101 principles for positive guidance with young children : creating responsive teachers / Katharine C. Kersey, Marie L. Masterson.

Includes bibliographical references.

ch. 1. Building a caring community. Creating a caring community -- The power of connection -- Forming a sense of community in the classroom -- Building meaningful connections : Connect before you correct ; Time in ; Belonging and significance ; Love ; Class meeting ; Make a sacrifice -- Creating a unique identity for your classroom : Establish routines and traditions -- Creating unique traditions in the classroom -- Creating traditions that connect school to the home -- Creating traditions that connect home to the school -- Creating traditions that value and honor diversity -- Using the power of positive affirmation : Talk about children positively to others ; Put it in writing ; Kiss your brain ; Positive closure -- ch. 2. Guiding behavior. Children learn by watching and listening to us -- The goal of discipline -- Guiding behavior in positive ways -- Considering the unintended complications of punitive responses -- Discipline and punishment: what's the difference? -- Positive principles for guiding behavior and relationships : Modeling; Make a big deal -- Accepting the challenge to focus on the positive : Incompatible alternative ; Choice -- Understanding power struggles -- Avoiding ultimatums : When, then/abuse it, lose it ; Follow-through/consistency ; Validation ; Extinction -- Transforming teaching times : Take time to teach -- Strengthening transitions : Punt the plan -- Bringing out the best in children --

ch. 3. Showing respect. Living by the Golden Rule : The Golden Rule -- Demonstrating respect in our beliefs and attitudes : Demonstrate respect -- Demonstrating respect in our words : Whisper ; Privacy ; Turtle time ; Owning the problem ; I-message ; Apology -- Demonstrating respect in our actions : Get on the child's eye level ; Think of the outcome -- Demonstrating respect in the environment : Anticipation ; Don't put the cats with the pigeons -- Demonstrating respect in supporting diversity -- ch. 4. Giving nurturance. Nurturing trust -- Nurturing yourself : Get help ; Take care of yourself ; Nap/take a break -- Keeping calm : Bunny planet ; Read a book -- Nurturing confidence -- Relating to children -- Enjoying children : Have fun together ; Humor ; Jump start a belly laugh ; Make it fun ; Give life to inanimate objects -- Talking together : Institute mailboxes --

ch. 5. Fostering independence. Building the road to independence -- Understanding social factors that affect independence -- Helping children be competent : Good head on your shoulders -- Teaching children to be responsible : Thank you -- Clarifying expectations : Trust ; Logical consequences -- Preparing children to problem-solve : Third party ; Self-correction -- Encouraging independent thinking : Ask the child ; Let the child be the teacher -- Training children to develop new skills : Values are caught, not taught ; Teach, don't reteach ; Successive approximations -- Helping children by being consistent : Prompt and praise ; Sing ; Allow imperfection ; Encouragement -- ch. 6. Building resilience. Helping children cope -- Being available : Availability -- Helping resiliency grow -- Creating a calm and consistent environment : Wants and feelings -- Identifying risk factors -- Experiencing the benefit of support -- Dealing with stress -- Encouraging healthy solutions : Empowerment ; Make up a story ; Role-playing ; Brainstorming -- Becoming your best self : Stay healthy -- Focusing on what is important : Keep your perspective -- Staying responsive : Frog suit -- Building confidence : Help me out -- Teaching how to get help for bullying : Teach children to stand up to bullies -- What to do when bullying continues -- Providing extra support : Best friend --

ch. 7. Preventing misbehavior. Working toward a child's best interest -- Using five steps to turn around behavior outcomes -- Staying in control of yourself : Pay attention ; Remember who the grown-ups are -- Focusing on behavior you want to see more of : Keep it simple ; Blame it on the rules ; Shrug -- Giving preparation and following through : Preparation ; Hand gestures ; Cueing -- Switching gears and doing the unexpected : Switch gears ; Do the unexpected -- Turning around take aways -- Supporting positive outcomes -- Building new skills -- Knowing what to do to keep misbehavior from continuing : Thinking ; Satiation -- Maximizing teachers' influence on children's behavior -- ch. 8. Creating solutions to common behavior challenges. Dealing with persistent behaviors in multiple contexts -- Knowing when to take action: six steps to successful solutions -- I. Learning when to act, instead of ignore : Nip it in the bud -- II. Moving close and avoiding eye contact -- III. Guiding in the least reinforcing way : Use actions instead of words ; Divide and conquer ; Stay detached emotionally -- IV. Deciding who needs to take a break : Take a break ; The timer says it's time -- V. Getting support from another person : Get support from another person ; Change of environment -- VI. Addressing the issue later : Wait until later ; Write a contract -- Addressing special issues with toddlers -- Making good use of the environment -- Staying objective and collecting data : Collect data -- Creating thoughtful solutions to help children succeed : ABC -- Making behavior change permanent --

ch. 9. Collaborating with families. Building bridges with families -- Opening communication : Chill out -- Knowing and understanding families : Other shoe -- Making parent connections -- Connecting before school starts -- Visiting families at home -- Conquering parent conferences : Common sense -- Reinforcing family confidence : Partner/co-worker -- Connecting throughout the school year -- Scheduling parent chats -- Supporting families in stress : Human -- Addressing early intervention with families -- Celebrating families and children : Bake a cake -- ch. 10. Creating positive change : Establishing a meaningful purpose -- Clarifying the vision -- Discovering the power of relationships -- Building a philosophy of influence -- Holding high expectations -- Practicing the power of persistence -- Ensuring a legacy of leadership -- Meeting children's developmental needs -- Appendix A: List of 101 principles for positive guidance in English ; Appendix B: List of 101 principles for positive guidance in Spanish.

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