Mindful Behaviour Management in the Pre-school Years

Karen Gilles-Reid
Special Education and Early Childhood Educator
Mindful Behaviour Management in the Pre-school Years provides resources, strategies and functional assessment information; plus mindfulness meditation.
Target Audience
Early Childhood Teachers Early Childhood professionals Assistant Principals (K/2) Classroom Teachers (K/2) Long Day Care Directors Preschool Directors
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Learning Areas

General Description

Mindful Behaviour Management in the Preschool Years reflects a non-violent approach to Behaviour Management; it encourages a focus of teacher self-regulation through the practice of mindfulness meditation, as a method for enhancing compassionate presence with children who are engaging in disruptive behaviour. The course also outlines general behaviour management strategies, as well as information about the potential function of challenging behaviours. The PD provides resources which aide in the functional assessment of challenging behaviour, a Being Angry Safely PDF, and outlines effective strategies for Crisis Management Planning.

Audience

Early Childhood Teachers
Early Childhood professionals
Assistant Principals (K/2)
Classroom Teachers (K/2)
Long Day Care Directors
Preschool Directors

Available Delivery Formats

Format Description

24/7 lifetime course access


IMPORTANT INFORMATION:

- If you have a TTA subscription or membership please ignore the pricing when enrolling. Rest assured if your school has a subscription you will not be charged and for Memberships, your invoice will be adjusted accordingly to reflect your discount.

- If you have no subscription or membership but you are interested in placing a bulk discounted order for a team of teachers see the ONLINE TEAM tab above.

- For more details on our Unlimited Online Subscription packages Click here .

- Money-Back Guarantee – If you complete less than 25% of an online course and aren’t impressed, simply visit tta.edu/go/refund to let us know what happened, and we will cancel your enrolment and provide a full refund.

Teaching Standards
4.1.2 Proficient Level – Support student participation
4.2.2 Proficient Level – Manage classroom activities
4.3.2 Proficient Level – Manage challenging behaviour
Are you in NSW? If so, this is relevant for you

Completing this course will contribute 2 hours of NESA Registered PD addressing 4.1.2, 4.2.2, 4.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.


This course contributes to 2.0 professional development hours.

Occurrences

  Start Date Location Availability Price    
Enrol Now Now Online Places available $89 + GST Enrol Now

Sessions

MODULE 1: Introduction

8 minutes

Course Overview
One Minute Introductory Video
Aims and Objectives

MODULE 2: Mindful Behaviour Management

1 hour

Lesson 1: Emotional Regulation
Provides information about how children regulate their emotions, and highlights the need for teachers to have healthy emotional regulation for themselves, as an effective support for managing dysregulated children. There are four pages in this lesson which include two videos 1) “Is Crying Good for Your Health” (2:40 min) and 2) “Trauma and Dissociation in Children” (2 min), and two MP3 audio recordings created by Karen Gilles-Reid; one related to emotional regulation (1 min) and another about how mindfulness meditation enhanced Karen’s effectiveness as a Behaviour Consultant and Specialist Teacher (5:47 mins).

10 minute Reflection Task

Lesson 2: Being Mindfully Present
This lesson has two pages which outline the counterintuitive experience of how being present with uncomfortable feeling states, creates a path towards compassionate presence, and cites research supporting the notion that mindfulness meditation enhances this process. This lesson also has two videos: 1) What is Mindfulness by Dr Jon Kabat-Zinn (5:17 mins) and 2) Mindfulness Meditation Taster with Dr Jon Kabat-Zinn (12 mins).

10 minute Reflection Task

Lesson 3: General Behaviour Management
Describes a method for teaching turn-taking, providing encouragement, implementing closed-choices and how to develop classroom rules. Participant’s understanding of positive accurate feedback is enhanced through an experiential activity. A video is included about “The Positive Time-out Alternative that Works” (3:25 mins); another video “Behaviour Guidance: Creating Classroom Rules” (4.35 mins)

10 minute Reflection Task:

MODULE 3: Managing Challenging Behaviour

1 hour

Lesson 4: Challenging Behaviour Part One
Defines challenging behaviour and describes some underlying sensory/physical causes for challenging behaviour. There is also a 20 minute video called "Rethinking Challenging Kids: Where’s There’s a Skill There’s a Way by psychologist J. Stuart Abion (TEDx Beacon Street).

10 minute Reflection Task

Lesson 5: Challenging Behaviour Part Two
Provides information about how to co-develop rules with students who engage in challenging behaviour. It also outlines some of the why and how of functional assessment, including antecedents, behaviours and consequences.

10 minute Reflection Task

Lesson 6: Crisis Management Planning
Aspects of Crisis Management Planning are outlined in detail, such as strategies for keeping yourself and children safe, how to intervene if a child is engaging in aggressive behaviour, safe methods for exiting the room, if needed, and strategies to teach the child who is ‘acting out’ replacement behaviours.

10 minute Reflection Task

Lesson 7: Behavioural Resources
1. A Somatic Psychoeducational resource has been developed (one page with visuals); outlines safe ways for children to be angry.
2. Another resource is provided entitled Guided Functional Behaviour Assessment Tool. It is an online resource that identifies the motivation for behaviours and suggests sequenced interventions, specifically tailored to the identified behaviour of concern.
3. The Motivational Assessment Tool (MAS) resource is provided, which identifies whether the behaviour of concern is motivated by sensory, escape, tangible or attention seeking.

10 minute Reflection Task

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About the team


Karen Gilles-Reid

Creator

Karen’s academic attainments include a Masters of Special Education, a Graduate Certificate in Educational Studies (Emotional/Behavioural); a Bachelor of Education in Early Childhood as well as a Graduate Diploma in Psychology. In addition Karen has over twenty years of experience in the Early Childhood sector, including having been a Pre-school Teacher, and successfully led an Early Childhood team through the Accreditation process, as a Director of a Long Day Care Centre. Karen’s Early Childhood team were proud to have their Centre accredited at High Quality.
Karen also considers herself privileged to have provided Home-based Early Intervention, for children presenting with characteristics indicative of the Autism spectrum, whilst employed by the Autism Association of NSW (now Aspect). Spring boarding from this experience Karen delivered twelve years of behavioural support for students K-10, working as a Behavioural Consultant and Specialist Teacher for the NSW Department of Education. In part, Karen attributes her success to her mindfulness meditation practice, which she is passionate about because of its inherent capacity to enhance emotional resilience, compassion and presence.