Ece430pptsleetergrantappr12
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The Human Relations approach aims to promote prosocial behavior, equality, justice, and social harmony by establishing goals that ensure success for all children, avoid competition, and eliminate stereotypes. It does this by promoting positive feelings in children through a comprehensive curriculum that infuses prosocial tenets, uses varied teaching strategies and real-life experiences, and designs activities around success for all. The overall goals are to help students communicate, accept, and get along with others who are different, prevent offenses, and help students feel good about themselves while reducing stereotypes.
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Pdhpe rationale
Physical education and sports activities promote an active lifestyle in children and help develop important life skills like decision making, problem solving, and positive interactions. Learning experiences about personal safety, peer relationships, and healthy lifestyles aim to reduce accidents, prevent bullying, and encourage children to make informed choices about nutrition to support their health and well-being.
Understanding the Child Guidance Process
This document defines child guidance as interactional skills that help teachers relate to and support students. It outlines several key elements and steps of the child guidance process, including developing rapport, empathy, a working alliance, pacing, processing feelings, focusing on the "Big Four" feelings, and individualizing the approach for each student. The goal is to help students better understand themselves, their behaviors, and their emotional issues in a non-judgmental way and to support positive changes.
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This document discusses the philosophy and techniques of positive discipline in the classroom. Positive discipline focuses on developing students' sense of belonging, significance, and social-emotional skills rather than relying on rewards and punishments. It emphasizes connecting with students, understanding their perspectives, and collaboratively solving problems in a respectful manner. Specific strategies discussed include using empathetic communication, addressing the underlying causes of misbehavior, teaching conflict resolution skills, and holding class meetings to foster cooperation. The overall goal is to establish an environment where students feel empowered and motivated to learn through their mistakes in a safe, supportive setting.
Living values
This document presents an educational program called LivingValues that aims to help students explore and develop 12 key universal values: cooperation, freedom, happiness, honesty, humility, love, peace, respect, responsibility, simplicity, tolerance, and unity. The program provides tools and principles to support the holistic development of students physically, intellectually, emotionally, and spiritually. Activities like reflection, communication, art, and games are used to help students think about values, make positive choices, and express themselves while learning important life lessons. The overall goal is to facilitate student growth and integration into the community through developing their values, philosophy of living, and social skills.
Importance of developing positive relationships
To foster unity and communicate effectively, the document provides practical ways for teachers to develop positive relationships with students, parents, and other teachers. It recommends that teachers demonstrate care for students, prevent frustration, treat students equitably, and make positive remarks. It also suggests teachers communicate often with parents through various forms and invite parent participation. Additionally, the document advises teachers to be respectful, avoid bickering, establish good communication, collaborate, and support other teachers.
Positive guidance and discipline strategies
The document discusses positive guidance and discipline strategies for children. It begins by explaining that positive discipline strategies focus on good limit setting and communication from adults. It then provides details on four key strategies: 1) developing reasonable limits, 2) stating limits effectively, 3) helping children accept limits, and 4) communicating limits to others and reviewing them periodically. The document emphasizes setting developmentally appropriate limits, stating limits positively, giving reasons for rules, and ignoring minor misbehaviors.
Pdhpe
PDHPE is taught in primary schools to educate children about physical activity, healthy lifestyles, team building and safety. It helps children build awareness of the benefits of exercise, learn sport strategies to solve problems, and develop communication and decision making skills through teamwork and discussions about nutrition and safety.
Steve Vitto Positive Approaches For All Children
A review of traditional views of discipline and why they are often problematic, and inneffective; and then a presentation of research based approaches for treating challenging behaviors
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Pdhpe rationale
Physical education and sports activities promote an active lifestyle in children and help develop important life skills like decision making, problem solving, and positive interactions. Learning experiences about personal safety, peer relationships, and healthy lifestyles aim to reduce accidents, prevent bullying, and encourage children to make informed choices about nutrition to support their health and well-being.
