Focus on the behavior, not the student.—Take charge of negative emotions—Avoid escalating the situation.—Discuss misbehavior later.—Allow students to save face.
Problem solving loretta 2012
Problem Solving with Children Angela Searcy, M.S. and Tyln Sumerset Simple Solutions Educational Serviceswww.overtherainbowsimplesolutions.com email@example.com 708-845-2343/866-660-3899
Developed by: Angela Searcy Presented by: Lyn Sumerset• Talyn Sumerset, M.A., Talyn also holds a B.A. degree in Psychology and Sociology from the University of Illinois and is a Doctorial (Psy.D) candidate at the Chicago School of Professional Psychology in Clinical Psychology, Specialization in Counseling with a concentration in child and adolescent psychology.• A former research associate at the Illinois Institute for Juvenile Research, Talyn’s research contributions have revolved primarily around the impact of home visitation in disadvantage communities. Talyn has a wealth of experience working as a patients’ aid coordinator, case management, parent educator, mental health and as a child development specialist. Simple Solutions For School Success! 1-866-660-3899 www.overtherainbowsimplesolutions.com firstname.lastname@example.org
What do Open-Ended Questions Do?• By incorporating these phrases into their thinking and talking, you will be able to have richer and more varied conversations with your children.• Open-ended questions don’t have right and wrong answers. They invite children to express their own ideas in their own words. These questions signal to children that their opinion counts, and you would like to hear what they think.• Open-ended questions encourage children to recall what they’ve done and to practice talking about it. Children love to explain to an interested adult how they did something. These questions help them share how they accomplished something, what happened, why things came out the way they did, and how they felt. The conversation is all about what really interests the children.
What Do Open-Ended Questions Do?• Open-ended questions can produce more than one kind of response. Asking questions can encourage children to become even more involved in their activities, or they can produce an extended conversation. It encourages the children to use their imaginations, to think a little differently about what they are doing, and to respond in whatever way they like.• When a child is beginning a task you can ask, “I wonder what you’re going to do with these blocks?” This encourages the child to plan ahead and talk about it.• Open-ended questions can be used to help teach children to solve problems. Questions like, “Tell me, what is it you want to do here?” “What else might work?” encourage children to clarify their ideas and generate alternatives. “What do you think will happen?” and “Well, that’s a good idea. I wonder what would happen if you tried it?” are questions that send the message, “You’re in charge and I’m interested in how you’re going to do that.” They encourage children to follow through on their own ideas, test them, discover what works, and talk about them
Examples• "How are these two things alike and how are they different?“• "Can you put the pictures of living things in one pile and the pictures of things that are not alive in another?“• "Can you put the things found in the woods in one pile and the things found in the sea in another?”
Common Phrases• Asking open-ended questions can be an effective way to encourage conversation. Skilled adults ask open-ended questions that encourage children to explore new possibilities, clarify their thinking, and solve problems. They ask questions that encourage children to talk and share ideas.• Learn to ask open-ended questions by becoming familiar with some of the most common ways to phrase them:• What would happen if…?• I wonder…?• What do you suppose…?• In what way…?• How did that happen…?• What do you think…?• Tell me about…?• What would you do…?• How can we…?• How did you…?
Divergent Questions…• A teacher can ask divergent questions to elicit many different answers.• Imagine...• Suppose...• Predict...• If..., then...• How might...• Can you create...• What are some of the possible consequences...• What if...
What is CSEFEL?The Center on the Social and Emotional Foundations for Early Learning www.vanderbilt.edu/csefelA Federally Funded Center Focused on Improving the Social EmotionalOutcomes of Children Birth to Age Five.Partners:• Vanderbilt University• University of Illinois at Urbana-Champaign• University of Colorado at Denver• University of South Florida• ZERO to THREE• Georgetown Center for Child and Human Development
Anger ScaleDifficulties What Does it Look Like ? How Does it make you Feel?5 Screaming, throwing, Hot, see red cursing4 Walking away-but adult or Trying to calm myself, student won’t let me sweating, getting hot3 Yelling Getting mad, body tight2 Arguing –but calm Getting frustrated1 Try to ignore the problem- Ok -cool don’t respond
Turtle Technique Recognize “Think” that you Stop. feel angry.Go into shell. Come outTake 3 deep of shellbreathes. when calmAnd think and think ofcalm, coping a solution.thoughts.