when a child comes to you with a problem
Empathy
~"how sad"
~"I bet that hurts"
If you go to a child with a problem and if a child comes to you with a problem
Send the Power Message
~ "what do you think you're going to do?"
~" Would you like to hear what other kids have tried?"
Child states the consequences
~ " And how will that work?"
Give permission for the child to solve the problem or not solve the problem
~" Good luck. I hope it works out."
Ask "How will I know if that choice is working for you?"
Tuesday, November 22, 2011
warnings
"do NOT issue warnings. This tells students it's okay to misbehave once; that it is okay the second time they misbehave that will land them a consequence"
Seems to make sense
Seems to make sense
wording so the student chooses the punishment
Teacher: Tom, it seems hard for you to work on your project today. What do you think might happen if you keep talking instead of working?
Student picks an outcome.
Teacher: That's a possibility. Anything else?
(do this a couple of times)
Teacher: Tell you what. I'll come back in a couple of minutes. If it seems you're still having trouble concentrating, I'll pick one of those suggestions.
Student picks an outcome.
Teacher: That's a possibility. Anything else?
(do this a couple of times)
Teacher: Tell you what. I'll come back in a couple of minutes. If it seems you're still having trouble concentrating, I'll pick one of those suggestions.
Teaching books
Comprehension Connections: Bridges to Strategic Reading [Paperback]
Tanny McGregor
Interventions that Work: A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3 (Interventions that Work Series) [Paperback]
Linda J. DornThe Book Whisperer: Awakening the inner reader in every child
Donalyn Miller
The Daily 5
Gail Boushey
Friday, November 18, 2011
Power Struggles
Important Things to Remember:
1. Reinforce consistently that- even good kids make mistakes, you’re just a good kid who made a poor choice. We can’t do anything about it now, but we can work to make sure it doesn’t happen again.
2. Know that kids have the power, but you can control the circumstances. Know also that if you take the hook, engage in the power struggle, then you will lose.
3. Be sure to always help children save face in front of others. If you don’t, you will have a lot of additional behavioral baggage to deal with.
4. Be aware that when you feel the heat rising, it is a sign of power behavior and your signal to take on your coolest, most blasé’ demeanor.
5. The smarter the child and the longer he has practiced the behavior, the longer it will take to eliminate it.
6. Consistency is key- if you once let the child see that you are invested in the power behavior, you will have to start all over with plan B.
7. Forgive yourself.
8. When eliminating a behavior, if you haven’t successfully addressed the cause, watch for another to take its place.
9. It is extremely important to stay consistent when things get better.
10. Most working plans have a regression factor where the old behavior returns. If you stay consistent, it will go away for good.
11. Be sure to deal with any situation as a helpmate- if a parent loses cool, children see it as a sense of betrayal and you will have to have a debriefing session before things return to the status quo.
12. Again, don’t discuss the plan after it is made, act on it.
13.Be sure that the consequences of the behavior never become punishment. (They should always be reasonable, related and respectful).
14.Be careful with rewarding success. Feedback is great, material items work only short term.
15.Revenge behavior can follow power if power behavior is handled poorly or not addressed.
16.A plan must address the goal of the behavior as well as the behavior. Children typically choose misbehavior as a way to get their needs met when they don’t get what they want or need. Think of it as a choosing disability.
17. CHILDREN ALWAYS FIND A WAY TO SHARE THEIR ANGER OR FRUSTRATION- THEY PROJECT IT TO YOU. SO IF YOU FEEL ANGRY- KNOW THAT YOU ARE DEALING WITH AN ANGRY CHILD.
18. In order to chance your management style, be ready to accept that others may wonder what you’re doing.
19. Don’t be a bleeding heart (no matter how much your heart bleeds) giving second chances or making excuses only prolongs the behavior and causes the struggle to continue that much longer. It really doesn’t do the child any favors.
20. Always expect your child’s best. When something upsetting or sad has happened, deal with it. If you suddenly start allowing behavior you normally wouldn’t, the silent message sent to your child is, “wow, this really must be big- maybe it’s worse than I thought.”
21. Use the self-fulfilling prophecy every chance you get (only genuinely)
22. Give practice in delayed gratification- it’s a life skill that can’t be beat.
23. Don’t make excuses- emphasize that your child’s success or failure is up to him!
Picture Prompt
· Picture Writing Prompts: Take cards/DVD covers or something with a picture on the front of it and write writing prompts on the back such as “What do you think is going on in this picture?” or “If you have seen this move before, pretend you are this character and write…” This gives kids more motivation and a better visual prompt.
Thursday, November 17, 2011
Tattle Monster
·
o When students want to tattle, have them write their complaint on a piece of paper and feed it to the tattle monster (tissue box decorated to look like a monster)
o Students are getting writing practice when they do this
Hand Signals
: Create a classroom-wide hand signal for thing such as going to the bathroom and getting a drink. Any time the teacher sees these signals he or she can do the signal back giving the “ok” or simply say no. This is a huge time savor and decreases interruption in the younger grades.
Wednesday, November 16, 2011
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