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The compliment sandwich.
a. Observe a teacher talking with a child about a behavior
that the teacher would like the child to improve. Watch for whether the teacher
used a compliment sandwich? Why or why not? Compare your findings to ideas from
the text.
b. Interview a teacher about the compliment sandwich.
Explain the term if necessary. What value does the teacher see in using
compliment sandwiches? What importance does the teacher give to the positive
feedback part of the “sandwich”? How do the teacher’s ideas compare with the
text?

Conflict management and young children’s development.
a. Observe a typical conflict in a classroom and record it.
Using the text as a reference, document whether the primary cause of the
dispute was property, territory, privilege, or a combination. What did you
learn about young children and their conflicts from your observation and
analysis?
b. Interview a teacher who uses a peace prop to aid in
conflict management. Find out as much as you can about how the teacher uses the
prop. Using the text to compare to the teacher’s ideas, what did you learn
about the use of peace props in conflict management with young children?

Considerations for when boys have conflicts.
a. Observe a teacher who intervenes when one or more boys is
experiencing a conflict. Which of the guidance intervention guidelines for boys
listed in the chapter did the teacher use? Which of the guidelines did the
teacher not use? In guidance terms (teaching, not punishing), assess the
outcome of the intervention. Compare your findings to ideas from the chapter.
b. Interview a teacher you think has gone beyond the boy
behavior stereotypes and works well with boys in the classroom. Ask about steps
the teacher takes to ensure that the curriculum is developmentally appropriate
for all children in the class, including active boys. Ask about steps the
teacher takes when intervening with boys to ensure that the outcome “teaches
rather than punishes.” Compare the teacher’s responses to ideas from the
chapter.

Effects of societal violence on children in the classroom.
a. Observe a child whose behaviors seem to show the effects
of indirect or direct violence. Assuring confidentiality, interview a teacher
who knows the child about the child’s life outside of school. Record your
observation and interview. Compare your findings to what the text says about
the effects of societal violence on classroom behavior
b. Ask an experienced teacher to consider a child or two in
the class who show serious mistaken behaviors. Interview the teacher about
whether he believes that societal violence is a major factor in the conflicts
the child experiences in the classroom. Compare your findings to what the text
says about the effects of societal violence on classroom behavior.

Liberation teaching: a response to societal violence.
a. Record an observation of what you believe to be
liberation teaching with a child who is vulnerable for stigma. Why do you think
the child is vulnerable for stigma? How did the teacher respond to this child
and any other children? Referring to the text, why do you think the teacher’s
responses were liberating?
b. Interview a teacher about liberation teaching. Ask the
teacher to recall an instance of liberation teaching in his professional
career. What was the situation? What was the teacher’s approach? What were the
outcomes for the child, for the teacher? Compare your findings from the
interview with what the chapter says about liberation teaching