Guidance reduces the need for mistaken behavior.

a. Observe an instance when a teacher acted to resolve a problem (without punishment) in a firm but friendly manner. Think about what level of mistaken behavior was at work. Reflect about how the teacher showed understanding of the child or children involved. Compare results to ideas in the chapter.

b. Observe an activity that seemed a “good match” between the levels of development of the children and what the activity asked the children to do. Discuss the amount of productive behavior and/or mistaken behavior you observed during the activity. Compare findings to ideas in the chapter.

c. Ask a teacher to discuss a change he has made to the curriculum or schedule to improve the match between the needs of the children and the expectations of the program. How did the change make the day “go better” for the children, and for the teacher? What does the teacher think were the educational implications of the change? Compare findings to ideas in the chapter.