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A 
          Pocket Guide to Probing Questions 

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A 
          Pocket Guide to Probing Questions 

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For New teachers

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The beauty of those kinds of parenting activities is that they don't cost much, if any, money. The problem is that low-income parents still lag behind their more affluent peers when it comes to engaging in those behaviors. Economically disadvantaged parents, research shows, still spend far less time than their middle-class counterparts participating in developmentally stimulating activities with their children.

A recent study published by the American Educational Research Association aimed to get a better sense of how those income-based differences in parenting behaviors have evolved over time, drawing data from four nationally representative, longitudinal surveys conducted between 1988 and 2012. The research findings are promising in that they show lower-income parents are engaging in activities like reading and educational excursions more than ever before. But they also show that, for six of the eight behaviors studied, the disparities only grew.

"In one sense, [disadvantaged parents] have really caught up; in another sense, they're two decades behind," said Ariel Kalil, the study's lead author and a professor in the University of Chicago's Harris School of Public Policy Studies. "It's an interesting puzzle because you could say this is great news, but on the other hand there are still these gaping inequalities in what [educational experiences] children are getting across different kinds of families."
Parenting Activities That Saw Growing Income-Based Gaps (1988-2012) Parenting Activities That Saw a Marked Increase Among Those at the Median Income Level (1988-2012)
The reason the gaps grew is simply because affluent, college-educated parents engaged in those behaviors "at a much higher level of intensity," Kalil said. In other words, after gaining access to new brain science and discovering that things like trips to the museum and storytelling before bedtime are vital to helping a young child's brain develop and preparing her for success in school, parents with means started doing them at unprecedented (and, arguably, even excessive) levels. Poorer, less-educated parents got wind of that insight, too, and likewise started ramping up the degree to which they fostered their children's development. They just weren't able to catch up.

"It's basically just this kind of ratcheting up of competition," said Kalil, a developmental psychologist who co-directs the University of Chicago's Behavioral Insights and Parenting Lab. "It's high-income parents consuming the literature on the importance of brain development, the sensitivity of the early-childhood years. It's them consuming that information and responding to it more quickly" than their less-fortunate counterparts.

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The beauty of those kinds of parenting activities is that they don't cost much, if any, money. The problem is that low-income parents still lag behind their more affluent peers when it comes to engaging in those behaviors. Economically disadvantaged parents, research shows, still spend far less time than their middle-class counterparts participating in developmentally stimulating activities with their children.

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212 degrees-The Extra Degree-motivational video

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What makes the biggest difference in your teaching? If you hop online to the places where teachers hang out and ask that question, you will hear a bevy of answers. It only begets more questions. Is project-based learning the way to go? How about Genius Hour? Flipping the classroom? Inductive method? Constructivist approach? Teach Like a Pirate? Too many choices can be paralyzing, and the only thing a teacher knows for sure is how much they don't know. There's a simpler way. You don't have to be everywhere and do everything to be a better teacher. You don't have to spend every free moment chatting away on Twitter, reading blogs and going to every EdCamp within a 60-mile radius. You can preserve your most important resource - your time. You just have to follow the 80/20 rule.

The Pareto Principle

In 1906, the Italian economist Vilfredo Pareto found that 80% of the land in Italy was owned by 20% of the population. When applied more broadly, others noticed that roughly 80% of the effects came from 20% of the causes. It has become a popular principle in management and business. Microsoft fixed the top 20% of the bugs in its system and 80% of the crashes were eliminated. In health care, 20% of the patients use 80% of the health care resources. Ask any dean of students, 80% of the discipline problems come from roughly 20% of the student body. The Pareto Principle suggests that a few things produce the majority of results. Find out what is vital, ignore what is trivial, and you can maximize results.

