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DOUBLE TAB TO ZOOM ON PHONE OR TABLET Introduction 7 to make sure I would find the ones who have low self- esteem like I did and take them under my wings to show them that there is nothing to fear and that they are capable of many things. Because I still have many doubts and res- ” ervations about my abilities, I can detect others who share similar feelings. If we are not aware of what frightens or concerns us or causes us anxiety, if we do not know our emotional limitations, we might not be as supportive as we would like to be. We might, in fact, un- intentionally shame a child the way we were shamed as children. Therefore I want to emphasize an extra dimension to the concept of behavior management. It is an aspect we need to support our im- portant work of appropriate interventions in emotional situations: self-reflection about what makes us adults tick emotionally. Reflective Practice The National Association for the Education of Young Children (NAEYC) expects professionals to engage in reflective practice (NAEYC 1993). Teachers are encouraged to cultivate certain spe- cific attitudes toward reflective thinking, such as open-mindedness, wholeheartedness, and responsibility for facing the consequences. There is evidence that reflective practice enhances change in class- room practice. Much of the research about reflective practice looks at teachers’ ability to assess a situation and make sense out of the experience. Teachers who reflect on how they feel and why they feel the way they do are in a better position to understand their interac- tions with others. The idea of self-awareness is discussed as assist- ing teachers in their classroom practices and personal lives. Teach- ers have control over the decisions they make, yet without their COPYRIGHTED MATERIAL