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Teaching Tips - How to Improve Your Relationship With Your Students - Part Two PDF Print E-mail
Written by Stewart Jensen   

As any experienced teacher will know, conflicts with one or more of our students sometimes occur. It's inevitable. Call it a part of human interaction, whatever, the simply thing is, we don't agree with one another and an argument or conflict situation can ensue.

Nothing damages the management and classroom discipline more than a tense stand off between a student and a teacher. Remaining calm and collected while inside is a rising volcano is a tall order in some situations, it is also a requirement for a teacher.

Blowing your top can cause irreversible damage to relationships, your authority and even self-dignity. I know I felt terrible the last time it happened. Fortunately, it was the last time and since I have never had the situation occur. I also know it will never happen again.

In terms of developing closer and stronger relationships with your students, it is important to also know how to handle students that may not have the same control over their emotions and outbursts adults do. However, when a child blows their top a bit, we can use this as an opportunity to learn from it, together.

In this article I will focus on ways to model and teach children how to manage the negative emotions and thoughts that arise without being overcome by them. It leads to more personal responsibility and the goal is to start replacing blame and wrong actions with the willingness to self correct and make amends if needed. It also opens up a space of deeper relationship with your students.

One could say most kids are really connected with life. They are able to appreciate anything in every given moment. But what happens when things go awry? They get upset, angry or even throw a tantrum or get in a fight or argument. It seems their emotions and thoughts have taken control.

So, what is the best way to deal with these situations and build more awareness and responsibility our children? The answer lies in how WE respond to these situations. The most important thing I will say here is that you need to separate the child from the situation. Our own judgments must be put aside. We develop what is called the witness viewpoint within ourselves as a first step.

After I learned the following technique I used it in all my classes, programs and camps as a means of conflict resolution and behaviour management. It takes patience on the part of the adult and the willingness to develop this ability in yourself. It will take practice and even some trial and error, but you will begin to notice changes and things will get easier.

Firstly, you need to remain present and just observe what is happening without feeling the need to do anything. Do not give in to the tantrum or bad behavior. Giving in to bad behavior lets the child learn that the emotions and thoughts can be used to get what they want. You deliberately do nothing and simply ride it out. Of course you take action if safety becomes a concern. You may need to do something to stop a fight or protect others. The important thing is to do it without any added emotion or anger.

The second step is where it all starts to happen. Sometime after the event, an hour or even the next day, you begin talking with them about what happened.

It is a time for developing their own ability to observe what was going on for them. Ask them to describe what it feels like. Ask them what made them lose control. What would they call it? What does it look like? For a younger child you could have them draw a picture. Get them to give the situation a name or something they could call it. Ask them if they think it may happen again? If it was a fight they were involved in, ask them what happened that triggered their reaction. What happened when the feeling went away?

You could also talk about when the same happens to you. You could also ask them if you could help them recognize when it starts to happen again.

Finally you could ask them if they feel they would like to do something to make up for what they did? You could encourage them to do it together with you.

The next time it begins you then ask them if they are losing control again? Or using the name they gave it, tell them "It's starting again isn't it?"

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Expert on Morality Is on Leave After Research Inquiry PDF Print E-mail
Written by nicholas wade   

Marc Hauser, a Harvard academic who gained prominence with the publication of a book on the origin of morality, has gone on leave after an investigation by the university into problems with his research.

Dr. Hauser, whose field is the comparison of human and animal minds, is the author of “Moral Minds: How Nature Designed Our Universal Sense of Right and Wrong.”

A Harvard press officer, Jeff Neal, at first refused to confirm that Dr. Hauser was on leave or that Harvard had conducted any investigation. But a message on Dr. Hauser’s laboratory phone says he will be on leave until the fall of 2011, and at least two scientific journals are acknowledging problems in Dr. Hauser’s articles that were brought to light by an internal Harvard inquiry.

The journal Cognition published an article by Dr. Hauser and others in 2002 saying that tamarin monkeys could learn certain rules much as human infants do. The journal is about to run a retraction saying that an internal examination by Harvard “found that the data do not support the reported findings.”

