Possible

Possible

Saturday, August 31, 2013

Enhanced Child Guidance Skills for Teachers: Teaching Students How to Turn an Unfocused Dream Into a Goal-Oriented Dream

All children have dreams of a better and more optimistic future, including low-achieving students and children with recurrent behavior problems. Dreams connect children with their ideal selves (what they want to be) and with their possible selves (what they can become). Dreams tell children where they want to go, but without telling how to get there. Is up to the dreamer to figure out which path to follow to “get there.” To produce the effect wanted, high-efficacious students already understand that they need to follow a path with a specific course of action or procedure. Low-efficacious students may share similar dreams, but lacking understanding of how to get a positive outcome, the dreamer follows what is perceived to be the easiest route, and he quickly changes path when the road starts feeling bumpy. All children have dreams of a better and more optimistic future; the difference between a high-efficacious student and a low-efficacious student is not in the dream, but in the different path each child chooses to turn dreams into reality.

Teaching Low-Efficacious Students “How to Get There”
As teachers, we are in a privileged position to help children achieve their academic and/or personal dreams. To teach “dream self-efficacy,” we need to focus the dreamer in the “how to” or process that brings about results. In other words, we teach children how to turn an aimless dream into a targeted and focused one. Our task will consist mainly of teaching children the characteristics of a targeted and focused dream. Among them:

1.     A focused dream has a goal or a specific purpose toward which effort is directed. A goal answers the question “What do I want?”

2.     The goal suggests guidelines, indicating a tentative course of action or a tentative procedure.

3.     From these guidelines, we can start outlining our plan of action. Our plan of action answers “How do I want it?” which gives us a more specific procedure.

4.     The plan has steps (e.g. first, second, and third) with datelines (e.g. “By the end of June…” or “Six weeks from today…”).

5.     The plan includes strategies or specific things that we can do to achieve our goal.

6.     The plan has checkpoints, so that we stop and reflect about the outcome so far.

7.     If we do not like the outcome, that is, if we think that our plan is not working, we can always change parts of the plan; for example, making our plan easier, going slower (e.g. moving our dateline from six weeks to nine weeks), or using a different strategy.

8.     If we feel that our plan is still not working, it is okay to change it entirely, so that we can create a new plan.

Concurrently with the steps above, it is important that we communicate to our unfocused dreamers to never stop dreaming about a better and more optimistic future. Adapting a popular motivational quote for use with children, our encouraging message can be, “When you dream, aim for the moon; if you miss, you’ll still be on the stars.”
Of Interest to Teachers...
Watch Your Language! Ways of Talking and Interacting with Students that Crack the Behavior Code
To preview this book on Amazon, click here.


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 and resilient, but connected, connected we are imaginative, resourceful, resilient AND powerful. To join us, click on, “We Teach the World.”

Wednesday, August 28, 2013

Alternative Teaching Techniques and Methods for Low-Achieving Students | Scribd

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Alternative Teaching Techniques and Methods for Low-Achieving Students | Scribd


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 and resilient, but connected, connected we are imaginative, resourceful, resilient AND powerful. To join us, click on, “We Teach the World.”

Tuesday, August 27, 2013

Low Self Esteem - Simply Psychology

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Low Self Esteem - Simply Psychology


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Self Concept - Simply Psychology

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Self Concept - Simply Psychology


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Carl Rogers - Simply Psychology

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Carl Rogers - Simply Psychology


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Monday, August 26, 2013

You Only Get One "First Day of School" | Edutopia

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You Only Get One "First Day of School" | Edutopia


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Friday, August 23, 2013

Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children / National Center for Education Research

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Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children


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Thursday, August 22, 2013

The Four Keys to Helping At-Risk Kids | Edutopia

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The Four Keys to Helping At-Risk Kids | Edutopia


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Wednesday, August 21, 2013

What Is and Is Not Fair | Connected Principals

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What Is and Is Not Fair | Connected Principals


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From pet therapy to yoga, schools address kids' stress / USA Today

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From pet therapy to yoga, schools address kids' stress


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Tuesday, August 20, 2013

Winning Children's Compliance: Learning the Nuts and Bolts of Persuasive Discipline

