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Recognize Good Behavior Management Skills
Parents often ask what skills do good behavior management professionals possess? What do I look for in a teacher or childcare professional? How will I know a good environment when I see it? Here are some
signs for which to look.
Smiles. Look for happy children. They are often a good indicator of a behavior manager's skill at providing a positive environment for the participants. If children are too quiet or seem "out
of control", there is probably a behavior management problem not being addressed.
 Smiles should be present on staff's faces, as well. The childcare environment should be a positive one for staff, too. Do
they look happy and excited to be with the children? Do they actively seek out children who seem to be struggling or withdrawn? Their enthusiasm should be contagious.
Pride. Children's pictures and children's work will be on display. Look for positive comments on the work or stickers. Is a representative sample of the group's work present or are only a few
select pieces displayed? Do they all look the same or is individuality encouraged? Do children want to share information about their projects? Good behavior managers will help instill pride in a child, through positive comments about
their work or behavior.
Praise. Individually, children should be receiving smiles, nods, or winks. Good managers may pat or hug a child, although they will also respect a child's personal space. Some children may prefer
not to be touched, or may need occasional quiet time.
Young children should be receiving lots of praise in a positive behavior managed environment. "I like the way you are sitting" or "good job!" should be heard, and good behavior
demonstrated often. Congratulatory comments reinforce positive behaviors.
Respect. A good behavior manager will listen to the children. They ask for information when necessary. Young children often get off the subject, but good managers know the importance of listening
is an active, not passive, activity. They are attentive to their audience, just as they expect the children to be attentive to them when speaking. Nothing should be open to ridicule. Younger children do occasionally get "off
track". A good manager will guide them carefully back on task.
 Evidence of group respect should be apparent, as well. How many readers can recall a time when a teacher punished a group
for the inappropriate behaviors of one or two participants? That form of discipline was unfair and inappropriate then, and it still is today. In most situations, when given a chance, children will come forward and tell the truth about a
situation. However, if they do not feel safe in a group setting, they probably will not. Positive behavior managers know how to motivate children to take responsibility for their actions, because they model the same behavior. A good
manager admits when they are in error. They treat the children with respect, so they act out of responsibility and not fear.
Order. Children will know the rules and express them to others, if there is a problem. Dependent upon the age of the children, they may appear on a bulletin board or some other visible area of the
room. Order should appear natural and not forced by an adult's yelling, or asking children to regularly "be quiet."
Does the teacher allow for transition time, or simply stop the children only to abruptly change activities? Is there time for children to finish projects later? Children need and want order to function in
a positive way. They like to know what is going to be happening next. Because of the anticipation, they like to prepare and be prepared for the activity.
Choices. Are children simply told what to do or afforded choices when it comes to behavioral issues? In a positive behavior management setting, consequences are discussed in advance, in order for a
child to actively make a decision about his or her behavior. Self-control should be encouraged instead of strict enforced discipline. This allows a child to learn to monitor their own behaviors, versus externally for continual monitoring.
 Positive Comments. Ask your child about their childcare environment. What makes them happy or sad? Younger children
may refer to the teacher as "nice" or "friendly". If your child is unhappy about a teacher's behavior, take it seriously. Children, although they may not have the correct vocabulary, do know when treatment is fair or
something is wrong in their classroom. Adults have a tendency to minimize children's comments as being uniformed or biased about their feelings. Consult other parents to find out how their child feels about the environment. Do they
reinforce your child's comments about something negative or positive in the setting?
In summary, look for happy children and happy parents. They are the best indicator of a positive environment and the presence of a positive behavior manager. Both of these do not just magically happen. It
takes a talented professional to provide such an environment. When and if you find one, be sure to hang on to them and thank them for all they do. They are worth their weight in gold.
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