CMA has identified research-based best practices for Classroom Management and Positive Behavior Guidance.
A practitioner with inclusive practices respects the social-emotional skills development of the entire community of learners. They create a space that supports independent emotional and sensory regulating skills. At the heart of all inclusive initiatives is socialization.
Positive guidance is crucial in community-based work because it promotes children’s self-regulation, teaches responsibility, and also helps in making thoughtful choices. Encouraging appropriate behavior is a complex, multifaceted task learned over time through self-reflection, learning from colleagues, and most importantly from students themselves. Developmentally appropriate curricula, tools, and expectations are essential in the art class, as is fostering an open environment of mutual respect and understanding.
Effective guidance focuses on the development of the child and preserves the child’s self-esteem and dignity. Actions that acknowledge the child’s efforts and progress are likely to encourage healthy development. Encouraging children to learn self-regulation in the art class is one of the benefits of art. Art requires patience, thoughtful attention, problem solving, and cooperation.
Ask yourself the following questions:
- Providing developmentally appropriate experiences?
- Validating feelings?
- Asking open ended questions?
- Encouraging problem solving?
- Respecting children’s choices?
- Using praise and positive reinforcement?
- Talking with children – not at them?
- Circulating throughout the room?
- At the child’s eye level?