Romeo teen communication_presentation
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This document provides tips for improving communication between parents and teenagers. It discusses what not to do, such as criticizing, nagging, or overreacting. It also offers suggestions for active listening, asking open-ended questions, expressing feelings, and using "I" statements to discuss problems calmly. The goal is to understand each other's perspectives rather than just give advice or impose ideas.
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![Does This Sound Like Your Family? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],This is a description of Juliet’s family from the play Romeo and Juliet …Times haven’t changed much!](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Name___________________________________________ .docx
Name___________________________________________
Inappropriate Methods That Deter Cooperation
Method Example
Blaming and
accusing
“Look at the dirty footprints you put on my clean kitchen floor. You never
consider how hard I work.”
Name-calling “You are the sloppiest person, just look at your room!”
Threats “If you don’t start doing your share around here, I’m going to cut your
allowance.”
Commands “Take the garbage out this minute, and no back talk, young man.”
Lecturing and
moralizing
“Now, do you think that was a nice thing to say about your friend? You
should learn to treat your friends the way you want to be treated.”
Warnings “Don’t step off the sidewalk. You’ll get hit by a car.”
Martyrdom “Why are you doing this to me, hard as I work?”
Comparisons “Why can’t you try as hard in school as your sister does?”
Sarcasm “You knew you had to get up early, but you were so smart and stayed up
until midnight.”
Prophecy “If you continue in the same manner, you’ll never amount to anything.”
Skills for Engaging Cooperation
Skill Example
Describe what you
see or the problem
“Your dirty clothes are on the floor in your room.”
Give information “The battery in the flashlight will last longer when you turn it off after each
use.”
Say it with a word. (when milk is left out of the refrigerator) “Susie, the milk.”
Talk about your
feelings
“I am frustrated because you are making so much noise that I can’t hear
your father on the telephone.”
Wrote a note (taped to basket of clean laundry) “Marlin, please fold me.”
Reference: Hamner, T.J. & Turner, P.H. (2001). Parenting in Contemporary Society, 4
th
ed. ____Allyn and Bacon.
Positive Guidance
Children are more likely to respond to positive statements than negative ones. Rewrite each
statement below so it tells the child what he or she is expected to do.
1. “Don’t put the scissors on the floor.”
2. “Don’t spill your milk.”
3. “Don’t walk in front of the slide.”
4. “You’re pouring too fast.”
5. “Don’t walk so slowly.”
6. “Don’t touch all of the muffins.”
Reference: Herr, J. (2008) Working With Young Children; Study Guide. Tinley Park, ILL: Goodheart-Wilcox,
Co. (page 80).
1
15 Techniques to use with children which invite cooperation
1. Give children valid, appropriate and limited choices. Limit use of commands. Offering options gives
the child a sense of empowerment. This works especially well with children who are strong willed and
in need of a great deal of control. Giving choices eliminates power struggles and “NO” answers.
ie: Do you want your milk poured into the green cup or the blue cup?
ie: You may walk to get your diaper changed or I can carry you. (either way, the diaper is getting
changed).
ie: Say “It’s naptime” rather than “Do you want to take a nap?” which offers the ch.
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Effective communication slideshare
This document provides tips for effective communication between parents and teenagers. It advises acknowledging a teen's feelings through active listening instead of lecturing. When a teen is upset, parents should express sympathy rather than trying to fix the problem. The document also recommends working through disagreements with teens using a 5-step process: hearing each other's perspectives, brainstorming solutions, agreeing on a plan without criticism. As an alternative to punishment, the document suggests stating feelings, expectations, how to make amends, offering a choice, and following through if needed.
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This document provides guidance on effective behavior management strategies for early childhood educators. It emphasizes using clear, positive expectations and language to encourage good behavior. Key recommendations include establishing a small number of simple, positively stated ground rules and regularly reinforcing them. The document also stresses the importance of realistic expectations that consider children's limited attention spans, as well as helping children develop self-control rather than relying on external controls. Overall, it promotes a strengths-based approach focused on catching children being good.
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Unit vi transactional analysis
Transactional analysis (TA) is a method for understanding behavior and improving communication. It views a person as having three ego states - Parent, Adult, and Child. The Parent ego state is rule-oriented and judgmental. The Adult ego state approaches problems logically and objectively. The Child ego state experiences emotions and desires. Effective communication involves complementary exchanges between different ego states. People seek recognition or "strokes" from interactions, and transactions can be complementary, crossed, or covert.
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Romeo teen communication_presentation
- 1. How to Talk to a Brick Wall: Tearing Down the Barriers between You and Your Teenager By Jessica and Enrique By Jessica and Enrique
- 3. “ Hang thee, young baggage! Disobedient wretch! I tell thee what,--get thee to church o’ Thursday, Or never after look me in the face: Speak not, reply not, do not answer me; My fingers itch [to hit you]…” Lord Capulet to Juliet Romeo and Juliet , Act III, scene V “… tell my lord and father, madam, I will not marry yet…” That story didn’t turn out well. There must be a better way… Lies! She was already married to Romeo behind her parents’ back!
Editor's Notes
- “ I know what you mean” is wrong for two big reasons: “ It shuts off the dialogue because it communicates that there is nothing more to be understood. (There is always more to understand.) It communicates that you are not much interested in listening to the other person anymore.”
- The “how did that make you feel?” is too overused and is a sure way to shut a teenager down.
- Just like you wouldn’t like it if someone made decisions that affect your life, neither does your teenager.
- Just like you wouldn’t like it if someone made decisions that affect your life, neither does your teenager.