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442 Building Relationships

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  • The most important thing to propound to a child is that he has a GOD-GIVEN AND GOD-DESIGNED DESTINY. If blocked by sin or bad assocations, that destiny is veiled or lost. But if he can purify his instincts, and ACT RIGHT while building good relationships [while establishing boundaries] he can blossom in that destiny. He will find SYNCHRONICITY everywhere: where all pieces of life fits together in a miraculous jigsaw puzzle with justified remuneration besides!
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  • Building Strong Relationships
  • Transcript

    • 1.  
    • 2. How can positive relationships influence student learning?
    • 3. Positive relationships...
      • enhance effectiveness of role modeling.
      • help students be more willing to spend time with teachers who demonstrate kindness.
      • help students feel safe with teachers who they respect.
    • 4. What does the storyline suggest about the power of positive relationships?
    • 5. The Relationship Bank
    • 6. Credits
      • Every time you interact with another person, you have the opportunity to make a deposit in your account by behaving in a way that shows care and respect.
    • 7. Debits
      • If you do or say things that are painful for the other person you withdraw funds from your account.
    • 8. It takes TIME and EFFORT to build up a HEALTHY ACCOUNT BALANCE
    • 9. It takes restraint to avoid OVERDRAFTS.
    • 10. How was the relationship bank used in Secret of the Peaceful Warrior ?
      • How can you apply the relationship bank with your students?
    • 11.
      • 8:1
      • positives : negatives
      • Adult ‘withdrawals’ are more powerful
      • Deposits > Withdrawals
      • Balance feedback with positives
    • 12. ADULT BEHAVIORS judged by young people as:
      • POSITIVE
      • Calm, pleasant voice tone
      • Offers to help
      • Compliments on their performance
      • Fairness
      • Explaining why, how, or what
      • Concern
      • Enthusiasm
      • Politeness
      • Getting right to the point
      • Giving specific examples
      • Pleasant facial expression
      • Stating expectations
      • NEGATIVE
      • Overt displays of anger
      • Accusing/blaming statements
      • Giving no opportunities to speak
      • Mean insulting remarks
      • Unpleasant physical contact
      • Lack of fairness
      • Bossy, demanding
      • Unpleasant
      • Talking only about mistakes
      • No eye contact
      Adapted from Willner, et al. (1977)
    • 13. What do we learn about motivation? What principles of motivation does Socrates implement?
    • 14. What other principles associated with motivation could you recommend to him, based on your readings?
    • 15. How does/doesn’t Socrates apply the principle of non-contingent attention?
    • 16. What principles of motivation does Socrates implement? What other principles associated with motivation could you recommend to him, based on your readings? How does/doesn’t Socrates apply the principle of non-contingent attention? What do we learn about motivation from The Secret of the Peaceful Warrior ?
    • 17. Ideas
    • 18. Questions to Consider…
      • Based on the Long (1997) and Young (2003) articles, what is the overall purpose of “kindness” when working with students--specifically in respect to building positive relationships, motivating students and developing protective factors?
      • What is the value of implementing “kindness” into all three levels of the PBS model? In the various contexts of the PBS model?
      • What gospel principles came into your mind as your read the article? Share personal and scriptural examples of kindness
      • What concerns do you have about implementing the principle of kindness when working with all students? With those who come from diverse backgrounds?
    • 19.