Helping Children Stay On Track

	1= not often 2 = sometimes 3 = frequently
1. I maintain relationships and build connection through friendly conversation	1 2 3
2. I join in on activities and encourage others to do the same	1 2 3
3. I take time to interact with children who I don’t know so well	1 2 3
4. I observe situations before acting – keeping in mind that I might not need to intervene at all	1 2 3
5. I ask children questions to help understand how they see things	1 2 3
6. I listen to children carefully, in a way that encourages communication	1 2 3
7. I recognise and acknowledge emotions: my own & children’s	1 2 3
8. I notice situations where children’s behaviour could escalate and become disruptive and take action before it does	1 2 3
9. I make clear, assertive requests when I need assistance or to direct others during programme tasks and activities	1 2 3
10. Before doing something for a child, I consider if the child could do it for his/herself. (If I am not sure I can ask the child.)	1 2 3

This role requires you to be actively involved with children, supervising effectively at all times
Keep your messages simple – reasons / explanations aren’t always needed
Be prepared to call it – children often need certainty and saying ‘no’ is OK
Look for win-wins: be open to alternatives but be aware of manipulation – ways that children might simply be trying to avoid taking responsibility
How you respond to a behaviour could be contributing to the behaviour happening again - so be on the lookout for patterns of repeated behaviour and consider alternative responses
Improvement takes practice. Making mistakes is part of the process – for you and the children
Each day is a new day