Chapter 3 Discussion by Dyann Rowell

Chapter 3 (Dyann Rowell)

dyann_rowell — 2024-03-26 11:55:10 UTC

On page 65 it talks about problem solving skills in children with anxiety. "for children with anxiety, their ability to solve problems is very weak. Rather than putting their energy into solving the problem they may invest their time in avoiding the issue." These two sentences resonated with me, because it is a reminder of what children with anxiety need, coaching and practice in solving their own problems. They don't need to me to swoop in and solve the problem, they need to be empowered to fix their own problems and solve things that are bothering them. This can be really difficult as the adult to have to watch them struggle, but being supportive and providing them with skills and tools is the absolute best things for them.

Chapter 3 (Ashley Winans)

2024-03-26 15:03:27 UTC

By creating a safe and secure environment through establishing strong relationships and being authentic is foundation for student success. The strategies listed in this chapter can be easily implemented in any situation and in small amounts of time but are key to creating a trusting environment.

For everyone!

2024-03-27 09:37:03 UTC

This whole chapter I just kept thinking “children OR adults”. I really like the ideas for classrooms as a whole. It would be great to have these as campus wide processes too. Then everyone could help everyone. The verbiage is HUGE!! Saying “you are safe” instead of “you are fine”. I will 100% implement that one!! The “calm down” made me chuckle because I don’t say it, but not because of emotional intelligence… moreso that I HATE when it’s said to me.

Chapter 3(Mr.C)

2024-03-28 14:23:51 UTC

Our job as an educator is not all about teaching it also entails providing a safe learning environment. Building a safe and secure student/educator relationship is key. Students with anxiety may be hesitant to share, it is our job to be patient and creative with our ways to form this bond. I loved the examples provided in the text on ways to strengthen our relationships with students. Having a good classroom dynamic can improve the overall mood of not just the kids struggling with anxiety but the whole class's mood. The use of positive reinforcement truly helps kids with anxiety overcome the stress of living with it day in and day out. Once we normalize anxiety, students will not feel such a heavy burden. I greatly enjoyed this chapter and took away a lot of positive things.

Chapter 3

2024-04-08 01:15:55 UTC

This chapter was really fun to read because it got me thinking about the different ways we can adjust our classroom environment to be more inclusive for all students. Also, most children do not have the coping skills to deal with complex emotions and need to be taught how to do this.