Understanding the Child Guidance Process
This document defines child guidance as interactional skills that help teachers relate to and support students. It outlines several key elements and steps of the child guidance process, including developing rapport, empathy, a working alliance, pacing, processing feelings, focusing on the "Big Four" feelings, and individualizing the approach for each student. The goal is to help students better understand themselves, their behaviors, and their emotional issues in a non-judgmental way and to support positive changes.
Positive Discipline
This document discusses the philosophy and techniques of positive discipline in the classroom. Positive discipline focuses on developing students' sense of belonging, significance, and social-emotional skills rather than relying on rewards and punishments. It emphasizes connecting with students, understanding their perspectives, and collaboratively solving problems in a respectful manner. Specific strategies discussed include using empathetic communication, addressing the underlying causes of misbehavior, teaching conflict resolution skills, and holding class meetings to foster cooperation. The overall goal is to establish an environment where students feel empowered and motivated to learn through their mistakes in a safe, supportive setting.
Living values
This document presents an educational program called LivingValues that aims to help students explore and develop 12 key universal values: cooperation, freedom, happiness, honesty, humility, love, peace, respect, responsibility, simplicity, tolerance, and unity. The program provides tools and principles to support the holistic development of students physically, intellectually, emotionally, and spiritually. Activities like reflection, communication, art, and games are used to help students think about values, make positive choices, and express themselves while learning important life lessons. The overall goal is to facilitate student growth and integration into the community through developing their values, philosophy of living, and social skills.
Importance of developing positive relationships
To foster unity and communicate effectively, the document provides practical ways for teachers to develop positive relationships with students, parents, and other teachers. It recommends that teachers demonstrate care for students, prevent frustration, treat students equitably, and make positive remarks. It also suggests teachers communicate often with parents through various forms and invite parent participation. Additionally, the document advises teachers to be respectful, avoid bickering, establish good communication, collaborate, and support other teachers.
Positive guidance and discipline strategies
The document discusses positive guidance and discipline strategies for children. It begins by explaining that positive discipline strategies focus on good limit setting and communication from adults. It then provides details on four key strategies: 1) developing reasonable limits, 2) stating limits effectively, 3) helping children accept limits, and 4) communicating limits to others and reviewing them periodically. The document emphasizes setting developmentally appropriate limits, stating limits positively, giving reasons for rules, and ignoring minor misbehaviors.
Pdhpe
PDHPE is taught in primary schools to educate children about physical activity, healthy lifestyles, team building and safety. It helps children build awareness of the benefits of exercise, learn sport strategies to solve problems, and develop communication and decision making skills through teamwork and discussions about nutrition and safety.
Steve Vitto Positive Approaches For All Children
A review of traditional views of discipline and why they are often problematic, and inneffective; and then a presentation of research based approaches for treating challenging behaviors
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Positive guidance techniques help children feel in control, safe, and not bad by focusing on learning, valuing who they are, understanding them, and taking their concerns seriously. Positive guidance is based on child development, aims to teach self-control and decision making, offers choices while maintaining self-esteem, uses natural and logical consequences, and is consistent, individualized, and builds on trust. It is not punitive, done in anger, or about control for its own sake.
Positive discipline AUC group work
Positive Discipline is a program designed to teach children responsibility, respect, and problem-solving skills. It is based on the work of Alfred Adler and Rudolf Dreikurs from the 1920s-1930s. Positive Discipline uses mutual respect between children and adults and identifies the beliefs behind misbehavior to change behavior respectfully. There are Positive Discipline programs for both parents and teachers that build strong relationships through kindness, firmness, effective communication, and focusing on solutions rather than punishment.
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This document discusses an ethics case involving a teacher, Georgina Smith, and her student, Luis. It outlines the important relationships in the case and lists several core values, ideals, and principles from NAEYC that are relevant, such as developing trust with families and respecting their structure and beliefs. The group discusses that Georgina speaks the family's language and is supportive of the family. They recommend that Georgina unobtrusively communicate with the family, connect them to resources, and help build strong relationships between the family, school, and community.
