Sharing canbe a challenge, especially for the children. This is a normal part of the children development process.

Most of thechildren need support and practice to develop sharing skill. By the time most of the children start school, they’restarting to understand that other people have feelings too. This means they’remore likely to share and take turns, although it might be hard for them toshare a favourite toy. However, school-age children have a strong sense offairness and might not want to share toys if they think they will not get afair too (Raising children network, 2017). The child in thevideo does not want to share toys with his friend.

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Therefore, the positiveguidance strategies that teacher can use to set up practice session and give’on-the-spot’ guidance. The purpose of this strategy is to give the child achance to practice newly learned the skill with guidance (Chew, 2018).  The first step inthis strategy is to teach the new skill first- sharing.  At this school-age child, the child will bemuch more tolerant and patient that he used to be. Therefore, the teacher can teachthe child cooperative games in which players work together toward a common goalto make sharing fun. For example, the child can do puzzles together, take turnadding pieces, share foods, and make share projects with their friends such asuse Lego to build a house, take turn water the plants and so on. The most importantis use the ‘share’ word to describe what teacher doing and let the child see teachergive and take, comprise and share with others.  The second step in this strategy ispracticed the skill with the child.

If the child does not share well, theteacher can try practicing together at school and talking about what teacherdoing. For example, ‘Let’s share these cookies. You can have some, and I canhave some.’ There is a saying goes, practice makes perfect (L.D, 2015). Theteacher should practice sharing skill with the child several times until thechild able to share with his friends slowly. Then, the teacher can stay nearbyand encourage the child so he does not forget to share and when the child doestry to share, the teacher can say exactly what he did well and how proud as ateacher be.

After that, if the child can start to slowly share the toys with others,the teacher needs to give the child appropriate feedback which is the thirdstep in this strategy. As a teacher, we spend too much time reminding thechildren to have good behaviour but we easy to forget praise the children whenthey do share with someone. Therefore, teacher should praise the child whenteacher see him sharing and let him know how happy to see him being so nice tohis friends and also point out that he’s made that other child very happy(L.D, 2015).

One of the major model forguidance children- behavioural modification model, teacher can use this modelin guiding the children. Behaviour modification is an approach which is focusedon changing behaviours. This form of behaviourism was B.

F. Skinner, whodeveloped the operant conditioning- which suggests that behaviours can belearned through reinforcement (Berk, 2013). Furthermore,one of the behaviour modification technique that is positive reinforcement,which encourages the children behaviours through the reward system. Theeffective examples of positive reinforcement are praise, a friendly smile andreward boards when the child does a good job which willing to share with others.Teacher can also use concrete rewards such as stickers, candies and weekly ormonthly gifts (Woods, 2017). These simple praises will be more effectiveat promoting sharing than reprimanding the child each time his does not.

Thechild will respond best to appropriate feedback. Then,the forth step is teacher observe the child as the child works with anotherchild. The teacher will observe whether the child can master sharing skills.From the observation, teacher will take the toys away; if the child does notwant to share then no one will play with the toys.

Therefore, teacher can ask the child if there’s anythinghe’d rather not share, and help him find a good place to keep those specialtoys. Then, teacher can ask the child to think of some things that would be funfor him and his friends to play with together, such as building blocks, pair work,toy walkie-talkies and so on. Therefore, it will help him to put in a sharingframe of mind when his friends want to play with him (Babycenter, 2016).The last for the step in this strategy is teacher help the childstrengthen a newly learned skill-sharing. Theteacher not only emphasizes the importance of sharing through the teaching ofthe child itself but also can teach the children around him. For example, theteacher can ask the child’s friends to share the toy with him too so the childmay be more generous if he’s not the only one doing the giving. From this strategy,teacher not only give the child practice sessions on how to be sharing childbut teacher should give ‘on-the-spot’ guidance if the child do not want to shareand lead to fight with others.

Therefore, this will be effective positiveguidance strategy for the children.