Learn to Say Yes! When You Want to Say No! to Create Cooperation Instead of Resistance: Positive Behavior Strategies in Teaching

Autor/inn/en	Kersey, Katharine C.; Masterson, Marie L.
Titel	Learn to Say Yes! When You Want to Say No! to Create Cooperation Instead of Resistance: Positive Behavior Strategies in Teaching
Quelle	In: Young Children, 66 (2011) 4, S.40-44 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Preschool Children; Motivation; Cooperation; Teaching Methods; Peer Relationship; Behavior Modification; Student Behavior; Resistance (Psychology); Interaction; Classroom Environment; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; psychologische; Motivation (psychologisch); Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Resistenz; Interaktion; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	It is human nature to be resistant when someone tells a person no. Children are no exception. Nevertheless, when teachers are frustrated with children's behavior, they may resort to saying no. Often the child responds, "Why?" or resists. What teachers really seek are strategies to help children in preschool and the early primary grades learn how to be respectful and cooperative. They want to encourage children to trust their guidance, take their lead, and willingly follow directions. If the goal is to create cooperation and reduce resistance, it helps to replace "no" with strategies that redirect behavior successfully. Effective strategies can turn resistance into cooperation even for children with whom the teacher typically struggles. Saying yes often empowers success and weakens the setup for resistance. Situations that make one want to say no can become opportunities to say yes. Children's interactions with teachers (negative or positive) provide a lasting blueprint for the way children feel about learning and themselves, teachers, and their peers, now and in the future. Positive interactions are the hallmark of high-quality educational environments and provide an essential framework for motivation, learning, and development. Outcomes of responsive practices include increased social skills, greater emotional regulation, and ongoing motivation for children. In addition, positive relationships support resiliency, compensate for stress experienced at home, and help children achieve their full potential. This article presents four strategies for replacing "no" with "yes" which teachers may use for positive redirection alone, in succession, or combined as needed to invite children's cooperation and responsibility. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.naeyc.org/yc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10