Today I watched a child working with some boards to create some ramps. It was quite a system that he set up:
At one point, he had a really hard time balancing the boards on the different cones and objects that he was using for that purpose. I watched him closely to see if he would get frustrated, but he simply kept right on working and adjusting, trying to get everything to fit and stay the way that he wanted it to. When he was done, the results were very impressive.
I have watched children like this for a while. When they are creating and they are really in that creative zone, they don’t seem to get as frustrated as they would if they were being asked to do something or if they aren’t in that zone. They work harder and smarter and really focus on what they are doing. They don’t really give up until they get so frustrated that they have to walk away – and then they walk away. They don’t fuss or cry or scream, they just simply walk away.
The differences in attitude between the children who get in this zone and the ones who don’t are so astounding to me. I experiment with different materials in the classroom all the time to try to find things that allow children to enter into this state of focus. Open-ended materials, loose parts – these are the materials that guide children into flow. They are much better than the plastic toys that most manufacturers market as the best toys for children. Children don’t need fancy toys to create. They simply need real, found materials, some time, and some patience from us. When they have those things, they have super-focus and the perseverance to build amazing structures, all on their own.
In my last post I talked about using observation to discover the reasons why children exhibit problem behaviors. In this post we will discuss making a connection with the child. I understand that it may be hard to connect with a child whose behaviors have been so frustrating and have caused so much tension in the classroom, but this step is vital to changing our mindset about classroom behaviors. The observation process is very helpful in this regard, as it shows the teacher exactly what is happening to trigger the problem behavior. With this information in hand, it is easier to try to make a positive connection with the child because you are able to see that the behavior has a reason behind it. So for Step Seven:
- Think about your situation with the child. What do you want the child to learn or to do? For example, if the child is hitting other children, you could say, “I want this child to use his words to solve problems instead of hitting,” or “I want this child to put his toys away at clean up time instead of throwing them across the room.”
Now you have reframed the situation. Before you were only focused on the problem behavior, which usually leads to punishment and frustration. Now you are focused on what the child needs to learn, which leads to teaching. That brings us to Step Eight:
- Based on how you reframed the situation, what can you teach this child that will help them be successful? This can be as simple as, “I can teach this child which words to use in order to solve his social problems,” or “I can teach this child where each toy belongs so that he does not feel so stressed during the clean up transition.”
Up to this point, this problem behavior has caused a lot of anxiety and frustration in the classroom. It is important that you create a plan for staying calm during these situations. This child is watching you during these moments and the calmer you are, the calmer the child will be. The situation may not end as smoothly as you would like, but you will both be calmer. So for Step Nine:
- Think about your reactions up to this point and write down what you will do differently during the next situation with this child. What can you do to stay calm in the heat of the moment? How can you use this situation to teach rather than punish?
More information will be given about stress-management and calming techniques in a later post.
These action steps are adapted from Conscious Discipline by Dr. Becky Bailey. To return to Step Six, click here. For Steps Four and Five click here. For Steps One, Two and Three click here.
In my next post we will begin discussing the stress response.