When you are responsible for an entire class of children, it can sometimes be difficult to give each of them their due attention and at the same time not lose control over all the students as a whole. Many teachers develop their own alternative methods education and management of students, including the development of certain rules of behavior in the classroom, which should be observed throughout school year. In addition, the technique of applying positive parenting measures, which relies more on encouragement, is quite popular. right action and actions than negative impact in the form of punishment or censure. Finally, many teachers advocate involving the whole class in solving pressing problems so that all students can realize that they are being listened to and begin to get used to independent analytical thinking, which will help them feel their importance.

Steps

Establishing rules of conduct in the classroom and implementing them

Develop ground rules for class behavior. Come up with 4-5 simple rules class behaviors and write them down. You will use these rules to control students and set acceptable boundaries for behavior.

• The following rules are possible: all students must enter the classroom on time and ready for the lesson; all students should listen carefully to the teacher and ask questions only after raising their hands; everyone should understand the consequences of skipping class or being late to class.
• The rule of being honest with classmates, as well as politely listening to other people who speak, can also be approved. The general list of rules should contain at least 1-2 rules that are directly related to discipline and acceptable behavior towards classmates.

1. On the first day of class, familiarize students with the rules and express your expectations about their behavior. Start the school year by printing out the rules to distribute to all students. The rules can also be posted on the blackboard or placed in a closed group created for the class in in social networks so that they do not get lost during the school year. Explain to the students that you expect them to follow the established rules, as well as a mutual desire to reinforce the implementation of these rules among classmates.

2. • In addition, you should explain to the class the positive consequences of following the rules, for example, in the form of praise or the participation of individual students in the class in a lottery for some prize. It is also possible to introduce an asterisk system, in which a student who complies with the rules receives an asterisk along with the grade. In addition, group types of rewards can be effective. For example, every time the students behave well, interact well with each other and follow the rules, you can put a glass ball in the vase. If the balls in the vase reach a certain level, the whole class will be able to go on some kind of excursion or participate in some kind of activity.
   • When you have finished explaining the rules and your expectations to the students in the class, you need to get the students' verbal agreement to follow the rules or acknowledge understanding of the rules by raising your hand. In this way, the class will commit itself to adhere to the established rules.

3. During the first week of class, provide a printout of the rules for each student's parents. This will notify parents of the rules established in the classroom and the educational measures you use. If a student gets out of control, their parents can also be involved in educational measures, so it will be useful for them to familiarize themselves with the rules of conduct in the classroom in the first week of classes.

   • Parents may be asked to review the classroom rules with their children again at home to ensure they fully understand. Similar action will also signal to students that parents know and approve of the rules set in the classroom.

4. Remind students regularly of the established rules. Children respond well to a teacher's honest and consistent approach to students, and they often learn by example. Remember to remind students once a week about the rules of conduct in the classroom so that they learn them better.

   • In addition, it is important to ask if the students have any questions about the existing rules. For example, students may come to the conclusion that some rules need more specificity or certain amendments. Be prepared to openly discuss the rules and allow students to express their opinions openly. Although you may refuse to change the established rules, such an open approach will show students that you respect their opinion; in addition, this way you can evaluate the critical thinking of your wards.

5. Put into practice the rules you set. In the event of any problem situation In the classroom, use established rules and remind students of your expectations of their behavior. Don't be afraid to be strict the only way maintain control over student behavior. Be prepared to give appropriate forms of punishment that will encourage introspection and a willingness to discuss problems, but will not cause the offending student to feel humiliated or embarrassed.

   • In addition, throughout the school year, one should not forget about the positive types of incentives for observing the rules of conduct, both by individual students and the class as a whole. This will remind the class that the rules are set not only to punish bad behavior, but also to encourage good behavior.

Application of positive educational measures

1. Understand the difference between punishment and positive parenting. Positive parenting is a type of parenting that uses positive, non-violent educational methods to show the child a respectful attitude, encourage his good behavior and correct the bad. Unlike punishment, positive parenting measures do not appeal to feelings of shame, ridicule, or aggressive or violent behavioral interventions. These educational measures are based on the fact that students respond better to a positive approach when they are given the right to choose, negotiate, discuss and introduce the reward system.

   • As a teacher, with positive parenting you can gain more control over class behavior by encouraging students to make their own choices and decisions about their own behavior rather than trying to enforce appropriate rules of behavior. This type of education is able to establish a peaceful atmosphere in the classroom for a long time, as students will learn to correct themselves and independently solve problems that arise in the classroom.

