Strategies for Empathy, Grit and Resilience Part 1 of 2
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PART 1 of the Presentation of Mann Rentoy on TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit Given on March 9, 2019 at the Immaculate conception Academy (ICA), Greenhills, San Juan City www.mannrentoy.com Email Mann Rentoy at info@mannrentoy.com
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Strategies for Empathy, Grit and Resilience Part 1 of 2
- 2. Tried-and-Tested Strategies That Form Students’ Character: Empathy, Resilience and Grit
- 9. 9
- 11. Proposal
- 12. Teachers affect eternity; no one can tell where their influence stops. Henry Brooks Adams
- 13. Children are like wet cement, whatever falls on them makes an impression. - Haim Ginott
- 14. Teaching kids to count is fine, but teaching them what counts is best. -Bob Talbert
- 15. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.
- 16. Education is not the filling of a pail, but the lighting of a fire.
- 17. As a general rule, teachers teach more by what they are than by what they say.
- 20. LOGO Now more than ever, this work of formation is urgent and important.
- 21. CCFA Principles •Every Teacher is a Character Formator •Not just another subject •Education is not just covering curriculum
- 22. CCFA Principles •No other better way to teach character than through the power of our example •The teacher is the most important teaching tool •The school is only as good as its teachers.
- 23. Through history, 3 great social institutions have shared the work of shaping character: Home School Religion
- 24. The Primacy of Parents The family is the first school of virtue.
- 25. WHY IS PARENTING HARDER THAN EVER? 1. Society has changed. 2. Families have changed. 3. The peer group has changed.
- 26. BIG IDEA A societal environment that does not encourage good character means parents and teachers have to be more vigilant and more intentional than in past generations.
- 27. BIG IDEA To develop good character in today’s world, families and schools must be countercultural.
- 29. Introducing the youth to appropriate role models
- 30. Emilio Advincula
- 31. Maria Fe Sotelo
- 34. LOGO Raise a Generation of Children with BiG HEARTS
- 35. Kesz Valdez
- 38. Nick Vuijic
- 40. LOGO IN THE END teachers HAVE TO BE THEIR HEROES!
- 42. “The first step in teaching moral intelligence is by being a moral example” -Michelle Borba
- 47. Have Faith In Love
- 58. Rise in suicide cases Depression Age of Instant Gratification Sense of Entitlement Privileged Mindset Narcissism
- 63. z 5 Ways to Build Resilience inside the Classroom
- 64. z 1 Promote self- reflection through literary essays or small-group discussions.
- 67. z Who was the hero in this story? Why? What challenge or dilemma did the hero overcome? What personal strengths did the hero possess? What choices did he or she have to make? How did other people support the hero? What did the hero learn? How do we use the same personal strengths when we overcome obstacles in our own lives? Can you share some examples?
- 68. z Who was the hero in this story? Why? What challenge or dilemma did the hero overcome? What personal strengths did the hero possess? What choices did he or she have to make? How did other people support the hero? What did the hero learn? How do we use the same personal strengths when we overcome obstacles in our own lives? Can you share some examples?
- 69. z Who was the hero in this story? Why? What challenge or dilemma did the hero overcome? What personal strengths did the hero possess? What choices did he or she have to make? How did other people support the hero? What did the hero learn? How do we use the same personal strengths when we overcome obstacles in our own lives? Can you share some examples?
- 70. z Who was the hero in this story? Why? What challenge or dilemma did the hero overcome? What personal strengths did the hero possess? What choices did he or she have to make? How did other people support the hero? What did the hero learn? How do we use the same personal strengths when we overcome obstacles in our own lives? Can you share some examples?
- 71. z Who was the hero in this story? Why? What challenge or dilemma did the hero overcome? What personal strengths did the hero possess? What choices did he or she have to make? How did other people support the hero? What did the hero learn? How do we use the same personal strengths when we overcome obstacles in our own lives? Can you share some examples?
- 73. z Write about a person who supported you during a particularly stressful or traumatic time. How did they help you overcome this challenge?
- 74. z What did you learn about yourself?
- 75. z Write about a friend that you supported as he or she went through a stressful event. What did you do that most helped your friend?
