We had our first PRT release/pd last week in which the facilitator gave us a reading about how the most important thing we can do for our students is care. Not constantly laminating, finding exciting clips to show on the projector but care.
We talked about the possible ways of doing this
This has reminded me of the research we looked at in Youth Work regarding the fact that every young person needs 6 positive adults in their lives who are not their parents. These adults provide support, encouragement and enable that youth to be resilient. I wonder how many positive adults my students have in their lives or whether I may be starting to count as one?
We talked about ways we could demonstrate this care towards our students.
I reflected on how I started the term trying to locate one or two books that might interest the odd student and place them on their desk. I confessed I had since stopped the habit out of busyness. However, I picked myself off to the library this lunch-hour and selected a few books for 3 children. I look forward to seeing their faces when they return from tech.
30 Ways to Care
The following list gives 30 ways to demonstrate this care. It is from Marty Kirschen whose ideas were originally published on the Caring Education Web site. I might challenge myself to focus on one per week. I will keep you informed of my progress.
Compliment Students
1. Go out of your way to compliment a child who gets very few strokes. Take more care to notice what is important to him or her.
2. Compliment the efforts, not just the successes: "That was a good try on that puzzle; I see you really working hard."
3. Compliment children for being kind and courteous and be courteous yourself: "Thanks for saying you're welcome."
Notice and Acknowledge Students
4. When you see one child has a difficulty, address the subject to the class as a whole: "Some of you may be having difficulty drawing a fish. Who would like to share a good way for the class to see?"
5. Ask the child about something that you know is important to him or her: "How was that Little League game you played last night?"
6. When you see a child is upset, take time to speak privately with him or her. Learn what is going on. That action will be appreciated.
Make Small Gestures -- They go a Long Way
7. Give a reward or gift to children for no reason at all -- other than to show you love them: "Tomorrow, we all get a treat, a popcorn party!"
8. Work on the placement of your desk so that when a child comes up to speak to you, that child will be next to the chair and not across from you.
9. A gesture that accommodates individual needs is appreciated. For example, give extra time on a test to a child who is a very nervous test taker.
10. Find a way to make a personal contact with parents and caregivers as soon as possible after the start of the school year. Acknowledge the importance of their role and something positive about each child.
Focus on Hellos and Good-Byes
11. Tell students what is new and good for you this morning. Ask students to share the same.
12. When you make eye contact with a child during the day, smile! There are so many non-verbal ways that you can show you care.
13. When ending a conversation, pause silently with the child before turning away. A short pause while still looking at the child shows that he or she is important and that you are not just rushing to the next thing to do.
Work on Your Own Anger
14. It is important to know how to deal with your own anger in a physical way. For example, when you're feeling anger, take a deep breath, count to ten, or find your own space.
15. Be aware of your own bias toward a child and go out of your way to try to deal with the child fairly. You may not like tattoos, but don't be unkind to a student because of his or her new tattoos.
16. When a child does something that is troubling or hostile, it can be helpful to ask yourself and/or the child: "What's really going on? What is happening behind what you are saying and the way you are saying it?"
Seek and Express the Good
17. Identify some positive intent that exists, even in an action that does not work out well: "I know you want to help your friend, but giving him the answers on the test is a not a useful way."
18. Take note when you are starting to show continual disfavor with a child. Often by trying to understand more what is going on with the child, you can help yourself find a way to feel more positive.
19. Tell yourself that the student is doing something that annoys you, but he or she isn't doing it to annoy you!
Listen to Gain Understanding
20. When listening to what a child has to say, turn your whole body toward the child. In that way, you show that you are giving the child your full attention.
21. Kneel next to the child to communicate with him or her. Speaking from on high can be distancing; it can feel daunting to the child.
22. Find quiet time for reflection or relaxing after a more active time. You might use a guided imagery activity or play music that allows a mood to be set and calm to return.
Engage Students in Communication of All Sorts
23. Bring in stories of your own experiences that relate to what you're teaching. "I know how frightening it was for Hansel and Gretel to get lost in the woods. It happened to me one time!"
24. Allow your weaknesses to show -- this is very human: "I must admit, I had trouble learning how to boil an egg, and my mom was a home economics teacher!"
25. When pressed for time, communicate with your students later in writing. Set up a special box where you put notes to hand to your students at a later time.
26. Have a message center in the classroom where students can give the teacher notes that can be read and responded to at a quiet time.
Engage Students in Resolving Social Problems
27. Be careful about invoking the "Golden Rule" too early in solving a problem. That can bring about guilt or resentment. It may be better to initially ask "How do you think she feels?" rather than "How would you like it if she did that to you?"
28. Note when a child in the class is being "excluded" by others. Give that child attention alone and with the class present.
29. Find a way to improve performance that looks for improvement and not perfection: "Alfredo, show me that you are making an effort to interrupt less -- by interrupting less."
30. When you notice a transgression, allow the child to see you noticed without calling him or her on it. This often gives the child the opportunity to appreciatively self-correct.