The 80/20 Rule in My Teaching

As a high school English teacher, I want my students to be critical readers and thoughtful writers. That's what matters most. The methods to achieve this goal are varied and plentiful. But what are the few things that can produce the biggest results? Here are three aspects of my teaching that dominate my focus. 1. Ask Better Questions Why It's Important - Albert Einstein once wrote, "The important thing is not to stop questioning. Curiosity has its own reason for existing." If I can ask deep, thought-provoking questions that value what my students have to say - not what they think I want to hear - I can help them develop a discerning eye for the reading and writing we do. What I Do - I like interview shows like 60 Minutes, Charlie Rose, and Alec Baldwin's podcast, Here's the Thing. Rose is a master of asking questions and offering few answers. In each episode, he's fascinated by each guest's wisdom, experience and insights. He knows how to probe their thinking. I seek to achieve the same fascination and desire to hear what my students have to say. See Questioning in Action:

2. Be a Captivating Speaker Why It's Important - In some studies on the likability of a speaker, words account for 7%, tone of voice accounts for 38%, and body language accounts for 55%. It's not what you say, it's how you say it. To captivate my students' attention, I've focused on how I present the material. What I Do - I watched this TedxED Talk by Dave Burgess, author of Teach Like a Pirate, and it made me rethink everything about how I offered my lessons. See Speaking in Action:

3. Provide Meaningful Feedback Why It's Important - For many students, feedback is akin to criticism. Perhaps this is why so many essays end up in the garbage when students leave class. Feedback is seldom practised with any enthusiasm. Yet feedback is not criticism; instead, it is a caring and supportive act. It's a signal that a teacher is dedicated to providing a constructive way to help students reach a higher level. What I Do - A few years ago, I stopped writing comments on students' papers. It took up 80% of my grading time and few students used the feedback I gave in the margins. Now, my time is better spent conferencing. Instead of comments, I put a grade on the paper and attach a rubric. When students ask about their score - which they always do - I tell them to conference with me. This allows me to have a meaningful conversation with them about their writing. It allows for a give and take. I can hear their thinking and they can hear mine. It is much more effective than what I was writing in the margins. See Feedback in Action:

What are the few things that you can focus on that can dramatically improve your teaching? I encourage you to share your ideas in the comments section below.

Brian Sztabnik teaches AP Literature and Composition, Creative Writing, and Public Speaking at Miller Place High School in New York. His podcast, Talks with Teachers, has consistently been a top-ranked show on iTunes. He is the College Board Advisor for AP Literature and Composition, and won the Educators Voice Award in 2015 for Education Commentator/Blogger, given out by the Academy of Education Arts and Sciences. His first book will be released this fall: The Best Lesson Series: Literature. Follow him on Twitter: @talkswteachers.

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The 80/20 Rule: Maximize Your Potential in Less Time

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What makes the biggest difference in your teaching? If you hop online to the places where teachers hang out and ask that question, you will hear a bevy of answers. It only begets more questions. Is project-based learning the way to go? How about Genius Hour? Flipping the classroom? Inductive method?

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A MiddleWeb Blog

Every year, thousands of teachers new to the profession enter their own classroom for the first time. Along with the exhilaration can come a feeling of absolute terror about what they have gotten themselves into.

For middle school newbies, teaching young adolescents can feel like the most mysterious career choice of all. They're known to be an especially challenging age to teach, but teachers like me who have spent the majority of their careers teaching tweens will tell you that it's the best job in the world. (In fact, I did that here last month.)

To help calm any fears new middle school teachers have, one resource that I highly recommend is the 2003 book Day One and Beyond: Practical Matters for New Middle-Level Teachers by the brilliant Rick Wormeli.

Even though I had been teaching for a decade by the time it came out, I found a wealth of practical knowledge to improve my own practice. Every chapter is worthwhile, but I found the discussion of setting up classroom routines particularly valuable.

In addition to Mr. Wormeli's indispensible text, nearly every resource for new teachers stresses the importance of establishing classroom routines and procedures early on, because it's just that important.

Establishing routines is like dieting . . .

Establishing teaching routines and procedures is kind of like choosing a diet. You talk to friends and read about people who have successfully lost a great deal of weight and discover tips that worked for them. Then, perhaps after some experimentation, you put together the best approach for you.

