Saturday, October 29, 2016

Essential Child Guidance Skills for Teachers of Students with Recurrent Behavior Problems

Teacher Training > How To Guides > Student Discipline

Plenty of advice in child guidance and in therapeutic approaches for teachers, school counselors, and other support staff. Unparalleled resources in behavior-influence language. Take a look at this amazing collection of psychoeducational books on Amazon:

Sunday, October 23, 2016

Giving Feedback and Criticism to Students that is Constructive and Growth-Promoting

Teacher Training > How-To Guide

An out-of-a-kind resource in student discipline!

All Behavior is Communication: How to Give Feedback, Criticism, and Corrections that Improve Behavior is an education and teaching book by Carmen Y. Reyes, The Psycho-Educational Teacher. The topic of this innovative guide is simple yet powerful: what teachers say to children (the words we use) influence the way students perform. Feedback and criticism that convey high and positive expectations influence positive performance, but feedback and criticism that constantly remind children of their low performance and/or recurrent behavior problems reinforce the same low performance and behavior problems that we want to extinguish in the first place. Teachers make the difference, that is how powerful our words and messages are. Therefore, if we want to change children’s disruptive and/or apathetic classroom behavior a first step would be to monitor, and if necessary change, the messages we send to students. All Behavior is Communication: How to Give Feedback, Criticism, and Corrections that Improve Behavior explains these three speech acts in detail and presents ways in which teachers can use language that is supportive of children, inspiring children to be the best they can be. This informative guide is an excellent resource for teachers, school counselors, and those parents with an interest in child guidance skills.

To preview this book on Amazon, click here.

Saturday, October 22, 2016

Breaking the Cycle of Conflict in Your Classroom

Keeping the Peace: Managing Students in Conflict Using the Social Problem-Solving Approach is a book by Carmen Y. Reyes, “The Psycho-Educational Teacher.” The issue of how to communicate effectively with distressed students represents one of the biggest challenges that teachers, administrators, and support staff face in today’s schools. A different but related problem is how to resolve a conflict happening between two or more students. These are no light issues; much of what teachers and administrators describe as discipline problems and disruptive behavior in the classroom stem from breakdowns in teacher-to-student and student-to-student communication. When these breakdowns are ignored or treated poorly, conflict spins out of control. Once in a conflictive interaction, teachers and/or staff find themselves in adversarial relationships with students. Similarly, two students in conflict see each other as enemies. Angry feelings, aggressive behavior, and in most extreme cases, violence are the basic communication styles known to adversaries. Each side trying to win over the other side, with an “I win-You lose” attitude that affects both and benefits neither. The win-lose paradigm may settle the conflict, but only on the surface; genuine conflict resolution can take place only when all parties involved feel treated fairly. Simply put, to manage conflict effectively, teachers and students need better communication patterns. This takes us to the second premise in this book: conflict resolution is an interpersonal communication skill that teachers and students can learn. Effective listening and speaking skills are prerequisites to effective communication, and effective communication is the prerequisite for effective conflict resolution. In her book, Carmen Y. Reyes details a framework of interpersonal communication principles and strategies that lies the foundation for both creating a positive classroom atmosphere and for resolving conflicts once they happen.

To Preview this book on Amazon, click here.

What Can I Say and Do Differently to Help Students Overcome Negative Feelings and Behaviors?

Essentials of Emotional Communication for Reaching the Unreachable Student: Where Do I Start? What Do I Say? How Do I Do It?

This innovative book is a comprehensive source of interactive (language-based) skills that gives teachers, school counselors, school psychologists, and administrators a unique opportunity in connecting, influencing, and guiding hard to reach students. Elsewhere, effective behavior managers are best known for their strong repertoire of interpersonal communication skills. Understanding how verbal and nonverbal messages operate in our interactions with our most challenging students enables school staff to engage distraught children in constructive interactions and in positive processing of their feelings and behaviors. Once teachers learn how to use language that contributes in the healing process of children’s troubling feelings and dysfunctional behaviors, interpersonal communication skills reach the level of emotional or therapeutic communication. This 300+ pages book includes 18 chapters subdivided into four sections:
  • Part 1: The Basics (Chapters 1-3)
  • Part 2: Where Do I Start? (Chapters 4-6)
  • Part 3: What Do I Say? (Chapters 7-15)
  • Part 4: How Do I Do It? (Chapters 16-18)

