It's no secret that I had TERRIBLE classroom management skills when I became a teacher. What do you mean the kids aren't going to do exactly what I tell them to do the first time? Luckily, I had the fortune of working with a teacher with amazing classroom management skills and I began to hone my techniques to the point where I didn't need to worry about management anymore. Even though I had this experience, I still expected Leo to listen to me the first time I asked him to do something. hahahafail. Eventually I realized that I could use some of my teaching skills to make this stay-at-home mom thing easier.
Planning - I think I've mentioned this is a previous post, but I really feel so much better about the day when I have a plan going into it. Even if we wind up deviating from it, having a morning and afternoon outing, and a morning and afternoon indoor activity provides some structure for my day and for the kids. If I have a plan, I'm much more likely to ensure that Seth gets in some floor time and Leo has some good pretend play opportunities and that makes me feel better at the end of the day.
Management - Leo's not mature enough to really get the idea of a reward chart and anytime I say "First, we'll have our chicken and then we can have some watermelon," he only hears "Let's have some watermelon right now please thank you." But, I am really looking forward to the day when he gets the idea of stickers. For right now, I am utilizing the age-old technique of avoiding triggers and redirection. If I think something is going to upset Leo and it isn't 100% necessary, sometimes we just don't do it at all. Or, if Leo really wants a popsicle, I try to get him engaged in a super fun toy that I haven't brought out in a while.
Offering Choices - I read a while ago in a teaching book about offering arbitrary choices about an activity to kids instead of telling them to do something. For example, instead of saying, we are going to write today, ask, "Would you rather write with a pen or a pencil?" For some reason, when you give choices about an activity, kids just respond better to the activity itself. For Leo, this means offering choices about what to eat, whether to walk or ride in the stroller, or if he has to ride in the stroller, what toy he wants to hold. The only thing to remember is that you really can't care which of the choices the kid chooses. Also, make sure that both of the choices are actually possible. The other day I offered up a blueberry bar and when we didn't have any, it was quite the situation.
Wait Time - Teachers are often told to give kids "wait time" when asking a question to allow for longer periods of time to think, especially for students who may have processing difficulties. More time = more hands raised. One day, as I was giving a common direction to Leo(like come get in your stroller or stop screeching), I realized that perhaps I might get a better response if I waited a little bit longer. So I counted to 10 in my head and, sure enough, by the time I got to 6, he was doing what I wanted. VOILA!
Who knew, parenting is really just like teaching? But with fewer kids and more emotional attachment. In either situation, ice cream or TV are also a pretty safe bet. Win all around!
Planning - I think I've mentioned this is a previous post, but I really feel so much better about the day when I have a plan going into it. Even if we wind up deviating from it, having a morning and afternoon outing, and a morning and afternoon indoor activity provides some structure for my day and for the kids. If I have a plan, I'm much more likely to ensure that Seth gets in some floor time and Leo has some good pretend play opportunities and that makes me feel better at the end of the day.
Management - Leo's not mature enough to really get the idea of a reward chart and anytime I say "First, we'll have our chicken and then we can have some watermelon," he only hears "Let's have some watermelon right now please thank you." But, I am really looking forward to the day when he gets the idea of stickers. For right now, I am utilizing the age-old technique of avoiding triggers and redirection. If I think something is going to upset Leo and it isn't 100% necessary, sometimes we just don't do it at all. Or, if Leo really wants a popsicle, I try to get him engaged in a super fun toy that I haven't brought out in a while.
Offering Choices - I read a while ago in a teaching book about offering arbitrary choices about an activity to kids instead of telling them to do something. For example, instead of saying, we are going to write today, ask, "Would you rather write with a pen or a pencil?" For some reason, when you give choices about an activity, kids just respond better to the activity itself. For Leo, this means offering choices about what to eat, whether to walk or ride in the stroller, or if he has to ride in the stroller, what toy he wants to hold. The only thing to remember is that you really can't care which of the choices the kid chooses. Also, make sure that both of the choices are actually possible. The other day I offered up a blueberry bar and when we didn't have any, it was quite the situation.
Wait Time - Teachers are often told to give kids "wait time" when asking a question to allow for longer periods of time to think, especially for students who may have processing difficulties. More time = more hands raised. One day, as I was giving a common direction to Leo(like come get in your stroller or stop screeching), I realized that perhaps I might get a better response if I waited a little bit longer. So I counted to 10 in my head and, sure enough, by the time I got to 6, he was doing what I wanted. VOILA!
Who knew, parenting is really just like teaching? But with fewer kids and more emotional attachment. In either situation, ice cream or TV are also a pretty safe bet. Win all around!
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