2. Remember the seven principles of positive parenting. Positive educational measures are based on seven key principles that can be used as rules of conduct in the classroom for the teacher himself, who is their leader for students. These seven principles are as follows:

   • treat students with respect;
   • develop students' social skills and encourage self-discipline;
   • maximize the participation of children in the discussion of issues related to the whole class;
   • respect the quality of life of each individual child and their developmental needs;
   • respect the life views of the child and the sources of his motivation;
   • to educate students in honesty and justice by demonstrating an equal approach to all without any discrimination;
   • to promote the development of solidarity among the students of the class.

3. Follow the four steps of positive parenting. Positive parenting is based on a four-step approach that identifies and encourages appropriate student behavior in the classroom. You can use step-by-step educational measures, both for individual students and for the class as a whole.

   • First, explain what appropriate behavior you expect from a particular student or from the entire class. For example, if you are trying to calm a class down, you could say, “Students, please be quiet.”
   • Second, provide a rationale for why such behavior should be considered appropriate. For example, say: “We are going to start the lesson of English language, so it is very important that everyone listens carefully to me.”
   • Third, ask students to confirm their understanding of the need to behave correctly. For example, ask, “Do all of you understand why it’s important to calm down now?”
   • Fourth, reinforce correct behavior with direct eye contact with students, a nod of the head, or a smile. Good class behavior can also be reinforced with five extra minutes of rest time before recess or by adding an extra glass marble to the vase. If you reinforce the good behavior of an individual student, then you can slightly increase his grade or give an asterisk.
   • Be sure to immediately reward good behavior so that everyone is clear. You should let the children feel that they are playing on the side of the leading team and praise individual students for good team behavior.

4. Put positive parenting measures into practice. When you practice positive parenting, keep the four-to-one rule. It consists in the fact that for every observed inappropriate behavior, you should try to mark the good behavior of the class four times. Follow this proportion consistently, as it will show your students that you are more interested in correct behavior and its encouragement than in punishments.

   • Remember that positive parenting may not work if you do not encourage good behavior in a timely and understandable way. Be sure to follow the rules of the appropriate behavior reward system you use.
   • Try to put more emphasis on the task facing the class, and not on its behavior. Focus on positive things like being quiet and being respectful to each other, rather than asking them to stop talking and yelling. For example, you can construct a phrase to address students like this: “You need to be quiet in order to show respect for what other people are going to say to you.” You should not say something like the following: "I need you to stop talking and concentrate."

Involving the class in solving problems and tasks

1. Have two notebooks ready to write down the challenges facing the class and the decisions made by the students. Take two blank notebooks, label one notebook "Class Tasks" and the other title "Class Decisions." The task notebook will be used to record any questions and concerns regarding the class. The solution notebook will list any answers and solutions to class questions and problems. You will discuss with the class all the questions on the task list and, together with the students, develop possible solutions that will be entered in the solution notebook.

   • This approach to parenting, called democratic parenting, helps develop critical thinking in the classroom and encourage students to actively participate in finding solutions to any issues and problems. As a teacher, you will facilitate the discussion of issues as well as offer your own solutions, however, you will also encourage students to share their own ideas and opinions.

2. On the first day of class, explain the purpose of the to-do notebook. Show students both notebooks on the first day of class. Begin by explaining that the classroom is a place where all students are respected and their opinions are taken into account. Also communicate that during the school year, you will rely on the collective opinion of the class to solve certain issues and problems. Explain that you will contribute fully to class discussions, but expect students to be willing to discuss issues and make their own decisions.

   • As an example, you can show students one of the tasks that another class faced last year and was entered in a notebook with tasks. For example, you could discuss problems that students had in building a class before going to the cafeteria. Some students pushed and interfered with each other when it was necessary to line up in pairs.

3. Ask the class to come up with solutions to the problem or problem shown as an example. Ask students about how they can line up in pairs to show respect for each other. As students come up with possible solutions, write them on the board. Write down absolutely all ideas, even if some of them seem ridiculous or impossible.

   • For example, among the ideas you might hear the need to call all the students in alphabetical order, let the boys line up first, ask the children to line up in the order that has the fastest time, or to form in pairs, call the desks in random order.

