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Capturing Kids' Hearts

"To win students hearts and lead them to their personal best" Flip Flippen
by

Barry Baker

on 19 August 2013

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Transcript of Capturing Kids' Hearts

Capturing Kids' Hearts
Social Contract
EXCEL
Engage
X-plore
Communicate
Empower
Launch
Handshake, Welcome, Affirm, Model
Student's Needs, Listening Skills,
Safe Environment
Content, Dialogue, Flexibility, "Real World"
Use and do, develop skills, becoming, encouragement
Brainstorm
1.How do you want to be treated by me (the teacher)?
2.How do you want to be treated by others?
3.How do you think I (the teacher) want to be treated by you?
4.How do we treat each other when there is conflict?
http://www.wordle.net/
Meet and Greet
Listen to the students
End day with a powerful message
Affirmations
What happens in our lives is a result of what we think and say. By using this lesson, we will help our students to become increasingly aware of their thoughts and words. Every thought you think and word you say is an affirmation. Our belief systems are developed from early on and constitute what experiences we have throughout our lives. We are continuously confirming our subconscious beliefs through these thoughts and words and these shape the experiences we have. If there are belief systems that are no longer serving us in a positive manner, we can replace them with repetitive use of positive affirmations. As students begin to apply their knowledge of affirmations to their lives, it will become a daily and natural occurrence. What an amazing gift for students to have from such a young age! This training in thought and action will surely be reflected through positive life experiences.
Af-fir-ma-tion: Words that you think or say, and believe to be true.
Journals
Meet and Greet
Process Journals
Structure
Review
Taking Capturing Kids Into the Clasroom
Teacher welcomes students at front door and shakes their hands.
Journals are used so that both teacher and other students get to know each other better plus students get to know themselves better. Share "good-things" during this time.
Students are allowed to share entries which allows students to know one another better and learn common interests.
Overtime students begin to take over and facilitate process themselves, students begin to take ownership of the class
Helps show teacher where group is at today and material being presented.
The questions....when dealing with misbehavior
Four Questions
58% body language
35% tone of voice
7% what you say

Smile
Be "other" centered
Keep eye contact
Move with energy
Have a positive, welcoming tone of voice
Hand shake, high five, etc.
Dress and grooming appropriately
Take initiative
Meeting and Greeting Others 
Did you Know?
Classroom Hand Signals

Teacher to Class - to quiet down and pay attention 
 



Student to Student - to tell another student to check their behavior  
 


Putdowns/Fouls - to tell another student that they putdown another student and need to give 2 put-ups
Consequences / Hand Signals
Lesson Plan:

1. Introduce this activity by reading the book: I Think, I Am by: Louise Hay

2. Share a dialogue about the book and discuss the term “Affirmations.” Be sure that students understand that affirmations refer to all thoughts and words. The focus will be to turn all thoughts and words into the positive.

3. Post a visual definition of Affirmation in the classroom so that students can refer to its meaning. Your poster might look like this:

Af-fir-ma-tion: Words that you think or say, and believe to be true.

4. On chart paper, have the class brainstorm a list of personal negative thoughts or experiences that come to mind. CREATE AN AFFIRMATION WORD WALL

5. Model one personal example to show how to turn a negative thought into a positive affirmation. Together, think about all the possible ways this positive affirmation may result in an optimistic experience.

Example
Negative Thought
I don’t like the way I look

Positive Affirmation
I am perfect just the way I am

Positive Experience
“Hey Jen, I love your new outfit!”


6. Have students get into partners and choose one of the negative thoughts from the list on the chart paper. They may want to select one that is personally relevant to their life.

7. Partners will work on the “Turn Your – into a +” assignment. Please find a Blackline Master for this assignment in the SEE IT section.

8. In this assignment, students will write down and illustrate a negative thought in the 1st circle.

9. Next, they will write and draw a positive affirmation for their negative statement in the 2nd circle.

10. Finally, students create a positive outcome and picture for their affirmation in the 3rd circle.

11. Have the students share their assignments with the rest of the class so that all students may benefit from knowing how to turn each negative thought into a positive affirmation.

12. An extension to this activity would be to swap negative thoughts and see what alternative positive affirmations and outcomes different students would come up with. The possibilities are endless!

13. Create a display in the hall or classroom of your Affirmations Definition Poster, the cover of the book and the assignments.
http://kidblog.org/MrPedigo/Pedigo/welcome-to-kidblog/
The 4 questions should be first used with the whole group to hold them accountable to self manage their behavior.
 
1.  What are you doing? (Only ask 2 times)
 
2.  What are you supposed to be doing? (silence if needed)
 
3.  Are you doing it?
 
4.  What are you going to do about it? (affirm good decisions)

**5. So whats going to happen if you do it again?
(used with repeat offenders)
Teacher Notes
+Ask only the given questions
+No lecturing during or after
+Don't move to the next question until you get an appropriate answer to the question you are asking.
+Don't fall for smoke screens/Don't argue
+Don't bail them out by giving them the answer.
+Don't approach the student when your buttons are pushed.
+Watch your body language and tone.
+Do not accept "good" or "bad" for an answer. 

Make the questions work for you.
+Initially only ask the question two times
+Create silence.
+Give genuine affirmations about the person.
  Teaching Voice Level 
 
Why it is important: Explain to class why different voice levels are important and necessary at different times and places throughout school. Some examples from everyday life: playground, hallway, lunch room, school bus, church, football game, movie theater, cell phones in public places, etc.
 
 0 = Silent
 1 = Whisper
 2 = Conversation: One – to – one, or small group – can’t be heard on the other side of the room.
 3= Presentation: Speaking to a whole room
 4= Emergency/Shouting: Outdoors, speaking to a very large group, or maybe gym class only!
http://www.flippengroup.com/education/eduvideo/WPBhigh.html
Questions when dealing with disrespect
1) Who are you talking to?

2) How are you supposed to be talking to me?

3) Were you doing that?

4) So how are you going to talk to me?

(Deal with disrespect and misbehavior separately)
Implementing the Contract
1. Visit contract atleast once a week

2. Have rewards tied into the contract

3. When there is a violation of the contract, address the class by calling timeout and asking
LAUNCH
CKH Ladder of Discipline
EXCEL
Social
Contract
Hand
Signals
Timeout
Four
Questions
We want our day to end on a powerful note, and instill enthusiasm and passion in our kids, so they leave school feeling successful and eager to return the next day. An inspirational quote, or a cheer or chant to end the day were some of the ideas.
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If Video above does not work
http://theinspirationtube.com/video/D6XW7MBBDAMY/Jessica8217s-Daily-Affirmation-5yo
Video link
Full transcript