Casi studio risoluzione problemi con positive discipline

1. Module III. Problem solving with Positive Discipline
CSC SAN FRANCESCO – UMBERTIDE
Bulgaria March 2015

2. Problem solving
with positive discipline
in the classroom

3. CASE 1
Brains are running out
Key problems and people involved:
The distraction in school continuously increases.
Pupils increasingly less attentive and teachers who have difficulty being heard.
Factors that caused or exacerbated the problems
-Apps, games, texting and social networks, increasingly used by the guys (often at
school).
-Excitation due to continuously stress, powered by mobile phone
- and other device immediate to react.
-Negative consequences in school results.
-Loss of the passion and the ability to get passionate about
something other than video games or car or soccer.

4. Designing Use of Techniques of Positive Education
Develop the ability to stay focused.
Fighting distraction with emotional intelligence (teaching children to listen and master
their emotions), through these techniques:
-Sit down, close your eyes and focus on your breathing, following the path of the air
passing through the nose to the lungs, the diaphragm and the muscles that contract and
relax. Pupils, lying down, put the favorite stuffed animal on the stomach and watch it
counting 1,2,3,4, at each inhalation and exhalation (repeat for 5 minutes).
-Focus on a thought, for 10 minutes a day (better in the morning) and get used to
recognize the moment when you start to leave, to return immediately to the thought.
-To face long tasks, dividing them into smaller parts so keep focused (Example: set itself
the goal of finishing a page of history instead of finishing the whole chapter).

5. Conclusions
During the adolescence emotion undergoes a strong acceleration.
Social media and text messages are so effective in diverting attention from the study
because they have an irresistible emotional content: they notify the actions of people
dear to us.
A recall is stronger than any academic content (D. Goleman).
If you do not get used, even as children, to focus, as adults will be difficult to do so as
it will be difficult to control their emotions.
Must be automated the ability to ignore irrelevant stimuli!!!

6. CASE 2
A nice writing
Key problems and people involved:
-Loss of the use of italics writing style
-Children, teachers and educators

7. Factors that caused or exacerbated the problems
Today in schools is not taught more to "write well" but only to write. Leaving aside the many
steps (the correct grip, the way to draw a letter, etc.), it encourages abuse of PCs in mature age,
a widespread inability to order the sheet and the use of a font for fashion (very common among
teenagers the script).
1 - The rhyme of thumb:
- Where is the thumb? (Hands are both behind his back)
- I'm here! (show an inch); me too I'm here! (Please show the other)
- How are you today? (It is a dialogue between inches, then take the first inch)
- Very well, thank you! (move the other)
- I go away. (make disappear behind his back the first inch)
-I'm coming too (get rid of the other thumb)
2 - After three years developing the manual order:
For ex.through "The clothes pegs”, the child hangs drawings or clamp the sheets together
Designing Use of Techniques of Positive Education
Exercises for beautiful writing up to three years:
propose activities that exercise positively in the small tasks of pre-writing practice and help to
prevent, once in school, problems with illegible handwriting or dysgraphia. Making exercises like
sweeping a room, raking leaves in the garden…

8. 5 - "The piggy bank”
The child takes with the thumb and forefinger coins or tokens to put them in the piggy bank.
3 - “The Mime”
The child imitates using his hands (the wheels of the train, the tap that opens/closes, the key
that opens/closes the door, the little bird pecking a seed, the trumpet, the butterfly, spider, fire.
4 - "The fingers in pairs”
The child opposes the tips of the thumb of both hands in turn with each finger, varying the pace,
first forward and then backward from index to little finger from the little finger to the index.