We talked about the possible ways of doing this
- sharing a bit of our lives/people at home (To a safe degree)
- Remembering to think about those kids who slip under the radar and addressing them
This has reminded me of the research we looked at in Youth Work regarding the fact that every young person needs 6 positive adults in their lives who are not their parents. These adults provide support, encouragement and enable that youth to be resilient. I wonder how many positive adults my students have in their lives or whether I may be starting to count as one?
We talked about ways we could demonstrate this care towards our students.
I reflected on how I started the term trying to locate one or two books that might interest the odd student and place them on their desk. I confessed I had since stopped the habit out of busyness. However, I picked myself off to the library this lunch-hour and selected a few books for 3 children. I look forward to seeing their faces when they return from tech.
30 Ways to Care
The following list gives 30 ways to demonstrate this care. It is from Marty Kirschen whose ideas were originally published on the Caring Education Web site. I might challenge myself to focus on one per week. I will keep you informed of my progress.
Compliment Students
1. Go out of your way to compliment a child who gets very few strokes. Take more care to notice what is important to him or her.
2. Compliment the efforts, not just the successes: "That was a good try on that puzzle; I see you really working hard."
3. Compliment children for being kind and courteous and be courteous yourself: "Thanks for saying you're welcome."
Notice and Acknowledge Students
4. When you see one child has a difficulty, address the subject to the class as a whole: "Some of you may be having difficulty drawing a fish. Who would like to share a good way for the class to see?"
5. Ask the child about something that you know is important to him or her: "How was that Little League game you played last night?"
6. When you see a child is upset, take time to speak privately with him or her. Learn what is going on. That action will be appreciated.
Make Small Gestures -- They go a Long Way
7. Give a reward or gift to children for no reason at all -- other than to show you love them: "Tomorrow, we all get a treat, a popcorn party!"
8. Work on the placement of your desk so that when a child comes up to speak to you, that child will be next to the chair and not across from you.
9. A gesture that accommodates individual needs is appreciated. For example, give extra time on a test to a child who is a very nervous test taker.
10. Find a way to make a personal contact with parents and caregivers as soon as possible after the start of the school year. Acknowledge the importance of their role and something positive about each child.
Focus on Hellos and Good-Byes
11. Tell students what is new and good for you this morning. Ask students to share the same.
12. When you make eye contact with a child during the day, smile! There are so many non-verbal ways that you can show you care.
13. When ending a conversation, pause silently with the child before turning away. A short pause while still looking at the child shows that he or she is important and that you are not just rushing to the next thing to do.
Work on Your Own Anger
14. It is important to know how to deal with your own anger in a physical way. For example, when you're feeling anger, take a deep breath, count to ten, or find your own space.
15. Be aware of your own bias toward a child and go out of your way to try to deal with the child fairly. You may not like tattoos, but don't be unkind to a student because of his or her new tattoos.
16. When a child does something that is troubling or hostile, it can be helpful to ask yourself and/or the child: "What's really going on? What is happening behind what you are saying and the way you are saying it?"
Seek and Express the Good
17. Identify some positive intent that exists, even in an action that does not work out well: "I know you want to help your friend, but giving him the answers on the test is a not a useful way."
18. Take note when you are starting to show continual disfavor with a child. Often by trying to understand more what is going on with the child, you can help yourself find a way to feel more positive.
19. Tell yourself that the student is doing something that annoys you, but he or she isn't doing it to annoy you!
Listen to Gain Understanding
20. When listening to what a child has to say, turn your whole body toward the child. In that way, you show that you are giving the child your full attention.
21. Kneel next to the child to communicate with him or her. Speaking from on high can be distancing; it can feel daunting to the child.
22. Find quiet time for reflection or relaxing after a more active time. You might use a guided imagery activity or play music that allows a mood to be set and calm to return.
Engage Students in Communication of All Sorts
23. Bring in stories of your own experiences that relate to what you're teaching. "I know how frightening it was for Hansel and Gretel to get lost in the woods. It happened to me one time!"
24. Allow your weaknesses to show -- this is very human: "I must admit, I had trouble learning how to boil an egg, and my mom was a home economics teacher!"
25. When pressed for time, communicate with your students later in writing. Set up a special box where you put notes to hand to your students at a later time.
26. Have a message center in the classroom where students can give the teacher notes that can be read and responded to at a quiet time.
Engage Students in Resolving Social Problems
27. Be careful about invoking the "Golden Rule" too early in solving a problem. That can bring about guilt or resentment. It may be better to initially ask "How do you think she feels?" rather than "How would you like it if she did that to you?"
28. Note when a child in the class is being "excluded" by others. Give that child attention alone and with the class present.
29. Find a way to improve performance that looks for improvement and not perfection: "Alfredo, show me that you are making an effort to interrupt less -- by interrupting less."
30. When you notice a transgression, allow the child to see you noticed without calling him or her on it. This often gives the child the opportunity to appreciatively self-correct.