4. Analyze various options solutions. You need to tell the class that student behavior is the teacher's problem, so you will be the one to analyze the pros and cons of each of the proposed solutions and choose one of the options to try it out for a week. Explain to the students: “Whoever raises a problematic issue chooses a solution for it.” Review each solution aloud so that the whole class can understand your rationale.

   • For example, your reasoning might be: “If I let the boys line up in front of the girls, then the girls may be offended, but we don’t need this. If I call the students in pairs in alphabetical order, then the names beginning with the letter "A" will always come first. Building in pairs for speed can lead to injury and an increase in the number of offended students. Therefore, I will choose to call the desks at random.”
   • Apply the chosen solution during the following week when forming the class for lunch, and before forming the class, ask the students the question: “Who remembers our decision about how to form in pairs?” Alternatively, ask students to raise their hand if they remember the decision they made to line up in pairs. Such an approach will reinforce decision and demonstrate to students your desire to put it into practice.

5. Use notebooks to record problems that arise and their solutions throughout the school year. Now that you've made students understand the purpose and meaning of the problem and solution notebooks, encourage them to use them to write down any questions they may have and have an open discussion of the solutions as a class. Check the class task notebook daily and bring up the appropriate discussion.

   • Ask students who wrote down a particular question for class discussion and decision. As soon as the question has 3-4 possible options solutions, help the student who asked the question choose the most appropriate option for subsequent practice during the week. Ask the class to confirm their agreement with the chosen solution and the need to follow through with it for the week by calling the name of the student who originally raised the issue.
   • At the end of the week, call that student and ask them to report to the class how good or bad the chosen solution turned out to be. If it is found that the decision was effective, it can be put into effect on a permanent basis. If the solution is not very successful, try to work out a new one together. the best option decision or change for the better the decision that has already been made earlier.
   • In this way, students will be able to make their own decisions on emerging problems, which will contribute to the development of critical thinking and introspection. You will be able to educate students in an open and productive way, and they will understand that every problem they face has several potential solutions.

Every parent wants their child to grow up happy and successful person. I'm not an exception. My son Fedor is 5 years old.

The issue of education is extremely important, because according to the well-known wisdom " sow an act, you reap a habit; you sow a habit, you reap a character; you sow a character, you reap a destiny.".

The actions of our children create their future, and it is imperative that these actions are their own experience and their choice, and not the coercion of their parents. Only then the experience is assimilated correctly and the personality of the child develops harmoniously.

A common technique for many parents is the carrot and stick method. The child does what his parents tell him, and gets a "carrot", does not - the "stick" is used. But what does this teach children? Do what you're told and everything will be fine! Agree, not the best paradigm.

When Fedya was still 2.5 years old, I thought that I would like to find some kind of holistic system of motivation for the child. Which would easily and without coercion encourage him to develop daily, learn new skills and take positive actions that are the result of his own choice. After spending many hours on the Internet, I unfortunately did not find anything like this. Then I did the following simple thing. I drew a sign. By the way, this is what she looked like.

To my surprise, Fedor very quickly turned on this game. For each completed case from the list I proposed, he received a "smiley" in the table. And having collected a certain number of such emoticons, he received a bonus. As a rule, it was a material gift.

This system is quite simple and is used by many parents in one form or another. And all thanks the following benefits:

1. Game style. The child perceives this as an exciting game and, with pleasure and of his own free will, does that (he removes toys, brushes his teeth, etc.), which in a normal situation he would have to be forced to do.
2. Regularity of repetitions within a single system. Since this whole game has a regular basis, the child gets used to its rules and then begins to do many things, as they say, "on the machine." What exactly and is an end in itself. Moreover, within the framework of this approach, any useful skills can be instilled in the child.
3. Ability to achieve goals. The child understands that in order to achieve the desired result, a number of conditions must be met. As in adulthood: To achieve a big goal, you need to achieve several sub-goals. This is a very important skill!
4. Positive motivation (disenfranchisement). For achieving the goal we give a bonus, for not achieving - we do not give. Everything is simple. And no whip! We create a privilege and simply deprive it if something happens. It is important that the child also receives a very valuable life lesson - not always the goal can be achieved the first time. But at the same time, you don’t need to be upset, but just start over and everything will work out.
5. And one more positive moment: the child is in an unobtrusive form learning the days of the week and generally learns to perceive time.