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The document discusses the differences between discipline and punishment, and promotes positive discipline over corporal punishment. It defines corporal punishment as involving physical or emotional pain inflicted on a child, and outlines why it should be ended, as it violates children's rights and can cause physical and psychological harm. The document promotes positive discipline as a way of teaching through problem-solving, building healthy relationships, and creating a supportive learning environment to help children develop life skills.
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The document discusses positive child discipline versus punishment. It outlines seven principles of positive discipline which include respecting the child's dignity, developing pro-social behavior, and maximizing their participation. Positive discipline aims to develop children through encouragement rather than inflicting meaningless pain, and has long-lasting positive effects on their thinking and behavior. In contrast, punishment aims to control children through fear and aggression, often humiliating them and causing psychological harm.
Positive discipline in everyday teaching a primer for filipino teachers
This document is a primer on positive discipline for Filipino teachers. It discusses corporal punishment, its effects, and the legal basis for prohibiting it. It then introduces the concept of positive discipline in everyday teaching (PDET), which focuses on setting long-term goals for students, providing warmth and structure in the classroom, understanding child development, and problem-solving. The primer provides examples of responding to common classroom situations in kindergarten, grade school, and high school using a positive discipline approach. It also includes a note on teacher well-being and stress management.
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PDHPE teaches students important life skills through physical activity and health education. It encourages self-understanding and respect for others, helps students make informed decisions, and promotes lifelong healthy habits. PDHPE provides opportunities for active, hands-on learning in early years and allows students to develop skills in communication, problem-solving, and responsible decision making regarding health issues. The subject also aims to help all people manage their health and understand diversity.
Why is pdhpe important
PDHPE is important as it encourages students to make wise decisions regarding substances like alcohol and tobacco, promotes healthy eating, balanced diets, and the links between nutrition, exercise and performance. It also teaches students to identify safe environments, recognize emotions from unsafe situations, and learn dance elements, skills like kicking and jumping, and fun ways to practice in teams or partnerships.
Why pdhpe
PDHPE is an important learning area that promotes physical and mental wellbeing. It encourages understanding of others, physical activity, and responsible decision making. PDHPE teaches students to adopt healthy lifestyles, develop fundamental movement skills, make good personal health choices, and adapt safe living practices. The subject also focuses on personal development, values, responsibility and respect.
Ian haywood the effective teacher-parent relationship
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Why teach pdhpe in primary school
The document outlines the goals and importance of a Personal Development, Health and Physical Education (PDHPE) syllabus for primary school students. The syllabus aims to provide students with the knowledge, skills and values to lead healthy, active lives and contribute responsibly to society. It encourages understanding of self and others, lifelong physical activity, informed decision making, motor skill development, and teamwork. The document emphasizes that PDHPE is a fun way for students to learn healthy lifestyle habits as their bodies and minds develop.
Why teach pdhpe in primary school
The document outlines the goals of a physical education and health syllabus to develop students' knowledge, skills, and attitudes to lead healthy, active lives. It aims to encourage understanding of self and others, promote lifelong physical activity, and informed decision making. The syllabus also emphasizes developing motor skills, interpersonal relationships, teamwork, and interactive learning in a fun way.
Powerpoint
PDHPE teaches students vital information about nutrition, road safety, peer relationships, child protection, physical activity, and healthy lifestyle choices. It fosters students' physical, social, cognitive, and emotional growth. It also helps students develop self-confidence, maintain positive relationships, make healthy personal choices, and adopt an active lifestyle. PDHPE provides students with skills and understandings to take responsibility for their own health and movement.
Eclinton pdhpe presentation
The document outlines the goals of Emma Clinton's physical education class, which include promoting physical activity and healthy lifestyles, emphasizing informed decision making, and encouraging self-understanding and valuing of others. The class aims to support students' physical, social, cognitive, and emotional growth through developing fundamental movement skills and positive relationships, and influencing personal health choices.
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The document discusses accommodations for aggressive youth in school settings. It outlines several tiers of intervention for students exhibiting angry and aggressive behaviors, from universal supports and social-emotional learning programs for all students, to more targeted interventions like behavior contracts, check-in/check-out programs, and behavior intervention plans for students with moderate issues. Students with the most severe and frequent problems may require intensive interventions and monitoring to address behaviors like physical and verbal aggression, bullying, and lack of empathy. The document provides examples of behaviors to watch for and interventions to try at each tier before considering more intensive options.
