positivediscipline8 and how it effective instead of old education which not give us.ppt

about how educated your childern with a positive way

1. Positive Guidance Positive Guidance
andand
DisciplineDiscipline
Spilled milkGraffiti scenario

2. “OK, here are your options:
jump and discover the joy
of flight, or don’t jump and I
kick your butt out of the tree.
Scaring and threatening
is NOT discipline.
- Discipline is teaching, training,
and guiding.
-The goal is to train a child who
can self-control, self-discipline,
and self-guide
even when you are not around.

3. Positive GuidancePositive Guidance
Suggestions:Suggestions:
1. Children feel safe and secure
when they have Limits. These
help a child gain self-control
3. Discipline should be
relevant to the misbehavior
5. Children may rebel
when parents punish
rather than discipline
2. Attention is a powerful
reinforcer to guide
children: they often
misbehave for attention
4. Positive Modeling:
is a very effective
way to teach children
desired behavior
6. Consistency is
the key to
guidance. It
helps children
feel secure.
7. Respond to aggressive behavior in
non-aggressive ways

4. More Positive GuidanceMore Positive Guidance
Suggestions:Suggestions:
13. The purpose of discipline is to
learn self-control NOT
obedience. This is the ultimate
goal of positive guidance.
9. Follow through with your
requests. Do not make
threats.
10. Focus on their
good behavior.
8. Use routines to help
children know what to expect
and how to manage their
behavior.
11. Give reasons along with
rules to help them learn why.
12. Treat children as
responsible adults. Children
become what you believe they
are

5. 14. Make sure the message of
LOVE always gets through:
warmth humor

6. Types of Guidance Types of Guidance
TechniquesTechniques
Marble tunnel

7. 1. Natural and Logical 1. Natural and Logical
Consequences Consequences
•Logical Consequences: should
be relevant to the misbehavior
•Imposed by the caregiver to
make the punishment fit the
crime.
•Short in duration, not
imposed in anger, provide
opportunities for children to
learn from their behavior
•Example: If Sally spills the
paint, she must clean up the
mess that is made
•Natural Consequences: occur
without interference, child
can see the result of their
choices
•Cannot be used if the
consequence will cause harm
to self, others or property, or
too far in the future.
•Example: If Billy leaves his
bike out, it will get stolen.

8. 2. Reverse Attention2. Reverse Attention
•Ignoring the negative,
reinforcing the positive
•If the first child
changes his behavior, he
should be immediately
reinforced with a
positive statement.
•When a child’s behavior is
inappropriate, focus on a
child who is displaying the
appropriate behavior and
make a positive comment

9. 3. Redirection3. Redirection
•Substitute acceptable
activities for unacceptable
ones.
•Example: If he is angry at
the block area, lead him to
a different area of the
room and introduce a
different activity
•Children can be easily
distracted. Get him to focus on
something else.

10. 4. Positive Statements4. Positive Statements
•When guiding children,
phrase all requests in a
positive manner
•Example: say, “Let’s walk to
the blocks,” rather than,
“Don’t run to the blocks”
•Clearly states what is expected,
then help them get started
•When giving directions
talk to children on their eye
level
•Let’s practice…….

11. DON’T – PLEASE DO
Negative statement Positive
Statement
•Don’t sit on the counter
•Don’t you ever clean
your room
•Don’t hit your brother
•Don’t run
•Don’t go in the road
•Don’t yell at me
•Don’t put your dish in
the sink
•Please sit on the chair
•Please keep your room
clean.
•________________
•________________
•________________
•________________
•________________

12. 5. Limited Choices5. Limited Choices
•Do not give him an
unlimited choice unless he
can really have what is
chosen.
•Only give choices that are
available.
•Example: “Do you want
juice or water for a drink?”
rather than, ‘What would you
like to drink?”
•Give “Either – Or” and
“When-Then” choices

13. 6. Time Out6. Time Out
•When a child has
disobeyed a rule, she will be
sent to a predetermined
place to distance herself
from the problem and gain
composure.
•Should be a last option,
limited use.
•Use a place where there are
no distractions or positive
reinforcers
•The time spent in time out
relates to the child’s age.