Determining classroom routines is a similar task. While one person may find a strict regimen of artful record keeping a must, another may find that a brief outline kept on one legal pad is sufficient. And just as many different diets can help a person lose weight, a variety of routines tailored to the individual teacher's nature will be successful in managing a classroom.

It's probably time to tweak

Most of us are now four to six weeks into the new school year, and you probably have enough experience to start tweaking the routines you already have in place and adding some new ones that may boost your effectiveness and student learning.

Over the years, I have tried dozens of ideas to determine what routines work best in my classroom. Something I learned by testing ideas that sounded promising is that I would only be successful with those that worked with my personality and teaching style.

I am not an especially regimented person, so I've never been good with a long list of precise procedures or record keeping tasks. But through trial and error I have found a few routines that work well, and I would like to share them and ask for you to share what's working for you in return.

Remembering classroom materials

Over my many years of teaching, one thing that became abundantly clear is that arriving to class with a pencil and paper is a monumental task for some middle schoolers. At first I bought into the griping of several colleagues that kids were just irresponsible and the myriad ways those teachers had to deal with miscreants who didn't have a pencil - most involving some degree of humiliation or inconvenience.

No more. Aside from my firm belief in protecting students' fragile selves and never degrading them, those methods seemed to take away from instructional time and cause stress for both the students and the teachers. It was a battle I didn't choose to fight.

Instead, I have a tray where I keep a small supply of lined paper and a cup full of loaner pencils. I buy an odd colored pencil, or I put some decorative tape on the end, so that the ones I bought are easily identifiable. Also, after the first day of class, I find numerous pencils and pens lying in the hallway and I pick them up and add them to the cup. I never run out and students always have something to write with. Not to mention the cleaner hallway.

In addition to pencils, in my English class, it is imperative that they bring their binder, choice reading book, and writing notebook daily. Even though the needed items never change, I write them on a list called "Today you will need..." and hang it outside my classroom door in a prominent spot. If necessary, I add a sticky note on the end for a special item they must remember that day or week.

For the first few weeks of class, students check this simple list regularly. Some even refer to it daily for the entire year as if to give themselves a memory boost. Again, this routine does not disturb my teaching, and students generally arrive to class with all of these items. I almost never have materials forgotten after the first couple of weeks.

Turning in assignments

I have seen this procedure done many ways, but I have found one way that works best for me. Many years ago I found a red, plastic shallow tub perfectly sized to hold a ream of paper. I put it in one obvious place on my counter next to the lined paper tray and loaner pencil cup, and I've labeled it the "Magic Tray." I tell students that, except for tests/quizzes, I will never collect daily work by hand and they will never put it on my desk. They must always get up and hand every paper in to the Magic Tray.

At the end of each period, I put a binder clip on the group in the tray, and I remove the entire stack at the end of the day. Since I began using the Magic Tray over a decade ago, I have never lost a student's assignment, and I always have them grouped by class period. Easy for me, easy for them.

Instructional Practices

When I began teaching, one question that came up quite often was, "What are we doing today?" I used to reply with the mysterious "You'll see" or something similar until I realized that they would get frustrated or it would appear to them as if I didn't know and was making it up as I went along.

Since then, I have always posted a brief agenda of the day's activities as well as the instructional objective and assignments on the board in the front of the classroom. (NOTE: for the benefits of my students who require structure, it is helpful if these are in the same place and in the same order every day.) Now I never have students ask what we are doing, even when I write the agenda items in general terms that don't reveal the fun I have up my sleeve.

For longer-term assignments I provide students a calendar with all the dates on it at the beginning of the project. I also post a copy online for them to access from home in case they left it at school. If I need to adjust the schedule due to special events, it happens easily and they all stay in the loop. For my very busy students, allowing them visibility into where we are going helps them plan around events in their own lives.

Stuff that works

These are just a few of the basic routines I have implemented in my classroom. You can probably see the common theme: these are designed to decrease my workload and stress level as well as provide structure for students and eliminate a loss of instructional time. That is how I determine most of the routines I use.