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The document discusses mistaken behavior in children and an encouraging classroom approach. It describes three levels of mistaken behavior: experimentation, social influence, and strong needs. The guidance approach involves understanding the root causes of behaviors and encouraging children to resolve conflicts respectfully. An encouraging classroom uses guidance rather than punishment, builds trust, and involves parents through a partnership approach to promote appropriate child development.
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Positive Behavior Support (PBS) aims to increase positive student behaviors through rewarding them instead of using punishment. It grew out of a need in the 1980s for positive interventions for students with behavioral issues. PBS uses research-based strategies to increase good behavior and decrease bad behavior. It focuses on changing the environment to encourage positive behaviors rather than reacting to negative ones. Schools that implement PBS report reductions in disciplinary issues and increases in attendance. PBS identifies the purpose of student behaviors and teaches replacement skills to improve the social culture of classrooms.
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Positive discipline AUC group work
Positive Discipline is a program designed to teach children responsibility, respect, and problem-solving skills. It is based on the work of Alfred Adler and Rudolf Dreikurs from the 1920s-1930s. Positive Discipline uses mutual respect between children and adults and identifies the beliefs behind misbehavior to change behavior respectfully. There are Positive Discipline programs for both parents and teachers that build strong relationships through kindness, firmness, effective communication, and focusing on solutions rather than punishment.
Ethics powerpoint dfst
This document discusses an ethics case involving a teacher, Georgina Smith, and her student, Luis. It outlines the important relationships in the case and lists several core values, ideals, and principles from NAEYC that are relevant, such as developing trust with families and respecting their structure and beliefs. The group discusses that Georgina speaks the family's language and is supportive of the family. They recommend that Georgina unobtrusively communicate with the family, connect them to resources, and help build strong relationships between the family, school, and community.
Chapter 12 Liberation Teaching: A Guidance Response to Violence in Society
Liberation teaching aims to help children overcome the effects of societal violence by creating a safe learning environment. The teacher works to prevent bullying and stigma by teaching social and emotional skills through books, role play, and class meetings. Liberation teaching is connected to other educational practices like encouraging classrooms, guidance, anti-bias education, and peace education that promote respect and social-emotional development. The teacher also encourages family involvement through sharing information, active involvement in the classroom, program participation, and supporting further education.
Positive Discipline
The document discusses the differences between discipline and punishment, and promotes positive discipline over corporal punishment. It defines corporal punishment as involving physical or emotional pain inflicted on a child, and outlines why it should be ended, as it violates children's rights and can cause physical and psychological harm. The document promotes positive discipline as a way of teaching through problem-solving, building healthy relationships, and creating a supportive learning environment to help children develop life skills.
Dealing with misbehaviour
The document discusses positive child discipline versus punishment. It outlines seven principles of positive discipline which include respecting the child's dignity, developing pro-social behavior, and maximizing their participation. Positive discipline aims to develop children through encouragement rather than inflicting meaningless pain, and has long-lasting positive effects on their thinking and behavior. In contrast, punishment aims to control children through fear and aggression, often humiliating them and causing psychological harm.
Positive discipline in everyday teaching a primer for filipino teachers
This document is a primer on positive discipline for Filipino teachers. It discusses corporal punishment, its effects, and the legal basis for prohibiting it. It then introduces the concept of positive discipline in everyday teaching (PDET), which focuses on setting long-term goals for students, providing warmth and structure in the classroom, understanding child development, and problem-solving. The primer provides examples of responding to common classroom situations in kindergarten, grade school, and high school using a positive discipline approach. It also includes a note on teacher well-being and stress management.
Personal development, health & physical education
PDHPE teaches students important life skills through physical activity and health education. It encourages self-understanding and respect for others, helps students make informed decisions, and promotes lifelong healthy habits. PDHPE provides opportunities for active, hands-on learning in early years and allows students to develop skills in communication, problem-solving, and responsible decision making regarding health issues. The subject also aims to help all people manage their health and understand diversity.
