Challenges Facing Teachers
Schools are searching for ways to enhance their programs and teacher effectiveness. Redirecting for a Cooperative Classroom (RCC) provides practical and valuable classroom techniques for working cooperatively with students, parents and school staff. Working together, parents, administrators and teachers can handle students' behavior in ways that help students accept responsibility.
Are you frustrated by students who... ?
- Continually break the rules
- Act lazy and unmotivated
- Blame or accuse others of unfairness
- Do the opposite of what is asked
- Give up and do not participate in class activities
- Believe that no one likes them
- Blame others and involve you, as the teacher, in their peer conflicts?
This
Program is for YOU!
Being a teacher today offers
a tremendous challenge. Having
effective strategies for
handling today's teacher/student
relationships can make teaching
and school a lot more exciting.
The "Redirecting for a Cooperative
Classroom" (RCC) program
is based on developmental
studies that show that children
benefit socially, psychologically,
and academically from learning
to handle everyday problems
positively and creatively.
The RCC Program will give
teachers an opportunity to reflect on effective ways to maintain
classroom control while
fostering student dignity and
responsibility in the classroom. The program is based upon the work of
Dr. Rudolph Drekurs, a highly
noted researcher, therapist,
educator and author of the famous book, "Children the Challenge".
The program is endorsed and recommende by pediatricians and mental health
professional
nationwide.
Here are some
of the seminar topics:
(The semiar(s)
may be as short as 1/2
hour or as long as 8 hours, depending
on the school's and teacher's needs.)
Understanding
Why Children Misbehave
As more the teacher understands
the student's behavior as more
he/she can avoid future conflict.
Often teachers use the same discipline
methods for all kinds of different
behavior and wonder why they are
not effective. It is important
for the teacher to diagnose the
behavior in order to effectively
redirect the students misbehavior.
- understanding children's needs & developmental
stages
- learn how to redirect the four
mistaken goals of behavior
(attention, power, revenge, inadequacy)
Building a Successful
Relationship Between Children & Teachers
- understanding the "emotional
bank account"
- understanding the importance of "genuine encounter moments"
How
to Prevent
Misbehavior & What to Do
When
Misbehavior Does Occur?
Teachers learn that punishment,
force or control is an
external motivation. The child thinks, "As
long as my teacher is in
control I don't have to take responsibility. Punishment
results in the child feeling resentful and angry,
but logical consequences teaches him to take responsibility for his own action.
- the effective use of natural and logical consequences
- how to avoid everyday power struggles
- what to do when children fight / peer rivalry
Ecouragement vs. Praise and How the Results Differ
Strategies of encouragement support a student's persistence and small successes,
rather than praise, which is usually given to a student when a task is done.
It helps low achieving students, who often give up easily and frequently say, "I
can't..." or "I don't know how..." to continue with work.
- building and maintaining high self-esteem
- internal motivation vs. external motivation
- encouragement strategies
How to Talk so Children Will Listen & Listen
so Children Will Talk
As teachers we often block communication or use feeling stoppers without being
aware of it. They complain that their students don't listen, but maybe anaware
that their students are not feeling heard and understood in a manner that validates
their feelings.
- how to talk so children will listen and listen so children will talk
- handling feelings
- teach students to communicate with dignity and respect
Conflict Resolution / Circle Time
Conflict is an inevitable, pervasive and potentially valuable element of life.
Used appropriately, it can be a means to personal growth for students.
Teachers learn how to effectively promote social, emotional & problem solving
techniques for their students. Circle time create a safe and accepting athmosphere
for talking and responding in the classroom. These sessions enable students
to have opportunities to listen and respond critically to each other. These
skills
transfer and are of particular benefit during critiques, where students are
able to better express their thoughts and feelings more effectively.
As students improve in managing conflicts they will experience increased social
support, improved relations with the teacher and other classmates, and expand
self-esteem. Building effective relationships among students is important not
just for reaching agreements, but for shaping how they choose to disagree, for
example regarding choices they make in the classroom. It broadens their capacity
to understand diverse cultures, assisting them to live in a multicultured world.
Sharing the responsibility with students frees the teacher to concentrate more
on teaching and less on discipline.
Ecouragement Vs. Praise and How the Results Differ
(Strategies of encouragement support a student's persistence and small successes,
rather than praise, which is usually given to a student when a task is done.
It helps low achieving students, who often give up easily and frequently say, "I
can't..." or "I don't know how..." to continue with work.
- building and maintaining high self-esteem
- internal motivation vs. external motivation
- encouragement strategies
How to Effectively Communicate
As teachers we often block communication or use feeling stoppers without being
aware of it. They complain that their students don't listen, but maybe anaware
that their students are not feeling heard and understood in a manner that validates
their feelings.
- how to talk so children will listen and listen so children will talk
- handling feelings
- communicate with dignity and respect
What to do When Children Fight / Peer Rivalry
Internal Control
Increased personal control translates to higher performance in the classroom
and frees the teacher to concentrate more on teaching and less on discipline.
