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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: Child Guidance Methods

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, vi...

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+ pa...

Forman (1993) defines coping skills, or coping efforts, as sets of information and learned behaviors that children can use purposely to bring about positive outcomes in potentially stressful situations. Coping techniques teach psychological, social, cognitive, affective, and behavioral skills that children and adolescents can use to deal with potential stressors. According to the author, knowing and using coping skills can prevent or reduce a variety of academic, emotional, behavioral, and health problems in children and adolescents. On the other hand, the inability to handle potentially stressful situations or stressors may result in emotional, behavioral, and/or physical health problems. Coping skills are a way of promoting general, emotional, and social competence in children, and we can divide them into two major categories: a)      Problem-Focused. Acting on the stressful stimuli to change or to solve the problem. Using problem-solving techniques, we focus th...

To read the article, click on the link: How To Teach Kids Positive Self-Talk: A Child’s Emotional Bulletproof VestMental Toughness Training

To read this article, click on the link: 10 Reasons To Smile, Breathe Easy, And Not Let Stress Get The Best Of You — Smart Classroom Management

School staff and caregivers can help children understand how their internal self-talking or private speech influences the way they feel and behave. Knowing and reciting positive and optimistic self-statements help children feel happier and display improved self-control. Anger-prone, distraught, and/or impulsive children can be trained in monitoring their private speech and thoughts. Once the child recognizes the body (e.g. muscle tension and sweating) , thoughts (e.g. “I hate Mr. Evans!”) , and action (e.g. cursing and kicking) signals that cue an agitated state of mind, he can interrupt himself before acting aggressively and/or impulsively, and then the child self-corrects to calmer behavior and thoughts using his customized self-dialogue. Anger-prone and/or impulsive children can use specific self-statements or self-instructions to stop their habitual ways of thinking and to direct more positive responses. Self-coping statements to guide children in (a) handling anger triggers, ...

To read this article, click on the link: It's Time for Social and Emotional Learning for All | Edutopia

To read article, click on this link: Stilling the Mind: An Interview with Linda Lantieri | Edutopia

To read, click on this link: The 3'R's of Emotional Learning | Psychology Today 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 connect...

To read article, click on the link: What Happy Children and Teens Do Differently | Psychology Today 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,...

 RET, or R ational- E motive T hinking  is a popular model of behavior modification that teaches how we can get along better with ourselves by means of disciplining our thoughts and emotions; with self-disciplined and balanced thoughts and emotions our behavior has no other choice but to fall in line. According to this school of thought, our mental state, either positive (e.g. feeling enthusiastic and hopeful) or negative (e.g. feelings of frustration and mortification) do not directly link with the factual event or what happened (e.g. class was unruly), but they link directly with how we think about what happened (e.g. “I cannot control my class”). For instance, thinking that we do not have the skills to control an unruly class can easily lead to feelings of discouragement and giving up on students. Conversely, believing that although we had a rough day, we do have the skills and endurance to get better behavior from children takes us primarily to feeling both excited ...