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Chapter 5 / Re: Assertiveness vs. Aggressiveness
« Last post by Katie on April 01, 2016, 02:51:32 pm »
I am trying to get better at being more assertive vs. being aggressive. I've found that lately I am able to calm myself down when I'm feeling frustrated and use a strategy to deal with the issue. I think trying to focus on what I want the kids to do has really helped. I feel like I have been wired to say "What are you doing? Why did you do that?" Now I'm trying to say things like "You wanted to sit in that spot. You may not hit. Next time say, Move please so they know you want to sit there." I also have noticed that when I give a clearer picture of what I want them to do, they respond better. There is not a clear picture for the word don't so saying don't do something is not as helpful as telling them what to do. That has also helped me be clearer about what I want them to do.
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Chapter 7 / Re: Choices
« Last post by Katie on April 01, 2016, 02:37:57 pm »
I struggle with this because some kids will just not choose one of the positive choices. I particularly have noticed this in one of my children, Joseph. Initially when I moved to the room in January, he fought me on every little thing. He did not want to do anything the class did. He wanted to do his own thing all the time. I had a really hard time with him at first because it was so frustrating and distracting. But then I started just hugging him in the morning during breakfast and now I've noticed a change. He is more engaged in the class lessons and has been completing his work. He seeks me out when he is upset now, instead of blowing up. He still has moments that are not good choices. But I really think the connection piece is what is key. If he feels connected to me, he is most likely going to respond to my choices I offer. I also use the broken record technique. It's called parroting in the book. I just repeat the choices over and over until they make one, even with a bad attitude. Eventually, they start doing these things on their own.
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Chapter 6 / Re: Contributions
« Last post by Katie on April 01, 2016, 02:24:06 pm »
I think the main way I do this is by what the book says on page 180 "Structure the environment so children's gifts are made public" I try to notice ways that kids are helping other kids in the classroom. This week, a boy told another boy that he was a very good artist during writing. I said something like "Joseph, that was very kind of you to compliment Armando. That was encouraging." Or if someone helps someone else clean up, I would say something like "Maria helped Aniya clean up the crayons on the floor. That was helpful!" Another thing we can do is focus on what they are doing during challenging tasks or situations. Saying something like "You tried really hard and you did it!" Or "You are working really hard to __________. Keep it up!"
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Chapter 9 / Positive Intentions
« Last post by thequeenteacher 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
« Last post by thequeenteacher 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
« Last post by thequeenteacher 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
« Last post by thequeenteacher 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
« Last post by thequeenteacher 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
« Last post by Shayla on January 25, 2016, 04:55:28 pm »
I feel the same way, If student's can't use their inner voice till they are about 7.  It affects so much in their behavior and attitude.  That's why modeling the behavior repeatedly is so important in these kids younger years.  They need to see people using inner thoughts instead of impulse, so that one day they can be able to do the same when it develops.  But even as adults using your inner voice is a problem, and getting to that executive state is hard.  So how do we get all of our kids to this executive state if everyone including Teachers are using different parts of their brain.  I swear it sounds amazing to get to that point, but also seems impossible.   
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Chapter 2 / Re: Chapter 2 Videos
« Last post by thequeenteacher 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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