“We therefore are retracting this article,” it continues. “MH accepts responsibility for the error.” The initials M.H. refer to Dr. Hauser.

Harvard’s silence about the nature of the problem in Dr. Hauser’s laboratory has stirred concern among other researchers who fear their field will be discredited unless the full facts are made known.

“I think that Harvard has to make public what they found,” said Herbert Terrace, a professor of psychology at Columbia University. “They say they have to protect Harvard and Hauser, but how about protecting the field?”

Dr. Hauser is one of Harvard’s most visible academics, being frequently quoted in articles about language, animals’ cognitive abilities and the biological basis of morality. He is widely regarded as a star in his field.

In a widely noticed book of 2006, “Moral Minds,” he argued that a universal moral grammar is genetically wired into the human mind, similar to the universal grammar posited by Noam Chomsky to underlie the language faculty. Dr. Hauser is currently working on a book called “Evilicious: Why We Evolved a Taste for Being Bad.”

Dr. Hauser is a fluent and persuasive writer, and his undoing seems to have been his experiments, many of which depended on videotaping cotton-topped tamarin monkeys and noting their responses. It is easy for human observers to see the response they want and so to be fooled by the monkeys.

Dr. Terrace
said there had been problems for some time with Dr. Hauser’s work.

“First there was arbitrary interpretation of the videotapes to suit the hypothesis,” he said. “The other was whether the data was real. There have been a number of papers using videotape, and all of them have to be reviewed to see if the data holds up.”

Dr. Terrace noted that it was easy for a researcher to see what he wanted in a videotaped animal’s reactions, and that independent observers must check every finding.

In one case, according to an article in The Boston Globe on Tuesday, Gordon G. Gallup Jr. of the State University of New York at Albany asked Dr. Hauser for videotapes of an experiment in which cotton-topped tamarins were said to recognize themselves in a mirror. When he received the videotapes, Dr. Gallup could see no evidence that this was the case. Dr. Gallup did not return a call or respond to e-mail on Wednesday.

Dr. Hauser’s 2002 article in Cognition was published with two co-authors, but he has accepted responsibility for the error. One co-author, Gary Marcus of New York University, said he saw the summary of Dr. Hauser’s experiments but not the raw data. He was informed that there was a problem with the data, but has not seen the result of the investigation.

Mr. Neal, Harvard’s press officer, declined to say when the university’s examination of Dr. Hauser’s laboratory had started, when it was completed or how many other papers besides that in Cognition were under question.

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Jobs bill to stop teacher layoffs nears approval PDF Print E-mail
Written by eschoolnews   

Legislation to provide billions to save the jobs of teachers and other public workers is on track to pass the U.S. Senate, helped along by the votes of a couple of GOP moderates.

Democrats
cracked a GOP filibuster on Aug. 4, and the U.S. House of Representatives was being called back from its summer break for an expected final vote next week to help cash-strapped states and school districts.

The $26 billion measure would help states ease their severe budget problems and, advocates said, stop the layoffs of perhaps 300,000 teachers, firefighters, police officers and other public employees. Though scaled back, the bill also would salvage a victory for Democrats who have been unable to deliver most of the jobs help they and President Barack Obama promised.

The legislation advanced by a 61-38 tally that all but ensured it would pass the Senate on Aug. 5. House Speaker Nancy Pelosi said she would call the House back into session next week to approve the measure to get it to Obama for his signature before most schools reopen.

Many Republicans objected to the expense at a time of record budget deficits, but moderate Republican Sens. Olympia Snowe and Susan Collins of Maine cast the key votes to break the filibuster–as they did last month in helping Democrats pass a six-month extension of jobless benefits.

This newest bill would extend programs enacted in last year’s economic stimulus law.

The measure comes on the heels of successful efforts to extend unemployment insurance for the long-term jobless and to provide a payroll tax credit this year to businesses that hire the unemployed.

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