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Guidance the Bottom Line

Guidance the Bottom Line. Chapter 4. Role of the Teacher. Technician: does what she is told according to a list of prescribed directions. Children and adults are humans each with unique characteristics Dynamic intervention occurs and 2 way interactions great deal of cause and effect

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Guidance the Bottom Line

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  1. Guidance the Bottom Line Chapter 4

  2. Role of the Teacher • Technician: does what she is told according to a list of prescribed directions. • Children and adults are humans each with unique characteristics • Dynamic intervention occurs and 2 way interactions great deal of cause and effect • Not very effective!

  3. Professional Role • Diagnostic skills to assess the situation • Make judgments actually hypotheses about the situation and takes action based on hypotheses • Make and effort to learn from the situation

  4. Positive Teacher Child Relations • Different relationship from the parent, but still very important • Differences include: • Duration of relationship • Emotional investment into relationship • Private relationship

  5. Unconditional Positive Regard • Full acceptance of the child as a developing human being despite mistaken behaviors that the child may show. • Positive expectation of productive , caring behavior form the class and shows active leadership to empower the children of this behavior • Rejection of punishment as a method of behavior control

  6. The Problem with Discipline • Teachers tend to blur the distinction between non punitive and punitive interventions • teachers send the message that until the child behaves {properly} they will we ostracized from the group • And the teacher is letting the other children know that unless they behave they too will be ostracized

  7. The problem with discipline • Continues and becomes a self fulfilling prophecy • Because of limited development and experience, children tend to internalize negative labels, see themselves as they are labeled and react accordingly • Eventually the threat of ostracism loses its power and the children don’t care

  8. Vicious cycle develops • Child says I am a trouble maker, therefore I misbehave, therefore I am punished”

  9. Emotional Climate of the punishing classroom • Tensions can be so intense that ordinary risks with learning can become learning challenges • High levels of stress lead to high levels of stress hormones in the brain, which can affect brain development.

  10. Protecting Personality • We must address the child’s behavior, not the child himself! • Labeling is disabling” • Labeling precedes the child and follows the child, and colors others impressions of the child • Labeling is not fair • Most of us don’t want to be labeled either

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