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encouragement #2

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by

Rhonda King

on 2 March 2011

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Transcript of encouragement #2

Encouragement #3: How you "see" others defines who you are. page 75 paragraph 2 and 3 #4: The "call for help" perceptual frame a=Jeb is sitting at a table with four children. They are independently working on journal writing. Jeb is talking and fidgeting. 2 groups
a=Michael
b= Mariah
2 scenarios
1-what not to do (labeling)
2-call for help Eileen enters the classroom with a grumpy look on her face. Her body language is tense. She bumps into several friends, knocking them out of the way. The friends scream for the teacher. a=Michael is walking very slowly in line. He is holding up others who are getting very irritated with him. b=Several children are working on a collaborative project. Mariah is constantly grabbing items from others. #4: We are all unique, not special. #5: Effective praise relies on describing, not judging. Ways praise can be discouraging:
too general
"good"
connected to how you think or feel about the child's behavior
only praising for finished tasks Learn to notice:
state child's name or you
describe what you see
end description with a tags
see page 83 bottom #6: Children need encouragement especially when they have made poor choices. see page 84 Research shows the most important factors required for optimal brain functioning are:
SAFETY
SECURITY
FEEDBACK
ENCOURAGEMENT
(Jensen, 1997) Unity acceptance
(accept things as they are) Attention
(focus on what you want) Perception
(own your own upset) Love
(positive intention to yourself and others) Free Will
(acknowledge of it in you and others) Intention
(conflict can be opportunity)
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