By staying true to your personality and developing routines that proactively eliminate your sources of stress, you and your students will have a happier, more productive year.
Read More Advice for Beginning Teachers If you have a helpful routine to share, please do so in the comments! We can all use more great ideas.

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Make Life Easier with Good Classroom Procedures

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A MiddleWeb Blog Every year, thousands of teachers new to the profession enter their own classroom for the first time. Along with the exhilaration can come a feeling of absolute terror about what they have gotten themselves into. For middle school newbies, teaching young adolescents can feel like the most mysterious career choice of all.

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On the one hand, the article gave voice to much of what students had heard ("cell phones are health hazards') though had perhaps never truly considered in any meaningful way. They connected with the article as evidenced by the wide range of contributions from a variety of students in the discussion.

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Try this site for free online translations in many languages. ... Communicate with parents by snail mail or e-mail with these editable and printable forms ... - A free PowerPoint PPT presentation (displayed as a Flash slide show) on PowerShow.com - id: 12f8a-MDk4N

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Richard Lavoie: The Motivation Breakthrouh (DVD) Motivation is the key to learning. But very few parents and teachers have an effective arsenal of techniques at their disposal. With empathy and understanding, backed by decades of experience in the classroom, Rick Lavoie gives parents and teachers the key to unlock any child's enthusiasm and responsiveness.

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Classroom Management: How to Regain Control of a Class          

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Classroom Management: How to Regain Control of a Class          

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Whether you're an experienced teacher or just starting out, losing control of your classroom can be very frustrating.

It's not always your fault and can happen for a number of reasons; the class is distracted from a peculiar noise, are not paying attention because they're anticipating recess, or just simply have a lack of interest in the material being taught. Whatever the case may be, it's tempting to just throw your hands up in defeat.

But by regaining control of your classroom, you are exercising your role as an authority figure and setting an example that errant behavior is not tolerated in your classroom.

Don't wait until your students are hanging from the rafters. Use the following classroom management tips to regain control right now.

Use an Attention Signal

Here's a time-honored classroom management idea. Refocus students by having an attention signal that alerts them that it's time to concentrate on the task at hand. Whether it's a bell, call and response signal, or hand gesture, make sure that your students know when they see or hear it, it's time to refocus.

Rearrange the Seating Chart

Social dynamics play a huge part in students' behavior. Pay attention to where disruptive and talkative students sit and separate them. You will find that as soon as you rearrange the seating chart, the situation will most often be neutralized.

Share Your Frustration

Consider sharing your feelings with your students. Say, "All of these distractions are making it extremely hard for me to teach and for you to learn." Sometimes just being honest with students and telling them how you feel can help rectify the situation.

Sit Back and Observe for a Moment

Often, we believe that allowing students to act disruptively or talk amongst themselves shows our weakness, but this isn't the case. In fact, try sitting back for a minute and observe the students. It also helps to mentally ask a few questions in the process:

Why the situation is occurring?

Are the students not into the lesson?

Is the lesson too long?

What is distracting the students?

In those few minutes you may find the answer that will transform chaos into clarity, both in your classroom and your own psyche.

Stay Consistent

Make sure that you address every problem with a direct response. The more consistent you are with your expectations and consequences, the quicker you will be able to regain control of your classroom. Do not let anything get by you until you are absolutely sure that your class is under control.

Be Confident

Children are smart and can take advantage of the situation if they sense you're losing control-just ask substitute or rookie teachers. Because your confidence (or lack thereof) transcends to your students, it's important to bolster that skill as much as possible. If you're looking for a good place to start, build your confidence by practicing with your friends or family. Role play different scenarios that can occur in the classroom, and practice how you would respond to them. In no time, you'll act instinctively the next time disruptive behavior occurs.

Rein in the Over Talkers

Every classroom has that one student who thinks they have the answer to everything. If you see that student start to monopolize a classroom discussion, then acknowledge their viewpoint and move on. If you don't rein these students in then there's a chance that you can lose control of your classroom. Politely thank them for their response and either a) move along with the lesson or b) give them the opportunity to further discuss the topic at another time.

