Problem of Practice - Introduction to the Project Mode
Problem of Practice : Teaching Children With Challenging Behaviors
As Pre-school
Program supervisor I see teaching children with difficult behaviors as a key
challenge in my field. Our Pre-school is a multi-age group of children aged 3-
5 years old. For most Pre-school teachers
every day is a struggle in the classroom. Some teachers feel frustrated, others
as losers and a good number are at the point of giving up. A good number ask
themselves ‘I’m a bad teacher? What I’m I not doing right? Why is he or she not
using his listening ears? Why can’t he follow simple directions? ‘What else can
I do?’ Most parents of children with behavioral problems also do
have their struggles in an attempt to help their children behave positively at home and in school. My goal is to support
my staff and parents by compiling research based techniques and strategies that
work in the classroom and at home. One key technique that I am interested in
is exploring how to design a learning environment for example to
meet the needs of all children including children with challenging behaviors in our classrooms.
My project therefore would involve designing a training program for teachers and providing a resource for parents on how to effectively teach and nurture children with difficult behaviors. My research methods would include child observations, surveys, interviews, on the job experiences and parenting experiences. I would also be addressing techniques that work and those that do not work expounding on possible reasons why some strategies work and some do not.
The end product of this project would be a white paper presentation that reflects research findings including description of common behaviors, antecedents, child responses to positive behavior techniques implemented and new strategies that both teachers and parents can use. The second part of the end product of this project would be a 60 minute sample training program created for teachers and parents working daily with children who are tough to teach. The idea is to holistically tackle this problem in my field practically.
My project therefore would involve designing a training program for teachers and providing a resource for parents on how to effectively teach and nurture children with difficult behaviors. My research methods would include child observations, surveys, interviews, on the job experiences and parenting experiences. I would also be addressing techniques that work and those that do not work expounding on possible reasons why some strategies work and some do not.
The end product of this project would be a white paper presentation that reflects research findings including description of common behaviors, antecedents, child responses to positive behavior techniques implemented and new strategies that both teachers and parents can use. The second part of the end product of this project would be a 60 minute sample training program created for teachers and parents working daily with children who are tough to teach. The idea is to holistically tackle this problem in my field practically.
Problem of Practice - Empathize Mode: Empathetic Research Methods
My goal this week is to enter into the world of my audience (Pre-school children, staff and parents). But how do I step into and out of the life of a 3-4 year old in order to understand his or her behavior? How do I walk in the shoe of my staff member who is frustrated because her techniques are no longer working and how do I wear the hat of the parent who tells me in honesty-Ms. Pearl I do not know what to do anymore? To do this, I decided to incorporate what I have learning in this module this week. First observe or ‘view users and their behavior in the context of their lives’. Second, engage or ‘interact with and interview users through both scheduled and short ‘intercept’ encounters’ and finally immerse or experience what my users experience’ to my work. I used empathetic research methods such as daily classroom observations and documentations, interacting with children, parent -teacher conferences, and the art of asking questions through interviews.
So I enter into the classroom and I first of all observe the learning environment critically, analyzing the classroom design and reviewing learning activities as well as the daily schedule and routines posted. I ask myself if I were 3 or 4 year old what I would like to see when I enter into my classroom every morning. What will make me tick? What will make me want to stay in this class the whole day and want to come back? I would want warm and affectionate teachers to welcome me. I would like large space to learn and play with my friends. I would like a quiet area to sit and relax. I would a place to explore too. I thought to myself. I walked to Ethan and asked him, what is your favorite place in this room? ‘The Lego table’ was his response. I also sat down to play, interact and engage in activities with the children. I usually do this as a way of supporting new staff. As we learnt, we talked. I asked questions about the activities and noted their reactions and responses. ‘Do you all want to go outside and play? How about we clean up and then we can go have some real fun outside?’ I noted their responses and reactions and see what works well and what does not during the transition period.
The next major thing I did this week was to hold a behavior plan meeting with teaching staff and parents for one child. At this meeting, we discussed a particular child’s learning progress, strengths and specific unacceptable behaviors and brainstorm on ways to work with the child. We noted what parents work on at home and what teaching strategies we use. We then agreed on a follow up plan and new ideas and teaching approaches.
What new things did I learn about users-(Preschool children, families and teachers?)
-Preschoolers like to walk into stimulating environment and see something new and fun every day. It is important to create opportunities for new experiences as they walk into the classrooms.
-Pre-schoolers want to be involved in all decisions that affect them for example buying new toys for them or developing classroom or community rules. Also, it is important for the pre-schooler to be part of the process of introducing a new child or teacher in the classroom.