14. STATE Assignment #8 in study
guide:
•Read the 3 child rearing problems or case
studies involving a child/children and their
parents, a group of children, or a group of
children and an adult(s).
•Suggest a positive guidance technique to be
used to solve them.

15. 7. Be a Good Role Model
•Remember that children imitate you.
–Don’t expect them to be different than what you are.
If swearing is not OK for them to do, then you
shouldn’t swear.
–Be polite and courteous and treat them
with respect.
–Treat them as responsible people.

16. 8. Children become
what they are told they
are.
Read graffiti

17. Match
1.Responsive to children's’
needs.
2.Indifferent to children,
ignore them
3.Reject their children
4.Critical, derogatory,
dissatisfied with their
children.
5.Warm, understanding and
accepting.
A.Hostile and antisocial
B.Poor self-control, difficulty
with social interactions
when teenagers.
C.Compliant with parent’s
wishes
D.Happy and friendly
E.Dissatisfied with
themselves.

18. Matching Key
1.Responsive to children's’
needs.
2.Indifferent to children,
ignore them
3.Reject their children
4.Critical, derogatory,
dissatisfied with their
children.
5.Warm, understanding and
accepting.
A.Hostile and antisocial
B.Poor self-control, difficulty
with social interactions
when teenagers.
C.Compliant with parent’s
wishes
D.Happy and friendly
E.Dissatisfied with
themselves.

19. Authoritarian:
Limits without Freedom.
•Parents’ word is law, parents have absolute
control.
•Misconduct is punished
•Affection and praise are rarely give
•Parents try to control children's’ behavior and
attitudes
•They value unquestioned obedience
•Children are told what to do, how to do it, and
where to do it, and when to do it.

20. Outcomes of Authoritarian Style
•Obedient
•Distrustful
•Discontent
•Withdrawn
•Unhappy
•Hostile
•Not High
Achievers
•Often Rebel
•Children from authoritarian
homes are so strictly
controlled, either by
punishment or guilt, that they
are often prevented from
making a choice about a
particular behavior because
they are overly concerned
about what their parents will
do or say.

21. Permissive:
Freedom without limits.
•Parents allow their children to do their own thing.
•Little respect for order and routine.
•Parents make few demands on children.
•Impatience is hidden.
•Discipline is lax
•Parents are resources rather than standard makers
•Rarely punish
•Non controlling, non-demanding
•Usually warm
•Children walk all over the parents

22. Outcome of Permissive Parenting
•Aggressive
•Least self-reliant
•Least self-control
•Least exploratory
•Most unhappy
•Children from
permissive homes
receive so little
guidance that they
often become
uncertain and anxious
about whether they are
doing the right thing.

23. Democratic:
Freedom within limits.
•Parents set limits and enforce the rules
•Stress freedom along with rights of others and responsibilities of all
•Willing to listen receptively to child’s requests and questions.
•Provides both love and limits
•Children contribute to discussion of issues and make some of their
own decisions
•Exert firm control when necessary, but explain reasoning behind
it.
•Respect children’s interest, opinions, unique personalities.
•Loving, consistent, demanding
•Combine control with encouragement
•Reasonable expectations and realistic standards.

24. Outcomes of Democratic Style
•Happy
•Most self-reliant
•Most self-control
•Content, friendly,
generous
•Cooperative
•High-achiever’
•Less likely to be
seriously disruptive
or delinquent
•Children whose parents
expect them to perform well,
to fulfill commitments, and to
participate actively in family
duties, as well as family fun,
learn how to formulate goals.
They also experience the
satisfaction that comes from
meeting responsibilities and
achieving success
•SCENARIOS

25. •In groups of three or four develop a comic
strip, case study, or story that fits each
parenting style.
•Groups pass their stories to other groups
and have them read them to see if they can
identify the parenting style.