In schools, psycho-education is a classroom behavior management method that aims at training teachers and students about children's emotional and behavioral problems. Psycho-educational teachers believe that social-emotional growth happens when children understand the role that emotions play in their school difficulties. Psycho-educational theory and methods include cognitive (thinking), affective (feelings), and behavior aspects.
Saturday, March 24, 2012
Guidelines for Criticizing Children
This is an excerpt from my book All Behavior is Communication:
How to Give Feedback,Criticism, and Corrections that Improve Behavior. This book is now available on Amazon.
a rule, teachers and parents should criticize only problems that the child can
solve. Criticism is a tool to make children aware of something that they did
criticizing children, use more observations,
that is, what you see, hear, or can touch and make fewer evaluations. An evaluation
involves making inferences about the things that we observe.
more observation language, that is,
concrete information that contributes to the child’s learning, and less
evaluative language of the kind good/bad, right/wrong, or correct/incorrect.
we criticize a student, we need to make sure that we are criticizing the
child’s actions, not the child’s character. Examples of criticizing children’s
better start acting like a ten years old.
have a potty mouth.
show no respect for anyone!
the child’s character sends the message to the student that the deficit in the
skill or behavior is permanent and/or global, and it is not going to change.
that criticize character are “you” messages, for example, “You have a potty mouth!” or “You
are always messing up.” When there is a strong feeling, deliver the feeling
using an “I” message instead. An “I” message describes what we are feeling and
the reason for this feeling. For example, rather than saying, “Don’t you dare
using that language with me!” say, “I am upset because I do not like being
cursed.” “I” messages always start with “I feel…” “I like…” or “I do not like…”
we are handling a strong feeling, it is important to identify both the
unacceptable behavior (e.g., “That language is inappropriate”) and our feelings
about the behavior (“I feel like leaving the room when I hear that language”).
Finally, we can point out an acceptable
alternative, for example, “When you talk without cursing, I will listen to
what you have to say.”
disapproval for the inappropriate behavior by stating the effect of the
behavior on you and/or others; then point out your feelings about the behavior.
For example, you would say, “Nicky, when you call names, other children in the
classroom feel embarrassed and I feel annoyed.”
concern for the inappropriate behavior rather than showing anger. Then, add a
statement about how the inappropriate
behavior is affecting the child. For example, say, “What concerns me the
most about this name-calling behavior is that, because they feel angry, the other
kids are refusing to play with you; when no one plays with you, you are going
to feel very lonely.”
10.Minimize the child’s errors and
mistakes. Use effort feedback and
help the child focus on effort or trying rather than outcomes (success or
failure). Remind the child that “Tomorrow is another day to try.”
All Behavior is Communication: How to Give Feedback, Criticism, and Corrections that Improve Behavior
Proudly announcing our new
group for educators worldwide, “We Teach theWorld.” 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 and resilient, but connected,
connected we are imaginative, resourceful, resilient AND powerful. To join us,
click on, “We Teach the World.”