9. Conclusions
In a world like ours, in constant motion, the teaching of writing in italics seems to be a brake
that slows down the performance of the teaching program. Described as "prehistoric",
expensive in terms of energy.
Instead of thinking about the teaching of cursive writing as a limitation, you should begin to see
the advantages, even to the early identification of risk indicators of Specific Learning Disorder.
To learn to write well is very important to train the baby to the use of the whole arm.
So it is best to avoid, at least up to three years, to impugn pens and pencils, exercising only the
tips of the fingers, but give in larger hand tools as broom or rake involving all the muscles of the
arm.
The manual writing, to be effective, requires flexibility and coordination of the small movements
of the hand as well as a good support of the entire upper limb. It is for this reason that small
exercises and motion games are an important part of learning a beautiful script and store it in
the future.

10. Guided line
The presence of different personal ways - to induce attention (the teachers); to be
careful (in the students) - is a resource to be drawn for the development of relevant
skills. It can be made explicit and collected in incidents related to situations or
problems encountered in the classroom that are resolved (or that can be solved) by
applying certain strategies.
CASE 3
Collaborative Interaction Approach
Proposal:
Teachers interested in developing the teacher-student interaction discuss collaboratively with
each other on the concrete problem of attention in class: first examining their ways of inducing
attention in the students, then organizing with the students an experience similar on how each
of them knows to be careful.

11. Instruments:
Questionnaires and project forms: you can also
analyze episodes that occurred in the classroom
in past experiences and discussions on crucial
aspects. Non-formal education activities.
Methods:
An initial survey characterizes the modus
operandi (profile) used by teachers (and pupils)
to deal with a situation perceived as
problematic, indicating the aspects on which to
collect testimonies (episodes) and the roles to
be taken (expert or beginner).
A role play between three or four participants -
with functions of narrator, listener and
observer - leads to discover effective strategies.
Expectations:
The dynamics of exchange of experiences and
help - among colleagues to induce attention,
among students to be careful - in the spirit of
action research, help to create a classroom
climate where the interactions between
teachers and pupils are positive and motivating;
improving dialogue helps to rebuild a shared
sense of school.

12. Problem solving with positive
discipline in family

13. CASE 1
The dinner of the poor
Key problems and people involved
- Children make whims for lunch; they just want some food and often do not finish what they
have on the plate.
- Parents are scolding them for this behavior, but do not get positive results.
- The whole family is involved.
Factors that caused or exacerbated the problem
- Parents, to feed them, often accept the "blackmail" of the children.
- Children prefer prepackaged snacks and sweets.
- Some foods (vegetables and legumes) are not welcome.
- Do not want to eat at the school canteen

14. Designing Use of Techniques Positive Education
-Grandparents invite to dinner the whole family.
-Preparation of the “dinner of poor”.
-The table is prepared with simple food, not enough for everyone, with two lighted candles.
-Children help to prepare the table.
-The grandfather points out that he could not buy the usual food and that has remedied how
could (explaining to all the economic difficulties).
-The grandfather points out that he could not buy the usual food and that has remedied how
could (explaining to all the economic difficulties).
-The grandfather points out that he could not buy the usual food for today.
-The dishes are based on legumes and seasonal vegetables, growth and cooked at home.
-All adults eat less (also removing the food from his plate to give it to children).
-Dinner was poor for all.

15. CONLUSIONS
- The children participated emotionally, curiously, enjoying the food.
- They asked many questions to the grandfather who remembered his childhood and the food
deprivation suffered in particular moments of his life (during the war for ex).
- The children learned that the food is not always available, and that for many it is not enough.
- They changed their attitude towards food, getting used to not waste it.
- They wanted to repeat several times the "dinner of the poor" with satisfaction.

16. CASE 2
Everything in its place
Factors that caused or exacerbated the problem
- Hectic rhythms of life
- Few time dedicated to the relation parents / children
- Continue reproaches of parents who for "exhaustion"
start to putting in order. Situation that creates tension,
nervousness.
Key problems and people involved
- The disorder of children
- Children leave games and clothes all around the house
- Parents are trying to scolding them for this behavior,
but do not get positive results.
The whole family is involved
Children, parents, figures that revolve around the
house (grandparents etc.)

