https://padlet.com/lorrie_masey/joi1yjtpf6cb Chapter four gave us multiple reasons that students may have emotional weakness. Think about a specific student that you have worked with this year. What is the cause of their distress and what specific strategy from chapter 4 would you use to help/understand/build a relationship with that student? Feel free to give details about the student's situation but please do not type any names. en-us 2019-03-07 19:27:13 UTC 2019-03-18 08:06:47 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lovecoffee.png andrea_tomaszewski https://padlet.com/lorrie_masey/joi1yjtpf6cb/wish/342182519 Working in the private school, I saw students who dealt with anxiety driven by their parents' and the school's high expectations daily. Teaching seniors, I dreaded the weeks when college acceptance letters were delivered.  There were ridiculous flower and balloon bouquets for some and tears for others.  
At Lamar this year, I have seen a lot of avoidance behavior from my 6th graders. Because I teach ELA, and many of our students struggle with reading, my class is dreaded by some because they always fear the shame or humiliation that may happen if a classmate realizes they don't read as well as the classmate. In reality, so many of our students who feel this way are not that far behind many of their classmates, and their shutting down only hold them back. Although there wasn't a specific example dealing with this, the general idea of being careful about how I address these students is still a helpful reminder. Instead of pointing out their need for extra support to the group, private discussions are always best, and I should ask the student what I can do to better support them. Our 6th graders are very concerned with how their classmates view them, so keeping this in mind as we try to help them develop new skills is key.]]> 2019-03-17 22:09:14 UTC https://padlet.com/lorrie_masey/joi1yjtpf6cb/wish/342182519 https://padlet.com/lorrie_masey/joi1yjtpf6cb/wish/342268997 This Chapter for me was not about a particular student but more about many of the students I face during hall duty. The angry responses to simple requests has me looking for answers in Chapter 4. I see most angry outbursts as an attempt to demonstrate power not as a way to deal with fear as the author suggested on page 55. I also found it interesting that as an answer to why students may behave this way is that negative emotions produce greater effects but that overtime the intensity of the emotion becomes the norm which is why we don't see changes in behavior from those that constantly challenge authority. Interesting too was page 83. Violence comes from too little compassion, so how do we teach our students to become compassionate when their adolescent brains are programmed for self indulgent behavior? Lots of good "stuff" to think about in this chapter but still looking for that piece that will help us make changes in behavior.]]> 2019-03-18 07:48:29 UTC https://padlet.com/lorrie_masey/joi1yjtpf6cb/wish/342268997