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Messages - thequeenteacher

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Chapter 9 / Positive Intentions
« on: March 28, 2016, 12:52:08 pm »
Chapter 9 discusses positive intent.  It says that difficult or challenging students need positive intent above all else because they have defined themselves as bad or unworthy and they live out this self fulfilling prophecy at school.  Can you describe a time when you have assigned positive intent to a student's behavior and the outcome was significantly better than it could have been?

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Chapter 8 / Empathy
« on: March 28, 2016, 12:31:24 pm »
Chapter 8 says that "Empathizing does not change limits on behaviors.  It helps children become better able to accept limits."  How do you empathize with your students without changing you limits?

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Chapter 7 / Choices
« on: March 28, 2016, 12:13:57 pm »
Chapter 7 discusses giving children two choices when they are being difficult.  It has a small section on helping children who refuse to choose, who resist structure or who change their minds.  How do you handle students who refuse to choose one of the two positive choices you present?

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Chapter 5 / Assertiveness vs. Aggressiveness
« on: March 28, 2016, 11:54:36 am »
Chapter 5 says that "Assertiveness clearly tells children what to do so that they may successfully meet your expectations."  How do you assertively convey expectations in your classroom without being aggressive?

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Chapter 6 / Contributions
« on: March 28, 2016, 11:46:40 am »
Chapter 6 talks about having students contribute their unique strengths to the classroom.  How do you have students contribute to your classroom community?

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Chapter 2 / Re: Chapter 2 Videos
« on: December 07, 2015, 03:54:37 pm »
Carmen,
It's so interesting that Becky Bailey talks about connecting with children in order to help develop their frontal lobe.  I feel like our community consists of many, many  adults who are unable to do the things that require the frontal lobe (goal setting, conflict resolution, having empathy, etc).  When children are surrounded by adults who do not possess these traits, it makes it that much more difficult for them to achieve them.

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Chapter 2 / Chapter 2 Videos
« on: November 30, 2015, 10:41:06 am »
Which video did you watch?  What were your thoughts on that video?  How will what you viewed impact your classroom?

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Chapter 2 / Brain States
« on: November 17, 2015, 01:20:42 pm »
Hey all,
After reading chapter 2 and  thinking about/reflecting on the different brain states, I once again came to the conclusion that our job as adults working with students who are missing skills is quite complex.  (I am sure that this revelation is not new to you.)  I began thinking more about classroom teachers at Julian and what a difficult task it must be to try to identify the brain state, the trigger, and the resolution in several students at the same time.  That is my question to you:

How do you, as one, single classroom teacher use the Conscious Discipline method when you may have several different behaviors, brain states, triggers, and needs occurring in your classroom all at once?  Have you been successful?  Share some of  your successes and struggles, please. 

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