Lead by Example

Let's face it, children are always watching every move we make. If you want to regain control of your classroom, then it starts with you. Do you text in class? Interrupt students when they are talking? Get up while students are asking you a question? Eat in the classroom? If you said yes to any of these questions, then how do you expect your students to listen to you when you're doing exactly what you're asking them NOT to do? Simply put, lead by example. By doing so, establishing or regaining control of the learning space will be much easier.

Effective classroom management is a full-time commitment. As soon as you think you can relax and let your guard down then boom, something happens. Be confident in your ability to regain your student's attention and focus. Instead of coming home feeling defeated, try to experiment with a few of these techniques and I'm sure you will find that losing control of your classroom will happen less frequently.
How do you regain control of your classroom? What strategies have helped control you classroom? Feel free to share your experiences with us in the comment section below. We would love to hear your thoughts. Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a master's of science in education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.

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Classroom Management: How to Regain Control of a Class

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Whether you're an experienced teacher or just starting out, losing control of your classroom can be very frustrating. It's not always your fault and can happen for a number of reasons; the class is distracted from a peculiar noise, are not paying attention because they're anticipating recess, or just simply have a lack of interest in the material being taught.

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teaching - vocational guidance - united states

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education/teaching methods & materials - general

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This is a solutions book that shows how to organize and structure a classroom to create a safe and positive environment for student learning and achievement to take place. It offers 50 procedures that can be applied, changed, adapted, and incorporated into any classroom management plan. &nb...

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Seven Essential Literacy Strategies for Preparing Students for the Common Core State Standards and PARCC

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Seven Essential Literacy Strategies for Preparing Students for the Common Core State Standards and PARCC

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The Chief Executive Officer (CEO) of a school district is the school superintendent. The superintendent is essentially the face of the district. They are most responsible for the successes of a district and most assuredly responsible when there are failures. The role of a school superintendent is broad. It can be rewarding, but the decisions they make can also be especially difficult and taxing. It takes an exceptional person with a unique skill set to be an effective school superintendent.

Much of what a superintendent does involves working directly with others. School superintendents must be effective leaders who work well with other people and understand the value of building relationships. A superintendent must be adept at establishing working relationships with many interest groups inside the school and within the community itself to maximize their effectiveness. Building a strong rapport with the constituents in the district makes fulfilling the required roles of a school superintendent a little easier.

Board of Education Liaison

One of the primary duties of the board of education is to hire a superintendent for the district. Once the superintendent is in place, then the board of education and the superintendent should become partners. While the superintendent is the CEO of the district, the board of education provides oversight for the superintendent. The best school districts have boards of education and superintendents who work well together.

The superintendent is responsible for keeping the board informed of events and happenings in the district and also making recommendations about daily operations for the district. The board of education may ask for more information, but in most cases, a good board will accept the superintendent's recommendations.

The board of education is also directly responsible for evaluating the superintendent and thus, can terminate the superintendent should they believe they are not doing their job.

The superintendent is also responsible for preparing the agenda for board meetings. The superintendent does sit in on all board meetings to make recommendations but is not allowed to vote on any of the issues. If the board votes to approve a mandate, then it is the duty of the superintendent to carry out that mandate.

District Leader

Assistant Superintendents - Large districts have the luxury of hiring assistant superintendents who specialize in one or two specific areas such as transportation or curriculum. These assistant superintendents meet regularly with the superintendent and receive their direct instruction from them, but manage the daily operations of their area. Small districts typically do not have assistants, so all the responsibility would fall on the superintendent.

Principals/Assistant Principals - The superintendent is responsible for evaluating and making recommendations to hire/maintain/terminate principals/assistant principals. The superintendent has regular meetings with principals about specifics of the daily operations of their buildings. The superintendent must have principals/assistant principals that they trust fully to do their jobs because having an ineffective principal in a building can be disastrous.