17. Given that the best way to teach a child something is through the game, use this
game:
Today we play together ... we take these boxes / colorful baskets, and we place in all your
treasures. In red box we put all the cars, in the basket all green soldiers, in the drawer all the
booklets (decide with him the place of things).
We have 10 minutes of time (use a simple oven timer to determine the time… at end of 10
minutes the timer will beep as a stop signal to the child).
Repeat the game with your child every day.
Playing always with a smile and all the effort by giving importance to that activity.
The game is a serious activity.
Designing Use of Techniques Positive Education
What we need:
- Patience
- Constance
- Conviction
- Determination
- Boxes of various measures
A specific place for each object:
The secret is to give a predetermined place to the things of the children. The colorful basket
used for toys, the square box for the colors, the folder for his designs, the bottom shelf for his
books and shelves for example for games in boxes type puzzle or construction. These rituals
teach to the child to put exactly in one place, always the same, his stuff.

18. A child living in the disorder can not perceive the concept of order.
So you need to pay attention to how to teach that everything must be on its place.
The adult must begin to put what it takes in the same place, after using it, therefore doing note
of this action.
CONCLUSIONS
Children from an early age, mimicking the gestures of the parents, for it is necessary to set a
good example. Younger children are not naturally predisposed to create disorder, simply tend to
emulate the behavior of others.
If at home, parents are accustomed to abandon in their home objects in places not appropriate,
the child himself, will inherit this wrong habit, so, you need to start very early, getting used to
the smaller order by pointing to the fact that children have an habitual behavior.

19. CASE 3
"The quarrel between brothers ... An opportunity!”
Key problems and people involved
Parents think they can finally enjoy a few minutes to relax and rejoice, while the children play
quietly in another room.
Then suddenly the game becomes argument, you also begin to hear rumors of unidentified
flying objects, then screams and cries and then ... Momyyyyy, Dadyyyy!!!!
The quiet is over
Factors that caused or exacerbated the problem
Where did I go wrong? Because my kids always fight? But they should not love yourself?
- My sense of guilt
- I can not get them to stop fighting, so I'm not a good parent

20. Designing Use of Techniques Positive Education
Quarrel management:
1) objective observation of facts
2) statement of the feelings that these facts create in them
3) feelings that are not "satisfied"
4) requests
We avoid the comparisons, we value their characteristics.
“Look how good was your sister!”, ”Why only you do the bully?”
Are unnecessary sentences, which can injure the child to which they are addressed and tighten
the competition between the brothers.
Rather we shall value each for the things he does best: one is ordered, the other more creative.
We maintain neutrality
We try to keep us out and let them quarrel, at least until the quarrel turn into fight.
Children should not be allies to "all costs”
More we push children to "become friends", to share the games, more they will get in trouble,
proposing to them situations that trigger conflicts. When they want to play together, the
children decide for themselves.

21. Do not suffocate the emotions, let's help to manage: The quarrels can become opportunities to
help children recognize their feelings.
If the situation degenerated, we separate them and that's it. No screams, no shrieks, no blows.
Act immediately, possibly without shouting.
Then send them them into two different rooms for a while.
Ask them to think about the situation.

22. Conclusions
The bond that exists between brothers and sisters can not be explained, but only lived.
It is a mixture of love and hostility, rivalry and complicity, agreement and disagreement,
harmony and tension, selfishness and altruism, harmony and conflict, jealousy and indifference.
Brothers quarrel and fight for attentions, and games, love and cuddles…
Through the fights, they learn to “conquer” their own place in the house, to plead his rights,
buying security, self-confidence in their abilities and without realizing it, they do the rehearsals
to face the world.
Parents need not worry, because you probably do not have anything wrong.
Children pass with unbelievable facility from hair pulling to the hugs, from the poke fun to play
together ...

23. Thank you!
BUT
One last thing…

24. The Tour of the World
in 80 Threads
Some pictures (made by Sergio)
from our workshops
C.S.C. San Francesco
Umbertide