On Part 1, “The Basics,” the author inspires teachers by revealing the magic inherent in the words we say to students. Emotional communication is presented within the broader context of interpersonal communication, including principles and steps. Part 1 includes a section in nonverbal communication as well as an analysis of feelings and their role in learning. Part 2, “Where Do I Start?” focuses on how to create rapport with an angry or troubled child, the single most important element in emotional communication. There are also techniques in therapeutic listening and a discussion of the role of the self in emotional communication. Part 3, “What Do I Say?” includes a large selection of therapeutic language techniques. The author’s analyses about the fundamentals of language and linguistic patterns that influence positive behavior make this book worth every penny. From Chapters 8-to-15, we learn one linguistic technique after another, with each new technique adding to the impact of the previous ones. The therapeutic dialogue is described step-by-step, from the beginning of the interaction (how to open the message) to the end of the interaction (shifting the message). The fourth and last part, “How Do I Do It?” is the application part; the “grand finale” of this must-read book. Chapter 17, “The Supportive Style” includes dozens of therapeutic interventions to defuse power struggles.

A Powerful Language and Interactions-Based Approach for Managing Classroom Behavior

Watch Your Language! Ways of Talking and Interacting with Students that Crack the Behavior Code by Carmen Y. Reyes, The Psycho-Educational Teacher, is a comprehensive resource (360+ pages) of skilled language-based interventions aimed at improving classroom behavior by improving the way teachers and students relate, placing special emphasis on those strained interactions with students exhibiting habitually disruptive patterns of behavior. Founded on theory and principles in interpersonal communication this interactional approach is rooted in the belief that teachers’ ways of talking play a crucial role in influencing how students behave. In other words, students’ behaviors are a reflection of both the words that teachers use and how we say those words to children. A core belief in interpersonal communication is that high expectations that are goal-oriented influence positive behaviors while low expectations lacking a behavior or academic goal influence negative behaviors. This innovative resource is a 10-chapter book divided into three core parts:

Part One: The Basics (Chapters 1-3) On this introductory section the essential elements of interpersonal communication are explained, including channels and styles. Chapter Two details four interpersonal communication theories with high relevance to the classroom setting; Chapter Three introduces the two main components: receptive side or listening and expressive side or speaking, including full lists of both listening and speaking skills.

Part Two: Interpersonal Communication is Everything… And Everywhere! (Chapters 4-7) This second part analyzes popular behavior-change procedures from the unique perspective of therapeutic communication (Chapter Four). Among these enhanced approaches we find: assertiveness, optimism, rational thinking and talking, goal-oriented language, social problem solving, and solution-oriented messages. Chapter Five gives us guidelines for becoming an effective communicator focusing on language skills such as rapport and empathy. The section ends with an analysis of nonverbal communication in the classroom including ways in which teachers can align verbal and nonverbal language to send supportive and encouraging messages to students.

Part Three: Speech Acts (Chapters 8-10) On this closing part, teachers learn how to manipulate different parts of a sentence (e.g. nouns, verbs, adjectives) to modify the meaning of our messages (Chapter Eight). Chapters Nine and Ten are all about disciplinary speech acts and how our messages to students can evolve from flat and short-term (short-lived) to transformative and long-term (i.e. discipline that the child internalizes or self-discipline). Using unparalleled disciplinary language such as suggestions and hidden commands coupled with child guidance speech acts such as: interpreting, reflecting, reframing, decoding, challenging, and confronting teachers will be able to turn-around day-to-day interactions with tough to reach and noncompliant students from antagonistic to collaborative problem-solving. Our language makes the difference!

To preview this book on Amazon, click here.

Enhanced Solutions for Troubled Students

Psychoeducation for Teachers is an innovative child guidance and therapeutic approach to classroom discipline. A must-read for teachers working with hard-to-handle, habitually disruptive, and/or emotionally troubled students. This is a great resource for school counselors and administrators too! Be part of our psycho-educational family. Like our FACEBOOK PAGE HERE.