Thoughtful Responses

Focused Topics Sexual Development & Behavior in Children and Youth Lesson 5 Apply Thoughtful Responses Reflection	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 23026 Name Certifier Date
Can you think of some instances outside of sexual behavior where it may be beneficial for you to use the pause, redirect, listen, and teach steps? Think of an example from your own experience or use the scenarios below. Think about how you can use these steps to support children through a variety of challenges. Reflect on your thoughts with a trainer, coach, or administrator. Infant and Toddler: Oliver is happily playing with a toy truck when Destiny, another toddler, comes over and grabs it out of his hands. Pause: Some toddlers may be able to work out situations around sharing. Give the children a moment before you step in, so you can also collect your thoughts around if you should support. Redirect: “Destiny, Oliver is playing with that toy right now. Please give it to him.” Listen: “What else would you like to play with?” Destiny points to another truck. Teach: “Great idea! You can play with a different truck. Now you and Oliver are both playing with trucks.” Preschool: It’s lunch time and Joshua is having difficulty opening his milk carton. He is unsuccessful in doing this task by himself and throws the carton across the table. Pause: Resist the urge to say, “No throwing” or “Go pick that up” before you have control over your emotions and tone of voice. Redirect: “Joshua, it’s time to have breakfast. If you need something, please use your words to let me know.” Listen: Joshua, raises his hand to let you know he needs a milk. Teach: “Thank you for raising your hand, that’s an excellent way for you to let me know you need help. What can I do for you?” School-Age: Lucy is working on math homework and finds it to be quite difficult. She becomes frustrated and rips up her homework paper. Pause: Keep your cool, and give Lucy a moment. She may need time to work through her frustration. Redirect: “Lucy, is there something I can do or you can do differently to make this situation better?” Listen: Lucy states, “I can’t figure out my math homework.” Teach: “Please let a staff member know if you need homework help. That’s what we’re here for.”

Reflection

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ACTIVITY ID: 23026

Name

Certifier

Date

Can you think of some instances outside of sexual behavior where it may be beneficial for you to use the pause, redirect, listen, and teach steps? Think of an example from your own experience or use the scenarios below. Think about how you can use these steps to support children through a variety of challenges. Reflect on your thoughts with a trainer, coach, or administrator.

Infant and Toddler:

Oliver is happily playing with a toy truck when Destiny, another toddler, comes over and grabs it out of his hands.

Pause: Some toddlers may be able to work out situations around sharing. Give the children a moment before you step in, so you can also collect your thoughts around if you should support.
Redirect: “Destiny, Oliver is playing with that toy right now. Please give it to him.”
Listen: “What else would you like to play with?” Destiny points to another truck.
Teach: “Great idea! You can play with a different truck. Now you and Oliver are both playing with trucks.”

Preschool:

It’s lunch time and Joshua is having difficulty opening his milk carton. He is unsuccessful in doing this task by himself and throws the carton across the table.

Pause: Resist the urge to say, “No throwing” or “Go pick that up” before you have control over your emotions and tone of voice.
Redirect: “Joshua, it’s time to have breakfast. If you need something, please use your words to let me know.”
Listen: Joshua, raises his hand to let you know he needs a milk.
Teach: “Thank you for raising your hand, that’s an excellent way for you to let me know you need help. What can I do for you?”

School-Age:

Lucy is working on math homework and finds it to be quite difficult. She becomes frustrated and rips up her homework paper.

Pause: Keep your cool, and give Lucy a moment. She may need time to work through her frustration.
Redirect: “Lucy, is there something I can do or you can do differently to make this situation better?”
Listen: Lucy states, “I can’t figure out my math homework.”
Teach: “Please let a staff member know if you need homework help. That’s what we’re here for.”