Training Modules Children and Youth Module 4. Let's talk about... Behaviour Management

In this module we'll look at behaviour and ways to encourage positive behaviour from the children and carers.

“In our informal and welcoming atmosphere, and where we are not the primary caregiver, it is not our place to discipline, but rather to set expectations and to make sure the rules for the common good are respected.” p18 Ghoting, Saroj Storytime Manual for East Albemarle (NC) Regional Library System. 2020.

•       We expect a certain amount of chaos.

•       We are flexible and can adapt our program if needed.

•       We let the group know our expectations each storytime.

•       We are looking out for the good of the whole group.

•       We are aware that culture might impact on the behaviour of children.

Behaviour Management Tips

•       Be prepared, your confidence in what you are about to do will help engage the parents, they know they are here for something worthwhile.

•       Go over your expectations before starting the storytime. Do this every time you do storytime.

•       Using the aside or saying the focus could also help, it shows the parents that there is a purpose to the session. 

•       Breathe, count in your head quietly and smile. (It tricks your brain into thinking you are happy…) Ask the children to have their listening ears on and ready.

•       ‘Can you give me five?’-hold up your hand showing 5 fingers and ask-as you point to each finger

o   Are you sitting?

o   Are your legs crossed?

o   Are your eyes on me?

o   Are your hands in your lap?

o   Are your lips closed?

Do this each week, the children will get to know what ‘the five’ are and eventually you can just say ‘Can you give me five?’

•       Use a song or rhyme that tells the children to get ready for a story.

•       Praise positive behaviours-a lot. Use terms praising the behaviour not the child. For example-"That's great listening." "Wow, you're sitting so well and I can see you're ready for the story" - Avoid "Good boy" or "good girl."

•       Think "All together", not “Do you want to . . .” Young children are quite literal so say something like, Let’s read our next book, or Next, we have a song about . . . not "Do you want to have a story now?" (You will get a couple of "No" answers)

•       If parents are talking during storytime stop at an appropriate place and ask everyone to join in a song-something like Heads and Shoulders or If you’re happy and you know it…

•       If it gets noisy during reading a book read quieter in expressive and exaggerated whispers.

•       Be prepared for children to be children, some need to move as they listen, have your storytime things in a safe place-away from little fingers. (I like to use a gift box for props that I keep closed and on the trolley basket.)

•       Use a visual story/Storyboard – each branch has a series of pictures you can use. Place the images up of what you are going to do and remove them when done. If necessary you can always swap images (Helpful for children on the autism spectrum)

•       Use a transition song or rhyme-

Running, running, running, running

Hop, hop, hop; Hop, hop, hop

Tiptoe, tiptoe; tiptoe, tiptoe

Then I stop. (hold up hand)

And I drop. (sit down)

OR

My hands above my head I place,

On my shoulder, on my face.

And then behind me they will hide.

And I can reach them way up high.

I can count 1-2-3,

And see how quiet I can be.

OR regular favourites such as Heads and Shoulders or Open Shut them

•       Be aware of parent expectations. Sometimes parents are supportive in a pushy or controlling way. For example, they may make their children sit quietly when we would encourage them to be more active and even call out answers. Sometimes parents will tell children what to say, not waiting for the child to figure out things themselves.  Some parents and caregivers are quite directive, wanting the item to be “perfect,” see how she did hers? In these cases, it can be helpful, again, to articulate your expectations and to explain the WHY behind what you are doing. For example:

o   This is a storytime, not a classroom, so we don’t expect children to sit quietly the whole time.

o   It is fine if Jonathan doesn’t raise his hand before speaking here. He can join in with the other children.

o   I have purposely chosen an activity where children can express their own ideas and develop their creativity. The item doesn’t have to look a certain way.

 

Try these

https://jbrary.com/transitions/

•       When we are losing the children’s attention, your first impulse may be to speed things up, to try something new/different, to keep their attention. However, children need more time, not less time, to process what you are saying and doing. You may want to:

o   Lower your voice

o   Slow things down. Wait 5 seconds between sentences to allow young children to absorb what you are saying.

o   Sing a song

o   Telling children what will be happening next is a big help in helping them shift their attention. For example, “Next we are going to sing a nursery rhyme. I will show you some actions for each sentence and then we will do it together,” or “After we sing this song, we will sit down and I will read you our next book.” Did you notice, I said, “We will sit down,” not just “We will read a book together”? This is a cue for them. It breaks down what they will need to do into steps. 

