Poor Attention Span

provide the children with choices

• select books of interest to your group
• let the children pick books from the selection
• let the children choose a book-buddy (other child or volunteer)
• ask the children if they want to read, if they want you to read, or if they would like to take turns
• have an activity (game, craft, read in a circle) for the last part of the program

use your volunteers

• have adults and children read together one to one or in small groups
• match the “right” volunteer with the child
• listen to the children, show that you are interested
• ask children for their thoughts and opinions

use a wide variety of materials

• choose lots of quality children’s books from your public library
• Owl Magazine; Sports Illustrated and “Teen” magazines for older children
• word puzzles (word search, crosswords)
• rhyming books (nursery rhymes, funny poems, limericks)
• puppets
• word games (Junior Scrabble, Junior Boggle)
• favourite books that the children bring from home to share
• books that the children make themselves
• comics, riddles, puzzles, optical illusions, magic, world records, sports, science, strange facts

Children Who Seek Attention

• draw child into the story, be enthusiastic
• have child tell story to you
• encourage attention seeking child to read with a quiet child
• give the child a special responsibility
• talk about the story, personalize the story (eg: what would you do?)
• make the effort to include parents or caregivers
• give recognition, and make a big fuss about their positive behaviour, (even if it is just being quiet for ten minutes! eg: I’ve noticed how you have been reading quietly today, it is so nice to see you doing this. Thank you Millicent!

Bickering, Competitiveness, Quarrelling, Complaining, Bossiness, Won’t Listen

Suggested Solutions:

• have a meeting, ask the children to suggest solutions to problems
• establish rules with the children that they all understand
• identify why the child is misbehaving
• use a handshake or a pat on the shoulder
• find common ground
• channel aggressive behaviour in positive way
• separate quarrelling children
• address the behaviour, don’t put down the child
• ask the child to talk about feelings
• acknowledge the child’s feelings
• use humour
• offer another approach
• be careful not to gang up on a child
• timing – give the child some time out
• approach bullies privately, make sure they feel wanted
• don’t take testing or anger personally
• make sure leaders and volunteers enforce rules equally and behave in a consistent, predictable manner
• do not underestimate children
• remind the children that this is a special and safe place
• make expectations of behaviour clear and consistent have a “bottom line” that every child understands (you may need to tell a child to leave, or to bring a signed note from a parent)

Parent Issues

get to know the parents

• have a parent orientation meeting
• invite parents to be part of the Reading Circle
• invite parents to come to a special presentation by the children
• acknowledge when parents come
• let children know their parents are welcome
• remember to be sensitive to the feelings of children whose parents don’t come
• don’t say “bring your mother or father”, say: “bring along a parent or grandparent”

ask yourself, does the parent read?

• involve parents in non-reading activities, such as distributing name-tags, giving children stickers, organizing the space, trouble-shooting, behaviour management!
• get wordless books. parents and children can tell stories together; toddlers are often more interested in pictures than text
• encourage non-reading parents to engage children in conversation, tell their own stories, and to help children make up stories by using pictures

Things to Remember When Using Assertiveness:

1. Use “I” statements. Own your own feelings. For example: “I get frustrated trying to read when other people are talking. I need your cooperation.”

   When people use “I” statements they are stating clearly what they need in a non-blaming way that does not put someone else down. Remember, the children can’t make you angry… you make yourself angry!

2. If at first you don’t succeed use the broken record approach. Repeat over and over again what you need in an assertive way. Don’t let the children distract you by changing the topic. For example:

   “Agnes, I need your cooperation, please sit down and listen.”

   “But Umberto’s not sitting!”

   “I am not talking about Umberto, I am talking about you and I need you to sit down & be quiet.”

3. Being assertive does not always get the results you wanted. But, assertiveness allows you to keep your self respect while respecting others at the same time. Assertiveness is GOOD role modelling.

When All Else Fails:

1. Diversion:

   When working with a young child, sometimes the only thing that works is offering the child a new alternative. For example: “Pradeena, I can tell you are having a hard time sitting still. Maybe you would like to tell Egbert a story.” In this manner, you can hopefully divert or distract the child from some unacceptable behaviour by offering an acceptable alternative. When diversion does not work you may want to use a natural consequence.

2. Natural Consequences:

   Natural consequences are not a punishment, but rather a natural follow up to an action. For example, if Rocky hits another child in the Reading Circle, he will be asked to leave. If Rocky tears up a book he will not be allowed to handle the books. It should be made clear to Rocky that he chooses how he acts and that he is responsible for his behaviour. Having the children make up a list of rules as a group will give the children ownership and will make it clear that some types of behaviour are not acceptable. It may sometimes be helpful to discuss the consequences of an action with the group. For instance: “Rocky hit Matilda and it really hurt. I am wondering how we should deal with this; do any of you have a FAIR suggestion?”