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Teach and learn
- 1. WELCOME ALL Ajal A J (Chief Mentor) IMET SOLUTIONS
- 2. DISCIPLINE “OK, here are your options: jump and discover the joy of flight, or don’t jump and I kick your butt out of the tree. What kind of parenting is this?
- 3. WHY DO CHILDREN MISBEHAVE? • A misbehaving child is a discouraged child. Why?
- 4. Solution to All Misbehavior: Spend special time With the child each Day! How much?
- 5. 4 Steps for Winning Cooperation: 1. Get into child’s world • Check it out 1. Show understanding 2. Share your feelings 3. Find a solution together
- 6. 4 GOALS OF MISTAKEN BEHAVIOR: 1. Attention 2. Power 3. Revenge 4. Give-up
- 7. Solution to Inadequacy Problems: • Avoid pity • Encourage & train • Create small successes • Don’t give up
- 8. Believe that children are basically GOOD! • What do you see below? FLYFLY
- 9. Make sure the message of LOVE always gets through:
- 10. TIMING: •It is impossible to solve problems at the time of CONFLICT!
- 11. LISTEN FIRST: • Children will listen to you after they feel listed to.
- 12. NATURAL & LOGICAL CONSEQUENCES: • NATURAL: Simply happen naturally – No coat = cold • LOGICAL: Are decided upon and imposed by parents or teachers
- 13. 3 R’S OF LOGICAL CONSEQUENCES: 1. RELATED 2. RESPECTFUL 3. RESONABLE
- 14. CLASSROOM DISCIPLINE: • Have rules and remind them often Read: “Children want fences
- 15. KEEP RULES SHORT & SIMPLE 1. Be nice to teacher and classmates 2. Raise hand to speak 3. Walk in halls
- 16. performance character (needed for best work); moral character (needed for best relationships)
- 17. ALWAYS REMEMBER: • MISTAKES R WUNDERFULL OPPERTUNITEEZ 2 LERN! –Recognize your mistake –Reconcile “I’m sorry” –Resolve: Focus on solutions rather than blame.
- 18. Prayer Tips 1. Pray when you wake up: “Thank you for the gift of this day.” 2. Give God at least 5 minutes at the beginning of the day. 3. Talk to God as if he’s right there. 4. Begin with thanks, then prayers of petition. 5. Use spiritual reading (read, meditate, read . . . ) 6. Be silent; listen with your heart. 7. Understand how God answers prayers.
- 20. Mother Teresa: “I always begin my prayer in silence. God speaks to us in the silence of our hearts.”
- 21. Triangle of Well-Being (Daniel J. Seigel)
- 22. Stress Model (Forbes & Post, 2006) Behavior arises from Stress; In between stress and behavior is a primary emotion: Love or Fear
- 23. Love and Fear
- 24. “It is not your fault, it is how the brain works”
- 25. Political Leader Winston Churchill REPEATED a grade during elementary school He was placed in the LOWEST division of the LOWEST class • Do you think his parents were worried about his potential?
- 26. Composer Beethoven’s teacher called him a HOPELESS composer If someone said that about your child, would you suggest your child try a different activity?
- 27. Writer Leo Tolstoy Dropped out of college He was described as both “UNABLE and unwilling to LEARN"
- 28. Business Leader • Warren Buffett (second richest man in the world) failed to get into Harvard Business School • What if he took that to mean he should not be in business?
- 29. ‘People are made, not born’‘People are made, not born’ THE GROWTH MINDSET
- 30. How mindsets affect students How mindsets affect students 1. Goals 2. Responses 3. Effort 4. Strategies
- 31. 1. Goals How do mindsets affect the things we aim for?
- 32. 2. Responses: How do mindsets affect how we react to events?
- 33. 3. EFFORT How do mindsets affect our view of trying hard or hardly trying?
- 34. Effort and Mindsets • Those with a fixed mindset view effort as a reflection of low intelligence. • Hard work means “I don’t get it” and “‘I’m unintelligent” • Effort = lack of ability • Those with a growth mindset see effort as a necessary part of success. • They try harder when faced with a setback. • Effort = success. • They use effort to overcome difficulty. FIXED GROWTH
- 35. 4. Strategies: How do mindsets affect success?