On to Module 5

 

 Click on Answer these... to access the questions

Answer these…

1.       What techniques do you already use to support a positive environment for children around books, reading and language activities? What other practices have you learned about that could be applied to behaviour management?

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2.       What challenges do you feel you have? What are your opportunities for growth?

 

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3.       What techniques, those already mentioned or not, might you like to try? Whom might you talk with for more ideas?

 

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4.       How can you work to create community in your storytime where parents, caregivers and children are all engaged in the activities?

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5.       Looking back on your storytime, what might you do differently? How will you capture this information so that you will remember for future storytimes?

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6.       How might you enlist the help of parents and caregivers? If you do not know the parents and caregivers well, what are some ways you can build relationships in order to learn more about your storytime participants?

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Training Modules Children and Youth Module 7 Storytime routine

In this module you will look in more detail at the routine we follow for storytimes. The only parts that are consistent across the branches are the opening and closing song, the early literacy skill and the STEAM activity if included.

Sample Storytime routine

Arriving and Settling In- be in storytime area to greet families and children, try to get to know some names of children. Be mindful of the children’s levels of shyness… try to get down to their level when you can.

Storytime Introduction (Welcome, Early Literacy Tip--Explain)-Introduce yourself and welcome everyone. Set guidelines using the charter-see below- have it nearby or point it out. Use positive language. Literacy tip-from the pack information sheet and written on the “Today we will…” speech bubble. (This part is directed mostly at the parents, so look at them, scanning across the group so they all know you are talking to them)

The charter-each branch should have an A3 sized poster.

 

Opening Song or Rhyme “We clap and sing hello” and “Please no eating”

Set the Stage: Today we’ll be talking about . . . (Directed to the children) Talk about the theme, ask questions if you feel confident that you can get back on track. Give a brief outline of what the children will be experiencing – Today we will be sharing stories and songs that are all about monkeys. Have you ever seen a monkey, maybe in a book or at the zoo?

Big Book—Model literacy skill as outlined in the back of the book.

Rhymes/Songs: one or two rhymes and/or songs

Book

Rhymes/Songs: one or two rhymes and/or songs (You can repeat ones from before)

Book

Rhymes/Songs: one or two rhymes and/or songs (You can repeat ones from before)

Feltboards/STEAM Activity

Book

Rhymes/Songs: one or two rhymes and/or songs (You can repeat ones from before)

Birthday Hat-Ask birthday people to come to the front (or stand with mum…), sing happy birthday, give a sticker or stamp

Early Literacy Tip—Empower. Show how parents can support children’s early literacy at home. Either give another tip or repeat the one from earlier in the storytime.

Closing to Adults-Thank parents for coming, promote collection, online resources or programs.

Closing Song -“We wave goodbye like this”

Movie-DVD/USB/Storybox library or Kanopy (if your internet is stable)

Craft- Remember these are pre-school children they need a small amount of challenge and something interesting to leave with.

·         Not too much intricate cutting or try to cut some parts yourself in readiness. (Parents will help here).

·         Bright colours, simple shapes, textures like wool, fabric pieces, crepe paper, cellophane, Brennex squares or busy bits.

·         Something that is interactive would be great.

·         Some branches have one person doing craft or a roster or you plan your own.

·         We use clag glue as it is a textural experience for the children

Home with a book, a craft item and a stamp.

 

 

The information below is not specific to each branch. You will need to discuss set up and specific branch details with branch staff.

·         Set up Storytime

o   Move chairs to the storytime area and have them facing your chair with enough room for children to sit on the mat and for people to get in or out if they have to quickly go to the toilet, etc. Encourage children to sit on the mat and encourage them to move forward if you are running out of space at the back for late-comers.

o   Tablecloths on tables for craft, followed by containers with pencils, crayons, child-friendly scissors, glue pots and glue sticks.

•     Set up film either with DVD/USB  on TV or projected on screen.
  

o   If possible, place craft templates and busy bits on the tables during the film. This is so that the craft isn’t used before Storytime begins and no mess is made.

o   Remember grandparents need larger chairs.

·         Pack away all resources afterwards and send pack to next branch on the roster (see back of pack)

  Module 8 is here...

    Do this:

    Take some notes about how storytime is set up in your branch. Is the Charter on display?  Do you use TV or projector? How is the craft organised? Do you do your own or is there one person who does all the craft for the branch?

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