1. Financial motivation is wrong. If a child is motivated financially, then he will begin to perceive the achievement of material wealth as an end in itself, which can be dangerous. It is much better to give a child emotions as a motive - a trip with parents to a circus or a zoo, lunch in a cafe with animators, horseback riding, etc.
2. Pictures are better than text. Young children cannot read, which means they do not perceive texts written by their parents. It is better to visualize what you expect from the child. The child himself will come to you after the completed task, to report on his successes. You only need to praise him to inspire him to new victories.
3. Self-control is better than parental control. When the child has fulfilled one or another condition/task, as reported to you. You can give him a sticker (smiley, flower, star, etc.) so that he himself can paste it into the table, thereby receiving an additional charge of positive emotions.
4. No more than 5 skills at the same time. I initially had a fairly large list of requirements for the child (the number of rows in the table). It was difficult for my son to accept them. Later, I found the recommendation of child psychologists that it is better to instill no more than 5 skills at the same time. Although I admit that for older children their number may increase.
5. The horizon for achieving the goal is a week. Initially, my motivational table was designed for a calendar month. But for a child, it's too long. Therefore, it is better to limit yourself to weekly cycles, at the end of which, on weekends, the child can receive non-material rewards for their success.

I shared my idea with friends and colleagues who have children. And I realized that I'm not the only one with this issue. There was a desire to make a project. Make sure that all the minuses are taken into account and all the pluses are implemented. I hope that with your help the project will come to life!

What is the purpose of the project?

• Help parents raise happy and successful children.
• Make learning and motivating children less stressful and more entertaining.

The makivideo.com service, for a symbolic sum, helped to make a presentation video that briefly describes the essence of the project.

How does the Children's Week benefit work?

1. Post your calendar on the wall in the children's room or in another place accessible to the child. It is important that he was in front of the eyes of the baby, and he could easily reach.

2. Paste any 5 task stickers (skills) for fixing in the first week. Choose the most relevant tasks for your child from the proposed list:

• Make the bed
• Brush your teeth
• dress yourself
• Put the toys away
• Go to bed on time
• Watch cartoons no more than 30 minutes
• Learn a poem
• Feed your pet
• Help mom wash the dishes
• Say "thank you" and "please"
• Do not interfere with parents talking on the phone

By the way, it is planned to add other stickers with tasks for children of different ages. Indicate in the comments to the project, what skills would you like to add?

It is important that the skills are extremely specific and do not interfere with development. emotional sphere child. For example, don't use a sticker like "don't cry" or "don't swear on the playground" because it's fraught with driving a child's feelings inside. You need to understand the source of the problem, and that's about something else. Our manual is focused primarily on instilling specific household skills and developing a healthy attitude of the child to discipline.

3. Explain to the child the rules of the game. Tell us in detail what you will issue stickers for. What gift will the child receive at the end of the week if he collects the required number of them (for example, at least 20).

4. Stock up on stickers for the first week. Keep the rest out of the child's reach. It is important that you always have a sticker of the completed task at hand when the child turns to you for it.

5. Start handing out stickers for the actions taken from the list. At first, it may be necessary to remind you of business. In the future, the child himself, without reminders, will know his duties. And come to you when the job is done successfully. Do not forget to thank the child and cheer, give him a sticker. Let the child himself paste it into the desired square.

If a child asks you for help in completing a task, be sure to help him. What he is doing with you now, tomorrow he will be able to do on his own!

6. Summarize the week. This can be done on Saturday. Count the number of stickers pasted by the child. Mark those tasks and skills that the baby did best (praise), also mark those that need to be improved. And tell him what he can do next week. If the required number of stickers has been pasted, then it's time to give out the declared intangible gift.

If the goal is not achieved, it must be said that there will be no gift this week. However, the next one has every chance of getting it.

Be consistent and fair, in no case give a child a bonus just like that. The child needs this experience. And next week, he will try harder, knowing that he may again be left without a privilege. Moreover, deprivation of privileges is not a punishment in the traditional sense, but a good motivator for future success!

7. Add new skills. After 2-3 weeks, when the baby will perform his duties without reminders, as they say, "on the machine", you can update the task stickers. Be sure to tell your child about this so that he understands that there have been changes in the game.

On weekends, you can not use the calendar so that the child has the opportunity to take a break from his duties.

What do child psychologists say?