Teachers/Coaches - The amount of interaction between a superintendent and the teachers/coaches in the district typically depend upon the superintendent themselves. This is a duty that primarily falls on the principal/assistant principal, but some superintendents, especially in smaller districts, like to have one on one interaction with their teachers/coaches. The superintendent will be the one who makes a recommendation to hire, maintain, or terminate to the board of education, but most superintendents take the direct recommendation from the building principal in this matter.

Support Personnel - The superintendent is almost always directly responsible for hiring, maintaining, terminating support personnel. This is a primary role a superintendent. A strong superintendent will surround themselves with good, trustworthy people. While the superintendent is the head of the district, the support personnel are the backbone of the district. The administrative professionals, custodians, maintenance, security, kitchen staff, etc. play such a large role in the daily operations that it is essential to have people in those positions that are there to do their job right and work well with others. This falls on the superintendent of the district.

Manages Finance

The primary role of any superintendent is to develop and maintain a healthy school budget. If you are not good with money, then you will likely fail as a school superintendent. School finance is not an exact science. It is a complicated formula that changes from year to year especially in the realm of public education. The economy almost always dictates how much money is going to be available for the school district. Some years are better than others, but a superintendent must always figure out how and where to spend their money.

The toughest decisions a school superintendent will face are in those years of deficit. Cutting teachers and/or programs is never an easy decision. Superintendents ultimately have to make those tough decisions to keep their doors open. The truth is that it isn't easy and making cuts of any kind will have an impact on the quality of education the district provides. If cuts must be made, the superintendent must examine all options thoroughly and ultimately make cuts in the areas where they believe the impact will be the least.

Manages Daily Operations

Building Improvements/Bond Issues - Over the years the buildings in a district go through normal wear and tear. Also during this time, the overall needs of the district will change. The superintendent must evaluate the needs of the district and make recommendations as to whether to try to build new structures through a bond issue and/or make repairs on existing structures. There is a balance between the two. If the superintendent feels like passing a bond is a necessity, they must first convince the board and then convince the community to back it.

District Curriculum - The superintendent is responsible for ensuring that approved curriculum meets district, state, and national standards. This process typically begins at the individual building site, but the superintendent will have the final say as to whether the district should adopt and use the curriculum.

District Improvement - One of the main duties of a superintendent is to be a constant evaluator. Superintendents should always be looking for methods, both large and small, to improve their district. A superintendent who does not have a vision for continuous improvement is not doing their job and does not have the best interest of the district in mind.

District Policies - The superintendent is responsible for writing new district policies and revising and/or reviewing old ones. This should be a yearly endeavor. New issues constantly arise, and policies should be developed detailing how these issues will be handled.

District Reports - States require superintendents to submit various reports concerning teacher and student data throughout the school year. This can be a particularly tedious part of the job, but it is necessary if you want to keep your doors open. Being proactive throughout the year and keeping up with this data as you move along will make completing these reports easier in the long run.

Student Transfers - A superintendent makes the decision whether to accept or deny a transfer to potentially incoming and outgoing students. In order for a student to receive a transfer, both superintendents must agree to the transfer. If the receiving superintendent agrees to the transfer, but the outgoing superintendent does not, then the transfer is denied.

Transportation - Transportation can be an enormous role for a superintendent. The superintendent is responsible for purchasing enough buses, keeping them maintained, hiring bus drivers, and creating routes that maximize efficiency. In addition, they must develop bicycle routes, walking routes, and snow routes.

Lobbies for the District

Builds Community Relations - A superintendent must build relationships with all members of the community. This includes parents of students, the business community, and those who live in the community without any direct ties to the school such as senior citizen groups. Creating strong ties with these groups will be invaluable when it comes time to try to pass a bond issue.

Works with the Media - The superintendent is the face of the district in good times and in times of crisis. Superintendents in large markets will be in the news consistently and must advocate for their district and their students. An outstanding superintendent will seek out opportunities to partner with the media.

Builds Relationships with Other Districts - Building relationships with other districts and their superintendents can be valuable. These relationships allow for an exchange of ideas and best practices. They also can be extremely beneficial in difficult times of crisis or tragedy.