Persuasive Discipline: Using Power Messages and Suggestions to Influence Children Toward Positive Behavior is an education and teaching book by Carmen Y. Reyes, The Psycho-Educational Teacher. On this innovative guide, readers venture into the fascinating realm of persuasive communication, learning 31 language-based discipline techniques that influence positive behavior in children. The most compelling lesson learned in this child guidance guide is that, to improve our ability in disciplining children, we do not need flamboyant techniques or procedures; we just need better communication and persuasion skills. Generally speaking, persuasion is the process of communicating using just the right words to get the positive outcome we want. Most specifically, in persuasive discipline, we use specific language patterns and ways of talking to shift a child’s attitude and mind-set from noncompliance to compliance. Simply put, when we persuade, we control and change behavior. Some of the techniques introduced in this book may be part of our repertoire already; we just need to be aware of their rich influential value, so that we learn how to articulate our messages in a more influential way. Other techniques, although well-known by persuasion experts, are less familiar to an average teacher or parent. Carmen Y. Reyes guides readers in how to apply these techniques to both the classroom and the home setting.

Persuasion Techniques

1.     Assume that What You Want is True

2.     Use Positive Directions

3.     Point Out an Acceptable Alternative

4.     Use More “Start” Messages and Fewer “Stop” Messages

5.     Replace the Word “Start” with the Word “Continue”

6.     State Rules Impersonally

7.     Give Alpha Commands

8.     Give More Requests and Fewer Commands

9.     Give Choices to the Child

10.  Use Forced Choices

11.  Ask Leading Questions

12.  Manipulate the Size of the Request to Make it Look Smaller or Bigger

13.  Buttering Up

14.  Use Pauses

15.  Visualizing

16.  Wondering

17.  Use Odd Numbers

18.  Linking

19.  Use Repetition

20.  Use Power Sentences

21.  Use Power Paragraphs

22.  Use Hidden Commands

23.  Use Suggestions

24.  Establish Rapport

25.  Use Mirroring with Exchanged Matching

26.  Use Matched Vocabulary or Matched Speech

27.  Pace and Lead

28.  The Voice Regulation Technique

29.  Use Discipline Anchors

30.  Use Space Anchors

31.  Get a Commitment from the Child

To Preview this Book on Amazon.com, click here.


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 and resilient, but connected, connected we are imaginative, resourceful, resilient AND powerful. To join us, click on, “We Teach the World.”

Sunday, August 18, 2013

Back to School: Goal Setting With Your Students | Edutopia

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Back to School: Goal Setting With Your Students | Edutopia


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Saturday, August 17, 2013

Expectations: The engine that makes it all go / Transformative Classroom Management (Chapter 8)

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Chapter 8: Expectations: The engine that makes it all go


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Thursday, August 15, 2013

How Emotions Affect Learning / Educational Leadership

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Educational Leadership:Reporting What Students Are Learning:How Emotions Affect Learning


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The PIE Approach to Handling Emotions | Simple Kids

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The PIE Approach to Handling Emotions | Simple Kids


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Wednesday, August 14, 2013

Empathy: The Most Important Back-to-School Supply | Edutopia

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Empathy: The Most Important Back-to-School Supply | Edutopia


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Classroom Goal: Learn 10 New Things a Week (about them) / Tween Teacher

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Heather Wolpert-Gawron » Classroom Goal: Learn 10 New Things a Week (about them)


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Monday, August 12, 2013

What To Do When Student Interrupts Lesson / Resources In Special Education

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Resources In Special Education


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Friday, August 9, 2013

Defusing Explosive Children / Education World

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Education World: Wire Side Chats: Defusing Explosive Children


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Thursday, August 8, 2013

Empower Students: 5 Powerful Strategies / ASCD EDge

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Empower Students: 5 Powerful Strategies - Cheney, WA, United States, ASCD EDge Blog post - A Professional Networking Community for Educators


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Teacher Checklist for Classroom Management / Behavior Advisor

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Teacher Checklist for classroom management


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Tuesday, August 6, 2013

The Three R's of Logical Consequences / Education World

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Education World: The Three R's of Logical Consequences


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Great Teachers Do This Differently / Education World

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Education World: Great Teachers Do This Differently


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Sunday, August 4, 2013

How To Give A Warning That Improves Behavior — Smart Classroom Management

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How To Give A Warning That Improves Behavior — Smart Classroom Management


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Friday, August 2, 2013

Maintain and reclaim your passion for teaching / ASCD EDge

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Maintain and reclaim your passion for teaching - Ferndale, MI, United States, ASCD EDge Blog post - A Professional Networking Community for Educators


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What's Wrong With These Kids Today? / ASCD EDge

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What's Wrong With These Kids Today? - Sarcoxie, MO, United States, ASCD EDge Blog post - A Professional Networking Community for Educators


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