Chernobrovkina Svetlana Vladimirovna

Candidate psychological sciences.
Associate Professor of the Department social psychology Faculty of Psychology, Omsk State University

<<По поводу проекта "Детская неделя" могу сказать следующее. В психологии это называется "метод жетонов". Разработка метода осуществляется в рамках научно-практического психологического направления - бихевиоральной психологии и психотерапии.

The essence of the method is the accumulation of conditioned stimuli (in the case of the calendar, these are stickers for the effective behavior of the child) and their exchange for real stimuli (events, objects, etc.).

Psychologists recommend using this method when forming norms and habits of adaptive behavior in young children, as well as when it is necessary to correct the behavior of older children and even adults (for them, of course, both the requirements and the forms of fixing changes in behavior are different).

Within the framework of this project, the principles on which the token method is built are quite accurately reflected (regularity of assessment, repeatability, game character, control of a limited number of skills, etc.).

The project is really worthwhile.>>

What is included in the set of motivational benefits "Children's Week" for 970 rubles?

1. Wall board-calendar for a period of 16 weeks (4 months).
2. A set of 72 standard task stickers.
3. A set of 36 versatile stickers with the ability to write on them the skills that parents consider necessary for the development of children.
4. A set of 400 stickers-marks about completed tasks.
5. Instructions for using the motivational aid and recommendations for use.

Where will the money go?

1. Refinement of the design layout 18,000 rubles.
2. Print run of 125,700 rubles.
3. Printing stickers-skills and stickers-marks 11,800 rubles.
4. Commission of payment systems and website 18167 rubles.
5. Payment for the delivery of gifts to sponsors 9000 rubles.

P.S.

I would be grateful for any support of the project, both in word and deed. If the project seemed interesting to you, please post a link about it on your social network page.

You can come up with creative ways to achieve desired behavior through rewards. Incentives help family life run more smoothly: "First you go to bed, and then - a fairy tale."

Word of warning. Prizes or incentives are a way to entice a child to achieve a goal. The ultimate goal is self-discipline, the child behaves this way because he knows that you expect good behavior from him. He doesn't expect rewards every time he shows good behavior. Our friend, who taught the child at home until the age of eight, found that when he went to school he read well, explaining his skills by the pleasure he found in reading. The reward system used by the teacher was not needed by him.
Some children need encouragement to read, but this situation carries the risk that the child will never read for pleasure.
The reward should be something your child loves and definitely desires. Ask leading questions to determine the child's desires.

• “If you could do something with mom or dad, what would it be?”
• "If you could go anywhere with a friend, where would you go?"
• "If you had a dollar, what would you buy?"

Giving privileges and rewards is an educational tool: "If you do a good job, you can play in the yard before dinner." The best rewards are those that children earn for good behavior.

Reward card

The card is useful tool for motivation small child. They see their progress and improve in their daily steps towards promotion. The card is displayed as an indicator of good behavior for everyone to see. Cards work because they are interactive and enjoyable. Throughout life, many children will be surrounded by various cards, so they will be able to use them well when they see them for the first time in their home. Of course, there are families who feel uncomfortable using cards. The cards worked well in our family at a certain stage. When no remedy worked, behavior cards were arguments for behavior change. If you eradicate unwanted behaviors one by one, your child will gradually feel that he is acquiring good behavior, and this feeling will become his self-control. The need for cards will disappear when the child gets older. When using reward cards, follow these guidelines.

• Follow the basic rule - keep them open, make them fun.
• Work with children. Let your child help you create a map and write daily notes on it.
• Create a card so that the child has a visual image of the reward contained in it. We got good results with cards that had to connect the dots. The child draws the picture he wants. Then dots are placed along the contour of the picture at a distance of 2.54 mm or so.
  Every day, with good behavior (for example, if the child remembers that he must take out the garbage), the child brings the line to the next point. When all the dots are connected, the child will receive a reward.
• Hang the map so that it is clearly visible. (We placed our cards along the aisle between the kitchen table and the refrigerator.) Make the card attractive and provide baby easy access to it. She will often remind you of the need for good behavior and will allow the child to be proud of his successes.
• Make the map interactive: connect dots, stick labels, or colorful stars. The map should be more interesting than just a control map.
• The card may contain positive and negative marks as a reminder of two types of behavior. In my office, I hung up cards to correct bedwetting in children over the age of five. The child labeled a happy face if he woke up dry, and a sad face if he woke up wet. If the number of happy faces in a week exceeded the number of sad ones, the child could choose where he wanted to go for lunch on Sunday.
• The period of time for which the child is encouraged should be short enough. Frequent simple rewards are better remembered by the child. For a baby who is starting to walk, this period is one hour; for a preschooler - one day; for a student - one week. A month is an unattainable period for any child. Child preschool age forms its own calendar, linking it to certain events, for example, “after Sunday school". Novelties quickly become old for children. Change cards often.