- 36. Why might our gifted children be especially vulnerable to fixed-mindset thinking?
- 37. Good feedback is important • Constructive criticism is necessary • Praise is not a villain – praise for effort and the process
Notas del editor
- P 102
- P 8
- P 9 forbes post
- (Forbes & Post, 2006)Badenoch pxxi tell story of cl not meant to make excuses but rather the truth about the brain Instead of taking months or years to relieve shame, we get a good start in five minutes Client begins to establish self as caring observer mindfulness Badenoch reports being struck by the efficacy of empathy supported by brain wisdom
- Role models are one of the most powerful ways to help people shift their mindset.
- This statement ‘People are made, not born’ summarises what has just been observed in the role models discussion, i.e. when people work hard and put effort in they can succeed, despite the odds. For example, a teacher claimed that Einstein was ‘educationally subnormal’. This would imply that he was unintelligent. Yet he achieved some amazing scientific breakthroughs.
- This slide highlights the main topic of the presentation: the goals people create; the responses people display when confronted with setbacks; the beliefs about effort; and strategies for success. These differ according to which mindset a person adopts.
- QUESTION #2 Goals are the things that individuals aim for and these determine people’s thoughts, feelings and behaviour.
- You have now introduced the audience to the different goals people set and the relationship these goals have to each mindsets. Now it is time to introduce the idea that when people meet with successes and challenges they respond in different ways. This slide shows one reaction to setback. (The famous tennis player John McEnroe – legendary for his attitudes on court.) BTW: John McEnroe is also famous for having changed. He is now a respected sports commentator.
- QUESTION #3
- This slide details the different beliefs about effort held by people with fixed mindsets vs. growth mindset. Those who endorse a fixed mindset think that effort is a reflection of low ability. This is because if people are ‘born smart’ they shouldn’t have to work at it. People endorsing a growth mindset believe that hard work and effort will get them there. This is because they believe that ability can be grown and this requires effort. This slide shows that people endorsing different mindsets hold a different view about the effectiveness of effort
- This slide introduces the fourth motivational component: strategies. This image suggests that those with a growth mindset will find new, and other, ways to do things.
- Constructive criticism is necessary if we want people to develop and learn. Praise is not a villain – praising for the effort and the process will help the person become more motivated and ultimately more resilient.
- 1. Model growth-mindset thinking with your child. Explain how you deal with challenges and how you continue to learn. Don’t label yourself in ways that demonstrate a fixed mindset: “I’m a terrible cook.” “I always had trouble in math too.” 2. Talk about your student’s interests and how he or she is responding to the curriculum – not just, “How did you do on that test?” When discussing school, talk about learning as a means for personal reward, growth, intellectual challenge, and opportunity – not as a means to earn a grade or get into a great college. 3. Lowering standards does not raise self-esteem. Expectations should focus on habits, effort, and growth, not grades. Provide students with needed supports (extra help, additional resources). Don’t assume that “you could do it easily if you just tried harder.” 4. Work with your child to set goals that are reasonable and desirable for both of you. All goals should emphasize growth – the development of a skill or the expanding of knowledge. Having innate talent is not a goal your child can work toward.
- 5. When your child succeeds, talk about the work that went into the success. Praise persistence and perseverance. Focus on the positive habits your child practiced and the choices she made which led up to the success. 6. Don’t use labels, and don’t let your child use them. Don’t shelter your child from the realities of failure by placing blame on others. Ask: “What can you learn from this experience? What could you try differently the next time?” 7. Don’t harp on your child’s shortcomings or past mistakes. Work with your child to identify strategies for improvement. Involve your child in the problem-solving process, rather than meting out punishments. 8. If your child identifies an area of weakness or is struggling, help your child establish a concrete plan for improvement. Avoid vague solutions: Ineffective: “I’ll study more.” Better: “I’ll review my class notes nightly and make flash cards for the difficult concepts.” Follow up with your child, and help him evaluate the process and refine the solution if necessary. 9. Discuss what habits (focus, goal-setting, daily practice, commitment) enabled the athlete to be so successful. Avoid referring to a star athlete’s “natural” talent or “effortless” ability. Talk about famous people who failed in their early efforts. 10.