Why is pdhpe important
PDHPE is important as it encourages students to make wise decisions regarding substances like alcohol and tobacco, promotes healthy eating, balanced diets, and the links between nutrition, exercise and performance. It also teaches students to identify safe environments, recognize emotions from unsafe situations, and learn dance elements, skills like kicking and jumping, and fun ways to practice in teams or partnerships.
Why pdhpe
PDHPE is an important learning area that promotes physical and mental wellbeing. It encourages understanding of others, physical activity, and responsible decision making. PDHPE teaches students to adopt healthy lifestyles, develop fundamental movement skills, make good personal health choices, and adapt safe living practices. The subject also focuses on personal development, values, responsibility and respect.
Ian haywood the effective teacher-parent relationship
Effective relationships between teachers, students, and parents are important for student success. Teachers must work to build strong relationships with both students and parents to support student learning and development. Teachers must also collaborate with other teachers to share best practices, address challenges, and present a united front for students. Open communication, respect, and trust between all parties involved in a child's education is key.
Classroom management autism
The document discusses several strategies for effective classroom management for students with autism, including maintaining withitness or awareness of what is happening in the classroom, structuring the environment to provide consistency and clarity of expectations, varying tasks and activities to prevent boredom and anxiety, using visual schedules to communicate changes, examining the environment for potential sensory overloads, providing calming spaces, and involving peers to support socialization.
Why teach pdhpe in primary school
The document outlines the goals and importance of a Personal Development, Health and Physical Education (PDHPE) syllabus for primary school students. The syllabus aims to provide students with the knowledge, skills and values to lead healthy, active lives and contribute responsibly to society. It encourages understanding of self and others, lifelong physical activity, informed decision making, motor skill development, and teamwork. The document emphasizes that PDHPE is a fun way for students to learn healthy lifestyle habits as their bodies and minds develop.
Why teach pdhpe in primary school
The document outlines the goals of a physical education and health syllabus to develop students' knowledge, skills, and attitudes to lead healthy, active lives. It aims to encourage understanding of self and others, promote lifelong physical activity, and informed decision making. The syllabus also emphasizes developing motor skills, interpersonal relationships, teamwork, and interactive learning in a fun way.
Powerpoint
PDHPE teaches students vital information about nutrition, road safety, peer relationships, child protection, physical activity, and healthy lifestyle choices. It fosters students' physical, social, cognitive, and emotional growth. It also helps students develop self-confidence, maintain positive relationships, make healthy personal choices, and adopt an active lifestyle. PDHPE provides students with skills and understandings to take responsibility for their own health and movement.
Eclinton pdhpe presentation
The document outlines the goals of Emma Clinton's physical education class, which include promoting physical activity and healthy lifestyles, emphasizing informed decision making, and encouraging self-understanding and valuing of others. The class aims to support students' physical, social, cognitive, and emotional growth through developing fundamental movement skills and positive relationships, and influencing personal health choices.
Accommodations for Aggressive Youth in School Settings
The document discusses accommodations for aggressive youth in school settings. It outlines several tiers of intervention for students exhibiting angry and aggressive behaviors, from universal supports and social-emotional learning programs for all students, to more targeted interventions like behavior contracts, check-in/check-out programs, and behavior intervention plans for students with moderate issues. Students with the most severe and frequent problems may require intensive interventions and monitoring to address behaviors like physical and verbal aggression, bullying, and lack of empathy. The document provides examples of behaviors to watch for and interventions to try at each tier before considering more intensive options.
Misbehavior or mistaken behavior
The document discusses mistaken behavior in children and an encouraging classroom approach. It describes three levels of mistaken behavior: experimentation, social influence, and strong needs. The guidance approach involves understanding the root causes of behaviors and encouraging children to resolve conflicts respectfully. An encouraging classroom uses guidance rather than punishment, builds trust, and involves parents through a partnership approach to promote appropriate child development.
