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By now, it’s no longer to enough for your children just to complete a task; how good a job they’ve done is also important. Teachers want to see a work that’s neatly written, math that’s been checked for errors, and well – organized and well-presented reports.Planning ahead – you need to recognize how much they need our help in developing thinking – ahead strategies.
Mathematical and logical reasoning, comm.skills (use of words) spatial rel and memory
is the process through which we learn
recognize and manage emotions
make good decisions
care about others
behave ethically and responsibly
I am aware of what I am feeling.
• Recognize negative emotions as indicators of situation in need of
• Analyze emotional states that contribute to or distract their ability to
• Explain the possible outcomes associated with different forms of
I am aware of my traits, know what I do well, and
know what areas I can work on.
• Analyze how personal qualities and temperaments influence choices
• Apply self-reflection techniques to recognize their strengths,
weaknesses and potentials.
• Implement a plan to build on strengths, meet a need, or address a
I am aware of the supports I have around me.
• Have awareness of where to go for support when in need.
• Evaluate the benefits of participating in extra curricular activities.
• Recognize outside influences on the development of personal
characteristics and discern whether those influences are supportive
I am aware of and accept my responsibilities.
• Identify the areas of school and life that are within their control.
• Analyze the short and long term outcomes of safe, risky and
• Define their responsibility for the outcomes involved in safe, risky
and harmful behaviors.
I can manage my emotions in a way that is
constructive and appropriate.
• Apply strategies (self-talk) to regulate emotions.
• Reflect on possible consequences, both positive and
negative, before expressing an emotion.
• Generate ways to develop positive attitudes.
I can act in an honest manner.
• Activate personal integrity as a tool to resists negative
• Evaluate how honesty contributes to lifelong success
and building relationship.
I can make good decisions.
• Identify and apply the steps of systematic
• Evaluate strategies for avoiding risky behavior.
I can set and achieve goals that will help
me to be successful.
• Apply goal-setting skills to promote academic
• Set a positive social interaction goal.
• Demonstrate goal-setting skills relating to
potential career paths.
I care about the feelings and viewpoints of
• Analyze ways their behavior may affect the feelings of
others and adjust accordingly.
• Provide support and encouragement to others in need.
• Show respect for other people’s perspective.
I care about others and do my part to make my
• Explain how their decisions and behaviors affect the well
being of their school and community.
I care about and respect the individual differences
• Analyze how people of different groups can help one another
and enjoy each other’s company.
• Explain how individual, social, and cultural differences may
increase vulnerability to stereotyping and identify ways to
I care about how I perceive others and how they
• Analyze social situations and appropriate responses to those
• Recognize the personal boundaries of themselves and others.
I will interact well with others.
• Demonstrate an ability to both assume leadership and be a
team player in achieving group goals.
• Differentiate between passive, assertive and aggressive
• Practice reflective listening.
I will work on having constructive relationships.
• Distinguish between positive and negative peer pressure and
demonstrate strategies of resisting negative peer pressure.
• Involve themselves in positive activities with their peer group.
• Demonstrate ability to be true to personal values when
I will deal with interpersonal conflicts
• Identify the roles of individuals in conflict and
understand their responsibility in reaching
• Apply conflict skills to de-escalate, defuse and
• Identify how all parties in conflict might get their
needs met (win-win)
• Identify positive supports to go to in a conflict
“It’s not that I’m so smart. It’s just
that I stay with problems longer.”
The desire to do things..
a driving force
growth & success.
handle any task, no matter how difficult
begin tasks without having to be prodded
show serious effort & concentration
have a positive attitude toward learning & school work
use coping strategies to get through rough times
stick with tasks until completion
choose work that is easy
need lots of prodding to get started
put in minimal effort
show negative or apathetic attitude about learning &
• give up quickly when the going gets rough
• leave many tasks unfinished
Fear of failure
Lack of understanding the school work
Frustration with inconsistent performance
Desire for attention– even negative
Kids will be self-motivated to learn when
feel loved and respected
feel competent about something
have some choice and control over
simple ways to help
your child to be
Communicate with your child
Talk kindly and honestly
to your child about her
interest and abilities.
Share your OPINION
based on your
relationship with your
Keeping up with
Creating a suitable
Staying positive about school and
is a distinct way of how a
person acquires and
learns best by seeing
BASIC LEARNING •
is good in spelling
and names in
• creates mental
• Reads rapidly
• Learns to spell words in
configurations rather than
• Is sensitive to colors/pictures
• Learns well upon
• Likes to take notes and to make
lists to be read later
learns best by listening
CHARACTERISTICS OF AN
• have a good understanding
of meaning and order of
• good at verbalizing concepts
• good at telling stories
• has good memory for names but
tends to forget faces
• tends to spell phonetically
• notices easily sounds in his/her
• probably has ten excuses for
• subvocalizes internally or externally
for comprehension when reading
learns best by
doing and feeling.
CHARACTERISTICS OF A
• Is a mover
• often writes everything –
over and over
• Is better at recalling what is
done than what is heard or
• Is good at sports or other
• likes to make something out
• reads action-oriented books
• Discusses results. “Great work
on the science quiz! You got an
• Uses opinion words such as
“good,” “great,” “terrific,” and
• Is typically given when the child
has performed as
• Notices effort and progress.
• Uses descriptive words.
• Can be given regardless of the
• Expand your child’s point of view
• Get your child into the habit of reading.
• Strong belief that an adult will always be there
with love and support
• Ability to solve their own problems
• Ability to focus on their own strengths
• Regard mistakes as something that happens to
everyone & something to learn from
• Empathize with your child
• Provide your child with reasonable
• Change your approach when it clearly
• Support your child’s interests & talents