Builds Relationships with Politicians - A superintendent must lobby on their districts behalf on key political issues that will positively or negatively affect the district. Education has increasingly become more political, and those who neglect this aspect aren't maximizing their effectiveness.

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The Key Roles of a School Superintendent That Make Them Effective

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The Chief Executive Officer (CEO) of a school district is the school superintendent. The superintendent is essentially the face of the district. They are most responsible for the successes of a district and most assuredly responsible when there are failures. The role of a school superintendent is broad.

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Certification & Induction - Alternate Route

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While working as a provisional alternate route teacher you must be mentored by a colleague in the district and be supervised and evaluated by district personnel. Concurrently, you must attend formal instruction that is required for the certificate you are seeking. The formal instruction requirements are:

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Grade 3-8

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Teaching Videos

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Teachers TV Series | From Good to Outstanding | Follow teachers as they try to improve their skills. Will they manage to teach an outstanding lesson? Watch the full videos of their journeys, then join the discussion group to share your thoughts.

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Secondary science teacher Hana Abbasi delivers her a second observed lesson, drawing on the advice of experts, as she seeks to raise her rating from good to outstanding, in this professional development and pedagogy resource.

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Secondary science teacher Hana Abbasi delivers her a second observed lesson, drawing on the advice of experts, as she seeks to raise her rating from good to outstanding, in this professional development and pedagogy resource.

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NOT REAL SCHOOL ANSWERING MACHINE MESSAGE

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NOT REAL SCHOOL ANSWERING MACHINE MESSAGE

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Psychiatric Office Answering Machine Parody

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Answering machine all schools should have.

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Presentation Description

No description available.

Presentation Transcript

How to deal with difficult parents:

How to deal with difficult parents By: Alysa & Alicia

PowerPoint Presentation:

Dealing with parents isn't always the easiest thing. Sometimes you will get into conflicts over something that truly isn't your fault, but you will be punished anyway. Keep in mind parents aren't always perfect. And to show that to them, arguing, fighting, or walking out isn't always the best solution. Being able to understand each others view points, and possibly solve the conflicts you may have with them is one of the hardest things to do as a teenager. Here are some different ways to deal with difficult parents....

How to state your point properly:

How to state your point properly Stating your point in an argument may be the only way to get your way (right or wrong), being able to make it clear will help you and your arguer get to the point rather than creating an argument. Always stand at eye level with the person you are confronting, never have them standing over you, looking down. Remain calm, a calm response to an angry situation will eliminate escalating conflict. Don't argue or interrupt, just listen until it's your turn to share. Don't accuse or judge, just state how you feel about the situation.

Parents will be parents:

Parents will be parents Parents aren't always right, and most importantly, neither are YOU. Some reasons parents may not see your point, or understand what you want, could be from the following: There frustrated already, and don't feel like listening. There very busy, and wouldn't want to discuss it right then and there. They may be stubborn and always think that there right, or are always doing the right things. May argue because they enjoy the excitement. Plainly uncooperative in any way.

Not everyone is the same:

Not everyone is the same There is no rule book and with out any official rules to be set, children will react differently to each situation. Not every child will want to argue all the time, and some will simply not even be able to talk about there difficulties with there parents. There is a time and place for everything. Even though everyone should have a chance to express what they think, children may be scared, or even to shy. Here are some tips about expressing your opinion.

Being shy or scared:

Being shy or scared Always express how you feel, bottling up emotions is not healthy. Pick an appropriate place to talk, incase things escalate a little so your not making a scene. If you are scared to open up to your parents, think about how some things may be for the best no matter what the consequence is. Always keep an open mind, and know there's always someone to help you.

People care:

People care If ever feeling frightened to open up about any certain issues, parents may not always be the ones to talk to. A councilor, teacher, priest, therapist, psychologist, websites, or even hotline may be your best option. Always call 911 if arguments ever get out of hand (verbally, or physically).