Creative incentives. In addition to cards, create your own, understandable incentives - motivators. A six-year-old child's favorite toy was a toy horse, so the mother chose a piece of horse harness as a reward for cleaning the room weekly. She linked the reward to the child's behavior: "When you show me that you can keep your room clean, we will equip your horse." She periodically reminded: "Keep your room as clean as you keep a horse."

To maintain order in the group of boys aged seven to nine, who meet twice a month for the Youth Scouts meeting, we use the Good Behavior Candle. The goal is for the candle to burn out completely while the whole group is working. At the beginning of the meeting, we light a candle, and it burns until a violation occurs.
The perpetrator of the violation extinguished the candle, and it did not light up until the next meeting. Consider what went on in their impressionable minds. Every time so-and-so extinguished a candle, they stopped their progress on the path to promotion. The children didn't want to delay the reward, so they had a motive not to break the discipline so that the candle would not go out.

Ticket system. Tina and her four-year-old daughter, Hailey, were on close terms. Hailey was a very developed child with great demands. Tina corrected Hayley's stubborn behavior in the right direction and enjoyed it.
Hailey and I couldn't find mutual language. Our day seemed to be filled more and more with negativity. All the methods I tried didn't work. So I decided to try what we affectionately call "the ticket system". It took the stress off me. I was no longer a terrible scarecrow for my daughter.
I give her three "free" tickets to start the day. She earns tickets for helping without asking, for doing assigned chores, and for good relationship. She loses tickets for whining, complaining, and refusing (which continues after I count to three, a principle I always use). The tickets became like gold, and after a while she began to behave more and more correctly. At the end of the day or week, Hailey received a special treat that was pre-planned and matched to the number of coupons she collected (frozen yogurt, movie, hamburger, etc.).
The ticket system helped encourage good traits in it. I increasingly began to say phrases: “I love the way you smiled when you woke up this morning” or “Thank you for waiting in line for the swing without screaming or crying.” The expected encouragement was much needed for Hailey.

Sometimes humor is the best remedy for education
When raising a child, parents put on different clothes: you “put on” a police cap in dangerous situations. This is serious and uncompromising. You "put on" a preacher's collar for moral lessons, a diplomat's tie and tailcoat for power struggles, a doctor's coat for healing minor injuries. But the "suit" that will help you best in difficult moments of upbringing is a jester's cap.
The humor is amazing. Frivolity deprives the child of protection and instantly absorbs attention, making it impossible to orient in the environment. Humor opens the closed ears and minds of children. So, one mother turned into a comedian and used humor to get the help of children. Six-year-old Laura and three-year-old Nicholas were in the midst of an argument over a toy. This happened at the end of the day, when the mother was already very tired. She had neither the strength nor the time to recover and delve into the feelings of the children. Instead, she took a large toy cube and placed it on her head, and the performance began: “I'm going crazy. I can't hear your bickering anymore.” She really started acting really funny. The children stopped quarreling and began to laugh, because the mother's antics dispelled their quarrel. Then the mother sat down next to the children and said, “This is a difficult time of the day. Mom is tired. I have to cook dinner. You're tired; if you are hungry, please help me prepare dinner.”
Humor gets the job done. Seven-year-old Aaron's room was a mess. Instead of saying, "Go and make your bed," his mother spoke to the bed with a sense of humor: "I walked with your bed in the morning," she said. The bed was crying: “Cover me. I'm cold". Even for adults, humor can be a way to get a person to work. I well remember the poster in the surgeons' dressing room at our local hospital: "Your mother doesn't live here."
Humor is protective. Three-year-old Alan had a habit of running away from his parents, especially in car parks. The father decided to portray a blind man. As soon as they left the store, the father covered his eyes with his hand, gave the child the keys to the car, and said, "Please hold my hand and walk me to the car." Of course he saw everything.
Humor is disarming. Children may look at you and understand that you are going to say “No” to them. They are ready to resist. You can break through their resistance by wearing your the best mask comedian. Humor helps to bring the child out of regressive behavior.
Here is how one mother solved the problem (case study). Four-year-old Monica insisted on wearing lace because her newborn brother had lace. Mother agreed with Monica's whim, attaching a small piece of lace to her clothes. How they both tried to make lace fit. Monica realized how stupid her whim was.
We use humor quite often to give a child a second chance to obey. Our kids love recording videos so we create our own theatrical performance called Rewind. "Matthew, please help me clear the table." "But dad," Matthew protests. I immediately say, "Rewind!" I step back a little and start again, this time signaling to Matthew, issuing the call command again. This approach usually results in both laughter and obedience.
Use humor carefully. There are times when the behavior of the child does not cause any laughter. Children are very sensitive to ridicule, and sometimes take humor as an insult, even if you're just trying to bring a little frivolity to a tense situation. Sometimes you have to be serious, and sometimes you can be funny. Both should be in the arsenal of educational means of each family. Much of the educational arsenal will be fun for children, and this will allow you to have an admiring audience.

