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