that make children feel good about themselves and their abilities.
![Summary q Effective guidance skills are necessary for teaching q Selfcontrol is the longterm Summary q Effective guidance skills are necessary for teaching. q Self-control is the long-term](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-35.jpg)
Summary q Effective guidance skills are necessary for teaching. q Self-control is the long-term goal of guidance. q Child guidance may be direct or indirect. q When guiding children’s behavior, your actions should always promote a positive self-concept in each child.
![Review q Discuss ways to promote positive selfconcept Review q Discuss ways to promote positive self-concept.](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-36.jpg)
Review q Discuss ways to promote positive self-concept.
![Articles q What Works Briefs 14 The role of time out in a Articles q “What Works Briefs” § #14 The role of time out in a](https://slidetodoc.com/presentation_image_h2/db20f407c58665b53c76fcf7ab97db9a/image-37.jpg)
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