Reminders

"I forgot". "I didn't know I had to do it." Just like adults, children often forget and need to be reminded to keep their behavior within established norms.
Reminders are signals that give a boost to a child's memory. These can be subtle cues in the form of a look that tells a mischievous child, “You know better,” or a short verbal command that triggers the child’s memory, “Ah! Where is this plate? Some situations require serious reminder and should trigger a loud and clear cue in the child's memory: “Remember what we said about crossing the street! The car can run over you! Look both ways!”
Reminders help your child behave according to your requirements. You give the setting and the child fills in the gaps. You have a huge housework to do, you frown disapprovingly. The child receives your message and does his homework without a single word.
Written reminders work best for kids who don't like to feel in control. You avoid a verbal duel. The reminder is a reminder for the child to complete your request in time to avoid verbal instructions. Erin recently read a memo on the door: "Please get the plates out of your room before they get moldy." Frequent reminders are essential for shaping the right behavior.

Book: Your child from birth to 10 years

Alena Voronova

Topic: Motivation to comply with the rules and norms of behavior in kindergarten « Our Commitment to Great Behavior»

Target: Boost aspirations pupils to good behavior.

Tasks:

1) increase in children motivation for compliance with the rules and norms of behavior in kindergarten;

2) the formation of personal qualities: diligence, responsiveness, purposefulness, benevolence.

With the help of Photoshop, I prepared a funny image that I posted on the drawing paper

I signed the clouds, with the help of a transparent film on the clouds, pockets were made to accommodate emoticons.

I made a table for the week, the child, together with the teachers, evaluates his behavior and notes whether they behaved well or badly during rest, at the table, in class, during sleep, after that the day is summed up how the child evaluates his behavior and get emoticons (Great ok, try, you can do better)

At the end of the week, those guys who have no minuses or only pluses follow a minus receive a medal as a reward.

All positive and negative actions, we will definitely discuss. The children are happy to participate in a conversation called

How to spend the next week in kindergarten without remarks", they say rules of conduct in the nursery garden and beyond.

The screen can become an assistant for educators, going on vacation and those who will replace them. Upon returning, it will be easy to track and evaluate the achievements of their pupils.

The screen is also available for parents. Everyone can easily view behavior son or daughter and ask questions of interest to educators.

And the teacher can introduce the table behavior filled with their child. Where can a parent learn more about child's behavior.

Very convenient and efficient.

Related publications:

Recently, cases have become more frequent when adults with children get into an accident. Adults have become more irresponsible. And while they are together.

MBDOU "Kindergarten No. 109 for children with severe speech disorders" Participation in the nomination: "Teaching Children the Rules traffic».

Didactic game "Teremok" for studying the rules of the road with children of the senior and preparatory groups for school. Kalinovskaya Olga.

Formation of generally accepted norms and rules for relationships with peers and adults in preschool children Methodological development on the topic: Formation of generally accepted norms and rules for relationships with peers and adults in children of senior preschool.

Fiction as a means of forming ethical norms and rules Fiction as a means of forming ethical norms and rules. The most common method of educating ethical culture.

Experience in working with families to promote fire safety rules in kindergarten Municipal Autonomous Preschool educational institution No. 43 "Kindergarten of a combined type." No sickness or misfortune.