Carol Adams Resume coaching
Carol Adams has over 35 years of experience in education, including serving as principal of two high schools from 2007 to 2015. She transformed the schools' cultures and significantly improved academic achievement, attendance, graduation rates, and mental health support for students. Adams obtained her Master's in Educational Leadership in 2002 and holds multiple California teaching and administrative credentials. She has received training in coaching teachers and is involved in several professional organizations related to education administration.
Aichele k soe115_slideshow_week6
Positive Behavior Support (PBS) aims to increase positive student behaviors through rewarding them instead of using punishment. It grew out of a need in the 1980s for positive interventions for students with behavioral issues. PBS uses research-based strategies to increase good behavior and decrease bad behavior. It focuses on changing the environment to encourage positive behaviors rather than reacting to negative ones. Schools that implement PBS report reductions in disciplinary issues and increases in attendance. PBS identifies the purpose of student behaviors and teaches replacement skills to improve the social culture of classrooms.
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Chapter 12 Liberation Teaching: A Guidance Response to Violence in Society
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Outline
As you go through the presentation, you all will understand my purpose for conducting this professional development. I will provide a general overview of why following each step is imperative to closing the literacy gap. I will discuss how teaching resilience, building relationships, building culturally responsive classrooms, and RTI supports closing the literacy gap among young children. Finally, resources will be provided in order to support educators in closing the gap.
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Purpose
General Overview
Teaching Resilience
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Resources
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My Purpose
Advocating for young children should be a leader’s main priority to ensure that they become lifelong learners beyond the classroom. There are a plethora of ways to ensure success amongst young learners. Many leaders advocate for change in ways that they see as best or are passionate about. When someone is passionate about a particular change, they will do what is needed to promote change. I have always been passionate about closing the literacy gap amongst young readers. I have noticed that there is a major gap in literacy, especially in low economically challenged communities. I have taught second-grade EIP self-contained classrooms for years. Every year, I have heard from the administration that I should expect little to no growth from these students because they are too far behind or not capable of making real growth. I couldn’t believe what I heard because all children are capable of learning if given the necessary tools to succeed. Therefore, I am providing this professional development to give teachers tools for advocating for young children and supporting closing the literacy gap. This will hopefully change the mindset of all educators as well as administrators who believe children are just too far behind to catch up or able to learn.
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The document discusses research-based classroom management strategies for promoting an inclusive classroom community. It identifies strategies for creating a sense of community, facilitating friendships, using positive behavioral supports, and addressing the problems with exclusionary discipline policies. The purpose is to move away from punitive approaches and toward inclusive, community-building practices that support all students.
2socialawarenesspresentation 170201184547 (1)
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Service and guidance in education
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This document discusses the differences between discipline and punishment in children and advocates for positive discipline over corporal punishment. It defines discipline as aiming to teach and guide children, while punishment controls children through pain. Corporal punishment is widespread but harmful, as it violates children's rights, damages relationships, and has short and long-term negative effects. Positive discipline involves building respectful relationships, setting clear rules and expectations, and teaching life skills through problem-solving instead of inflicting pain. It focuses on the long-term goals of raising responsible, confident, and non-violent children.Similar to Ece430pptsleetergrantappr12 (20)
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- 2. Emphasis is placed on: Prosocial behavior Equality Justice Social Harmony
- 3. The Human Relations approach aims toward: Eliminating and this this> By promoting positive feelings in children which then leads to creating a sense of unity, tolerance and acceptance of social diversity
- 4. This is done by establishing goals that : = 1.) Ensures Success for all children 2.) Avoids Competition 3.) Eliminates Stereotypes 4.) Encourages Pro-social behavior 5.) Presents Accurate, real-life, and child relevant experiences
- 5. Four Principles must include: A comprehensive approach that requires infusion of the tenets throughout the entire curriculum Use of a variety of teaching strategies that actively engage children Use of real-life/child relevant experiences Activities are built around success for all children
- 6. What are the overall goals of this approach for the entire classroom? Help students communicate with, accept and get along with others who are different from them To prevent situations in which children offend others Help students to feel good about themselves as individuals and members of the group they belong to Reduce and/or the elimination of stereotypes about people