Creating a healthy environment:

Creating a healthy environment Instead of arguing there are always other opportunites to do instead , for instance like the following : Go for a walk , think about it , and ask yourself if it's really worth fighting over. Plan a fun event for yourself with freinds instead of worrying about the negative topic . Invite the person your having dificulties with to a cup of coffee. Go to the gym and workout is a big stress reliever for most people, you both could get your anger out on excersizing instead of each other . Doing something that intersest you both that doesn't even have to cost you any money is always the best way to go instead of having a conflict .

PowerPoint Presentation:

http://www.youtube.com/watch?v=hYqHzqiB3J8

PowerPoint Presentation:

Lifes to short, so live it long. <3 Y.O.L.O 

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Presentation Transcript

How to deal with difficult parents:

How to deal with difficult parents By: Alysa & Alicia

PowerPoint Presentation:

Dealing with parents isn't always the easiest thing. Sometimes you will get into conflicts over something that truly isn't your fault, but you will be punished anyway. Keep in mind parents aren't always perfect. And to show that to them, arguing, fighting, or walking out isn't always the best solution. Being able to understand each others view points, and possibly solve the conflicts you may have with them is one of the hardest things to do as a teenager. Here are some different ways to deal with difficult parents....

How to state your point properly:

How to state your point properly Stating your point in an argument may be the only way to get your way (right or wrong), being able to make it clear will help you and your arguer get to the point rather than creating an argument. Always stand at eye level with the person you are confronting, never have them standing over you, looking down. Remain calm, a calm response to an angry situation will eliminate escalating conflict. Don't argue or interrupt, just listen until it's your turn to share. Don't accuse or judge, just state how you feel about the situation.

Parents will be parents:

Parents will be parents Parents aren't always right, and most importantly, neither are YOU. Some reasons parents may not see your point, or understand what you want, could be from the following: There frustrated already, and don't feel like listening. There very busy, and wouldn't want to discuss it right then and there. They may be stubborn and always think that there right, or are always doing the right things. May argue because they enjoy the excitement. Plainly uncooperative in any way.

Not everyone is the same:

Not everyone is the same There is no rule book and with out any official rules to be set, children will react differently to each situation. Not every child will want to argue all the time, and some will simply not even be able to talk about there difficulties with there parents. There is a time and place for everything. Even though everyone should have a chance to express what they think, children may be scared, or even to shy. Here are some tips about expressing your opinion.

Being shy or scared:

Being shy or scared Always express how you feel, bottling up emotions is not healthy. Pick an appropriate place to talk, incase things escalate a little so your not making a scene. If you are scared to open up to your parents, think about how some things may be for the best no matter what the consequence is. Always keep an open mind, and know there's always someone to help you.

People care:

People care If ever feeling frightened to open up about any certain issues, parents may not always be the ones to talk to. A councilor, teacher, priest, therapist, psychologist, websites, or even hotline may be your best option. Always call 911 if arguments ever get out of hand (verbally, or physically).

Creating a healthy environment:

Creating a healthy environment Instead of arguing there are always other opportunites to do instead , for instance like the following : Go for a walk , think about it , and ask yourself if it's really worth fighting over. Plan a fun event for yourself with freinds instead of worrying about the negative topic . Invite the person your having dificulties with to a cup of coffee. Go to the gym and workout is a big stress reliever for most people, you both could get your anger out on excersizing instead of each other . Doing something that intersest you both that doesn't even have to cost you any money is always the best way to go instead of having a conflict .

PowerPoint Presentation:

http://www.youtube.com/watch?v=hYqHzqiB3J8

PowerPoint Presentation:

Lifes to short, so live it long. <3 Y.O.L.O 

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No description available. How to deal with difficult parents By: Alysa & Alicia Dealing with parents isn't always the easiest thing. Sometimes you will get into conflicts over something that truly isn't your fault, but you will be punished anyway. Keep in mind parents aren't always perfect.

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Middle School

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Establishing Classroom Rules and Consequences 

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Establishing Classroom Rules and Consequences 

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Scholastic Administrator - February 2009

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