Believing in Students: The Power to Make a Difference | Edutopia
Believing in Students: The Power to Make a Difference | Edutopia
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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...
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...
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
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. ...
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
» 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
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
Rapport: The Key to Shift an Interaction with a Difficult Student from Antagonistic to Collaborative
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 Co...