-Transition cues or warnings must be given and varied sometimes.
-Engaging children in different activities helps.
-Teachers like to be acknowledged, affirmed and feel that you understand and support them in their work and most importantly that they are a valuable member of a team.
-Parents like to know that their children did both good as well as what is unacceptable. Parents also like to be seen as parents.
Conclusively, I have learnt that empathy is an art of design. A skill that need to be learned and developed. The process involve the ability observe the lives of users, engage users in a meaningful conversations, experience with users in order to think, feel and understand the needs of the user.The successful designer must have the willingness to learn, embrace new ideas, and experiences and most importantly design with user in mind.
So I enter into the classroom and I first of all observe the learning environment critically, analyzing the classroom design and reviewing learning activities as well as the daily schedule and routines posted. I ask myself if I were 3 or 4 year old what I would like to see when I enter into my classroom every morning. What will make me tick? What will make me want to stay in this class the whole day and want to come back? I would want warm and affectionate teachers to welcome me. I would like large space to learn and play with my friends. I would like a quiet area to sit and relax. I would a place to explore too. I thought to myself. I walked to Ethan and asked him, what is your favorite place in this room? ‘The Lego table’ was his response. I also sat down to play, interact and engage in activities with the children. I usually do this as a way of supporting new staff. As we learnt, we talked. I asked questions about the activities and noted their reactions and responses. ‘Do you all want to go outside and play? How about we clean up and then we can go have some real fun outside?’ I noted their responses and reactions and see what works well and what does not during the transition period.
The next major thing I did this week was to hold a behavior plan meeting with teaching staff and parents for one child. At this meeting, we discussed a particular child’s learning progress, strengths and specific unacceptable behaviors and brainstorm on ways to work with the child. We noted what parents work on at home and what teaching strategies we use. We then agreed on a follow up plan and new ideas and teaching approaches.
What new things did I learn about users-(Preschool children, families and teachers?)
-Preschoolers like to walk into stimulating environment and see something new and fun every day. It is important to create opportunities for new experiences as they walk into the classrooms.
-Pre-schoolers want to be involved in all decisions that affect them for example buying new toys for them or developing classroom or community rules. Also, it is important for the pre-schooler to be part of the process of introducing a new child or teacher in the classroom.
-Transition cues or warnings must be given and varied sometimes.
-Engaging children in different activities helps.
-Teachers like to be acknowledged, affirmed and feel that you understand and support them in their work and most importantly that they are a valuable member of a team.
-Parents like to know that their children did both good as well as what is unacceptable. Parents also like to be seen as parents.
Conclusively, I have learnt that empathy is an art of design. A skill that need to be learned and developed. The process involve the ability observe the lives of users, engage users in a meaningful conversations, experience with users in order to think, feel and understand the needs of the user.The successful designer must have the willingness to learn, embrace new ideas, and experiences and most importantly design with user in mind.
Problem of Practice Define Mode
Problem Statement : Teaching Children With Challenging Behaviors
Between the ages of 3 - 4 years a good number of young children are referred for rising difficult behaviors (Weiss & Hechtman, 1987). Children in this category often exhibit challenging behaviors such as biting, hitting, kicking, spiting, screaming, yelling, and cursing. Children with difficult behaviors attending Pre-school programs in child development center programs or child development home programs for example are often seen as tough to teach and to guide. A common rising issue is the ability for children in this category to listen to teachers and follow directions.
The focus of this research would be children with military background who attend pre-school programs. Child observations, documentations and interview methods of research identify temperaments, lack of attention from parents, poor diets, divorce and deployments to be the common root causes of difficult behaviors in children. Child stress as a result of divorce or deployments for example affect children’s sleep, eating habits and learning styles and then eventually challenging behavior.
Pre-school children are active explorers who are curious about their environments. At this stage, children are learning to be independent and practice self -help skills that they learn in preschool programs and at home. The goal of this work is to explore creatively and effectively teach and nurture pre-school children through designing learning environments, interacting positively with children and building relationships.
The focus of this research would be children with military background who attend pre-school programs. Child observations, documentations and interview methods of research identify temperaments, lack of attention from parents, poor diets, divorce and deployments to be the common root causes of difficult behaviors in children. Child stress as a result of divorce or deployments for example affect children’s sleep, eating habits and learning styles and then eventually challenging behavior.
Pre-school children are active explorers who are curious about their environments. At this stage, children are learning to be independent and practice self -help skills that they learn in preschool programs and at home. The goal of this work is to explore creatively and effectively teach and nurture pre-school children through designing learning environments, interacting positively with children and building relationships.
Problem of practice-Ideation mode
Brainstorming ideas and solutions