At the beginning of the year, talk with children about the rules and expectations of the classroom. Discuss potential problems and outcomes. Develop some simple rules such as, "We keep ourselves safe, we keep our friends safe, we keep our things safe." These rules are easy to remember and cover a variety of situations. Make a poster of the rules to display in the classroom. Encourage the children to think about the rules in a given situation so they begin to develop self-mastery.
Find two puppets to use as social skills puppets. Introduce them to the class and use them frequently at group time to act out different situations. For example, sharing is often a challenge among young children. Use the puppets to act out a situation in which one child wants a toy and the other child doesn't want to share. Ask the children for possible solutions. Then try the solutions using the puppets. For example, have the puppets act out asking for a turn, waiting, finding a different toy or making a trade. Make the puppets available at center time so the children can practice social skills independently. Encourage the children to use the skills you've taught in real life situations. Step in and model strategies when necessary and congratulate the children when they solve conflicts successfully.
Interruptions at group time are a common occurrence. Teach children how to wait for a turn, answer questions and reciprocate in a conversation through the use of a "talking stick." Any stick or rod will do, although the plastic water and glitter-filled tubes available at toy stores are especially engaging. Introduce the talking stick to the children and explain that the only person that can talk at group time is the person holding the talking stick. Ask the children a question, such as "What did you have for breakfast?" Pass the stick from child to child, letting each child answer the question when he has the stick. Congratulate the children for listening quietly and taking turns.
Talk about strategies for calming down with the children, such as counting to 10, taking deep breaths or talking to a grownup. Draw pictures depicting these strategies, laminate them and place them in a box. When a child becomes upset or angry, pull out the box and allow the child to choose one of the strategies from the box to calm down. Over time, children may use the calm-down box independently.
At group time, ask the children to tell you things they are good at -- things they could teach other children. For example, one child might know how to tie shoes or zip up a coat. Another child might be adept at using scissors or glue. Make a poster with the children's photos depicting their abilities. When a child in the classroom is struggling with a task, ask the competent child to help.
Young children, especially boys, need ample opportunities for active, hands-on play. Incorporate woodworking, sensory table, blocks and large motor activities into the day. Keeping little hands and bodies busy and engaged cuts down on many behavioral problems. Change activities frequently as interest wanes.