- 76. z What did you learn about yourself?
- 77. z Write about a time in your life when you had to cope with a difficult situation. What helped and hindered you as you overcame this challenge?
- 78. z What learning did you take away that will help you in the future?
- 79. z 3 Help children (and their parents) learn from student failures.
- 82. z Create a classroom culture where failure, setbacks, and disappointment are an expected and honored part of learning. Establish and reinforce an atmosphere where students are praised for their hard work, perseverance, and grit, not just for grades and easy successes. Hold students accountable for producing their own work, efforts from which they feel ownership and internal reward. Educate and assure parents that supporting kids through failure builds resilience -- one of the best developmental outcomes that they can give their children.
- 83. z Create a classroom culture where failure, setbacks, and disappointment are an expected and honored part of learning. Establish and reinforce an atmosphere where students are praised for their hard work, perseverance, and grit, not just for grades and easy successes. Hold students accountable for producing their own work, efforts from which they feel ownership and internal reward. Educate and assure parents that supporting kids through failure builds resilience -- one of the best developmental outcomes that they can give their children.
- 84. z Create a classroom culture where failure, setbacks, and disappointment are an expected and honored part of learning. Establish and reinforce an atmosphere where students are praised for their hard work, perseverance, and grit, not just for grades and easy successes. Hold students accountable for producing their own work, efforts from which they feel ownership and internal reward. Educate and assure parents that supporting kids through failure builds resilience -- one of the best developmental outcomes that they can give their children.
- 85. z Create a classroom culture where failure, setbacks, and disappointment are an expected and honored part of learning. Establish and reinforce an atmosphere where students are praised for their hard work, perseverance, and grit, not just for grades and easy successes. Hold students accountable for producing their own work, efforts from which they feel ownership and internal reward. Educate and assure parents that supporting kids through failure builds resilience -- one of the best developmental outcomes that they can give their children.
- 86. z Create a classroom culture where failure, setbacks, and disappointment are an expected and honored part of learning. Establish and reinforce an atmosphere where students are praised for their hard work, perseverance, and grit, not just for grades and easy successes. Hold students accountable for producing their own work, efforts from which they feel ownership and internal reward. Educate and assure parents that supporting kids through failure builds resilience -- one of the best developmental outcomes that they can give their children.
- 87. z 4 Bring discussions about human resilience into the classroom.
- 88. z Whatever Subject: Political Leaders Scientists Literary Figures and Characters Innovators Inventors
- 92. •Empathy is the ability to understand and share another person’s feelings and emotions. It is essential to building good relationships, both at work and in personal life.
- 94. Identifying with and feeling other people’s concerns
- 96. Step 1: Foster awareness and build an Emotional Vocabulary Step 2: Enhance Sensitivity to the Feelings of Others Step 3: Develop Empathy for Another Person’s Point of View
- 97. Step 1: Foster awareness and build an Emotional Vocabulary
- 98. How to Listen with Empathy Tune in to your child’s feelings and listen with empathy Acknowledge what is causing the emotion Label how the child is feeling Kindle a resolution for the child’s Need
- 105. Step 2: Enhance Sensitivity to the Feelings of Others
- 107. Six Simple Ways to Nurture Kids’ Sensitivity
- 108. 1. Praise sensitive, kind actions 2. Show the effect of sensitivity 3. Draw attention to nonverbal feeling cues
- 109. 4. Ask often, “How does he feel?” 5. Use the formula “feels + needs” 6. Share why you feel the way you do.
- 110. Five Fun Ways to Help Kids Read Nonverbal Emotions 1. Play “Feeling Charades” 2. Make Comic Mood Characters 3. Read with Feeling 4. Watch Silent TV 5. Hold a Feeling Lookout
- 111. Step 1: Foster awareness and build an Emotional Vocabulary Step 2: Enhance Sensitivity to the Feelings of Others Step 3: Develop Empathy for Another Person’s Point of View
- 112. Step 3: Develop Empathy for Another Person’s Point of View
- 113. Three Simple Ways to Increase Children’s Ability to Take Different Perspectives 1. Switch Roles to Feel the Other Side 2. Walk in My Shoes 3. Imagine How the Person Feels