DECISION-MAKING MODEL

OF CHILD GUIDANCE
VIRTUAL CLASS MEETING – MAY 11, 2021
 WH A T S H O U L D WE D O A B O U T T H E C U R S I N G ?

Mr. Santini is Jake’s first-grade teacher as well as the cooperating teacher for student teachers Anne and Sean. The teachers are discussing the day’s events.
Mr. Santini said, “Okay, you’ve both noticed that Jake curses.”
“I suggest time-out,” responded Anne.
“His father curses, too. I’ve heard it. Like father, like son!” added Sean.
“Could be, but let’s avoid blaming,” said Mr. Santini.
“This is only a problem, so let’s do some decision making. Jake is 6 years old and to him, !*!#! is just another word that he has heard. All I want is for Jake to
know that there are different words that he can use in school to express his feelings. So I want you to think about who really has a problem here—Jake or us?”
“Jake, of course!” sputtered Anne.
“Think about that, Anne. What would the P.E.T. [parent effectiveness training] people say?” asked the teacher.
“Let me think,” said Anne.
“Oh, yeah. Figure out who owns the problem. They would probably say that I’m the one with the problem because I get upset when he curses.”
Mr. Santini. “Probably. So let’s help Jake find a different way to say what he feels.”
He gave each student teacher a list of guidance strategies. “Let’s review some guidance strategies,” he said. “Do you think we’ve made it clear that cursing
is not
permitted here?”
“We’ve never really talked about it at all,” responded Sean, “and we probably need to state a limit about cursing.”
 WH A T S H O U L D WE D O A B O U T T H E C U R S I N G ?
“You might be right. Does that sound okay to you, Anne?” responded Mr. Santini. She nods. “Okay, limit setting is our first item. Now, what do you think Jake
gets from us when he curses?”
“Our attention!” said Anne. “We all laugh.”
Mr. Santini said, “Attention for inappropriate behavior. What can we do instead?”
Anne looks over the list. “Use substitution; let’s give him a different word to use as a substitute and then encourage him for using the new word.”
“Good. Substitution and encouragement is item number two in the plan.
What if he forgets or even tests our limit and substitution?” asked Mr. Santini.
“Sounds like you don’t want to use time-out,” said Sean.
“Right,” said Mr. Santini. “I just don’t like using punishment, and anyway, limit setting and noticing the more acceptable word will work in the long run.”
Anne said, “I think that we should all just stick to the limit and the substitution and not get all upset if he forgets or tests.”
Mr. Santini responded, “I agree. We should change ourselves a bit. Item number three in our guidance plan is to be calm and restate substitution . Let’s
stop with three ideas and review the plan that we’ve made.”
Set limits.
Use substitution.
Calmly restate the limits and substitution, if needed.
“We’ll evaluate it in two days at the next staff meeting. I like how we made this decision.”
Sean, Anne, and Mr. Santini faced a typical guidance or
discipline encounter and solved it by making deliberate
and intentional decisions, by using the decision-making
model of child guidance. Notice that they thought things
through carefully. You will apply your knowledge in this
chapter by systematically using the four steps of the model.
 DECISION-MAKING MODEL OF CHILD GUIDANCE

 It is a four-step process for making choices about dealing with many different
types of guidance issues.
 We use it to construct decisions about how to handle a variety of guidance
issues with children.
 This model focuses exclusively on arriving at a developmentally appropriate
solution in a logical and clearheaded way.
 You will avoid being caught up in emotion when faced with a discipline
encounter.
 THE BASIS OF THE DECISION-MAKING MODEL

Knowledge Base about Guidance

Skills
Respect for Children and Families
FOUR STEPS IN THE DECISION-MAKING MODEL OF CHILD
GUIDANCE
 SMASHING PUMPKINS IN A PRIMARY CLASSROOM
 This is an example of how to use the decision-making model when you confront what you perceive as challenging
behavior.
 You are a third-grade teacher. Some of the class, including Kobe and Murphy, are working on a project about
pumpkins, the interest having arisen after they read a newspaper story about a farmer growing a very large pumpkin.
 Both Kobe and Murphy are famous for their temper outbursts, and you keep a close watch on them. They were
working together writing a “newspaper story” about their decorated pumpkins when you heard them start to yell at
each other. You were on your way to their workstation when Murphy picked up Kobe’s pumpkin and slammed it to
the floor, jumped on it, and smashed it to bits. Kobe responded by grabbing the pumpkin that Murphy had
decorated.
 You said firmly but quietly, “Put the pumpkin down, Kobe. Do it now.”
 Kobe glared at you and, saying nothing, threw the pumpkin at the wall, smashing it into a slimy mess.
 This is an anger-management issue. Many people would consider this challenging and/or difficult behavior because
of the aggressive throwing of the pumpkin and glaring at the teacher, seemingly defiantly.
 USING THE STEPS IN THE DECISION-MAKING MODEL
 1. Observe:
 What is the problem?
 Whose problem is it: Kobe’s, Murphy’s, Kobe’s and Murphy’s, or yours?
 Examine the context of the problem. These are 8-year-old children whose families use
harsh discipline and whose lives are chaotic. Kobe is a neglected child, and the human
services department is working with his parents. You have been focusing on anger
management with both boys, but they occasionally forget your lessons, like today.
 2. Decide, and
 3. Plan on Taking Action: In this case, you will need to make decisions about two issues.
First, how will you deal with your own anger about this incident? Second, which guidance
strategies will enable you to help Kobe and Murphy with their anger?
USING THE STEPS IN THE DECISION-MAKING MODEL
 You will probably be angry, or at least surprised, immediately after this encounter. How will you get your
emotions in check before dealing directly with Kobe and Murphy? State exactly what you would do for
yourself.
 You realize that this a hot time, with anger flaring. It is not the time to preach or admonish. This is the
time to talk, firmly of course but also kindly, with the boys. You do need to be firm, but this does not
mean that you should be harsh. Your teacher-directed conversation fits in with Vygotsky’s theory (1978)
by using teacher–child conversation and scaffolding of the children’s understanding. Before you start,
decide whether you would separate the children before you talk to them. Why or why not?
 What will you say to each child? What will you say if one of them tries to deflect the topic by accusing
the other boy? How will you get him to focus only on his own behavior and reaction to the situation?
 How do you think you might follow up this incident; for example, the next day, when the boys have both
cooled down a bit? This might be a good time to carry out another anger-management activity by
scaffolding. Describe at least two things that you can do.
 USING THE STEPS IN THE DECISION-MAKING MODEL

 Why is it highly inappropriate to force the boys to apologize to each other?

 Why is it highly inappropriate to use punishment, such as time-out or taking away
recess?
 Why is it also inappropriate to ignore this incident?
 4. Reflect:
 Which strategy do you feel most comfortable using?
 From my perspective, the most effective strategy would be __________.
 I deliberately chose not to use __________ (name the rejected strategy) because
__________.