Posts

Showing posts from 2012

Believing in Students: The Power to Make a Difference | Edutopia

Believing in Students: The Power to Make a Difference | Edutopia

Help Students De-Stress for Success | Edutopia

Help Students De-Stress for Success | Edutopia

The Messages We Send to Children in the Words We Say- Part 2: Verbal Modifiers

Many statements have two levels of meaning. One level is the basic information that we communicate with the specific words we say. The second level conveys our attitudes and feelings; most specifically, revealing what we think and how we feel about the words we are saying. This deeper level of communication is known in linguistic literature as the metamessages level . Simply put, a metamessage is the in-depth message that can be implied from the surface message. One of the ways in which we can create a metamessage is by including a verbal modifier in the sentence. As defined by McKay, Davis, and Fanning (2009), verbal modifiers are special words that add nuances of meaning to the sentence. Some words and phrases commonly used to modify verbs are: Ø Words : certainly, only, merely, naturally, now, later, sure, just, still, again, slightly, lately, seriously, and supposedly. Ø P hrases : of course, come on, I’m sure, and I guess. Some examples of metamessages developed throu

Acting Out Behavior- Why Misreading Social Cues Leads to Behavior Problems/Education Articles

Education Articles

Defusing Power Struggles: It's Not About Getting the Last Word | Edutopia

Defusing Power Struggles: It's Not About Getting the Last Word | Edutopia

Anger Management for Children: Using Self-Talking to Defuse Angry Feelings

To read this article, click on link: Anger Management for Children: Using Self-Talking to Defuse Angry Feelings A Call to All Teachers: Proudly announcing our new group for educators worldwide, “ We Teach the World .” Our aim is to connect teachers and related school personnel all over the world, so that we can share much-needed ideas, strategies, and lesson plans as well as all kinds of resources in classroom management and in student discipline. Coordinating our effort worldwide, we can tell each other where to find important resources and information. If you administer a teaching blog or have created educational resources to facilitate our job, you are welcome to share them here. As long as they contribute to education, we want to know of your business. Teachers with questions, post them here; mentors and seasoned teachers, your valuable experience and unique perspective matter to us, so make your voices heard. Because isolated, we teachers are imaginative, resourceful an

Fair Isn’t Equal: Seven Classroom Tips | Edutopia

Fair Isn’t Equal: Seven Classroom Tips | Edutopia

Words Can Inspire by Leah Davies, M.Ed.

To read article, click on this link: Words Can Inspire by Leah Davies, M.Ed.

The Essential Skill of Self-Control by Leah Davies

The Essential Skill of Self-Control by Leah Davies

Students Who Challenge Us: Eight Things Skilled Teachers Think, Say, and Do / Educational Leadership

Educational Leadership:Students Who Challenge Us:Eight Things Skilled Teachers Think, Say, and Do

The Messages We Send to Children in the Words We Say- Part 1: Presuppositions

Image
Presuppositions refer to the assumptions in a message that the listener accepts as true in order to make sense of the whole message. For instance, in the statement, “The cow moos at the moon,” the following presuppositions are present: A.     The existence of an object known as cow B.      An attribute of the object cow- moos C.      The existence of an object known as moon D.     The object cow can moo at the object moon E.      The object cow is mooing at the object moon Listeners do not engage in this kind of linguistic analysis, and chances are that, when they hear the statement, “The cow moos at the moon,” the recipient of the message will easily accept all of the presuppositions listed above. In other words, the recipient of the message is predisposed to accept the message as valid and truthful. More examples (Only the most relevant presuppositions are included): 1.      You are not going to tell me another lie! (Presuppositions: You lie and you told me

Reframing: Seeing Students in a New Way | Edutopia

Reframing: Seeing Students in a New Way | Edutopia

Why Champion Social and Emotional Learning?: Because It Helps Students Build Character | Edutopia

Why Champion Social and Emotional Learning?: Because It Helps Students Build Character | Edutopia

Building Rapport with Students by Sharing a Piece of Yourself | Faculty Focus

Building Rapport with Students by Sharing a Piece of Yourself | Faculty Focus

Supporting Children in Crisis: Part 2 / Education World

Education World: Supporting Children in Crisis: Part 2

Supporting Children in Crisis / Education World

Education World: Supporting Children in Crisis

11 Ways to Teach Kids to Recognize and Label their Emotions

Education Articles

» Reflective Listening as a Conflict Resolution Tool Positive Parenting Connection

» Reflective Listening as a Conflict Resolution Tool Positive Parenting Connection

Resources and Lesson Plans for Social and Emotional Learning | Edutopia

Resources and Lesson Plans for Social and Emotional Learning | Edutopia

Helping Children Cope with Anger by Leah Davies

Helping Children Cope with Anger

Top 16 Classroom Control and Management Tips

Top 16 Classroom Control and Management Tips

Teacher Behavioral Strategies: A Menu | Intervention Central

Teacher Behavioral Strategies: A Menu | Intervention Central

Feedback for Learning: Seven Keys to Effective Feedback / Educational Leadership

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback

Feedback for Learning: Finessing Feedback / Educational Leadership

Educational Leadership:Feedback for Learning:Finessing Feedback

Building a Positive, Trusting Classroom Environment | Edutopia

Building a Positive, Trusting Classroom Environment | Edutopia

Teachers' Expectations Can Influence How Students Perform : Shots - Health Blog : NPR

Teachers' Expectations Can Influence How Students Perform : Shots - Health Blog : NPR

Feeling Nice-Feeling Bad: Teaching Students How To Put Feelings Into Words

Teaching children how to talk about, or how to cope with, troubling feelings (e.g. feeling humiliated and resentful) and/or a conflictive classroom event (e.g. angry feelings that escalate into a fight in the schoolyard) is a basic therapeutic communication intervention aimed at teaching children how to resolve conflictive events in a more resourceful way; most specifically, before the unresolved feelings spread-out into a high-impact disruptive classroom event. Talking about the emotional component of a troubling experience is an area of difficulty for many children, this being particularly true for those students who already exhibit behavior deficits, among them, children with weak impulse control and/or low ability to tolerate frustration. Because talking constructively about what is troublesome is too hard for them, we see these children displaying recurrent acting-out episodes and/or aggressive behaviors in an unsuccessful attempt to find some relief from the conflicted feeling

Ten Tips for Building Teacher Resiliency | InService Blog

Ten Tips for Building Teacher Resiliency | InService Blog

5 Things Parents of Students with Special Needs Want Teachers to Know

Education Articles

Rapport: The Key to Shift an Interaction with a Difficult Student from Antagonistic to Collaborative

Image
Sometimes a teacher-student relationship goes sour, with too many antagonistic interactions where “he,” the student, is placed in one corner while “I,” the teacher, firmly position myself in the opposite corner. I guard my corner fiercely while the child is guarding his corner fiercely. We even seem to be talking two opposite languages; my “yes” is the child’s “no;” my “do” is the child’s “don’t.” Giving commands and criticizing noncompliance is my way to unsuccessfully persuade the child to do something, and the more the child does not do what I want, the more rigid and antagonistic our relationship becomes. In other words, although student and teacher are sharing one and the same physical space, mentally and emotionally “we” (as in student and teacher) are in two very different places. Under those circumstances, I believe, no communication between the two of us is possible. If only I could find how to shorten the distance that is keeping us apart... Rapport: The Bridge that Connec