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Posted by on in What If?

depression in kids 800x400

This isn’t the kind of thing I typically write about – and it would certainly seem to have nothing to do with early childhood – but, like most of us, I’ve been thinking a lot about school shootings. I’ve found myself asking: What is it that incites such rage in these young people that they see killing as the only resort?

Immediately following all of these incidents, everybody talks about the need for better attention to mental health, in addition to gun control. I couldn’t agree more that that’s essential. But if you’re like me, you’re probably thinking about mental health as it relates to people old enough to purchase or acquire guns. People who have been bullied or ignored for so long that something finally snaps in them.

Upon reflection, however, I’ve realized we can probably assume that the kind of anger, frustration, and helplessness – the mental health issues – evident in school shooters doesn’t just suddenly crop up. It builds! And based on what I know to be happening in the education and lives of today’s young children, I’m firmly convinced that it often begins in early childhood.

Let’s think about it. According to a 2013 report, depression affects approximately 4% of preschoolers in the United States today, with the number diagnosed increasing by 23% every year. And here’s a depressing graphic from 2013:

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Posted by on in What If?

shhh

If you are ever going to have classes that are too noisy, you can bet that the time for this particular teacher nightmare is right now near end of the school term. Even those timid students who were too shy to speak above a whisper at the start of the year now appear to be completely comfortable shouting across the room. The classroom noise level this time of year isn't just stressful; it's a sure indicator of unproductive behavior.   

Although could be dozens of approaches to consider when your students talk excessively and loudly, using just a few effective strategies may help you begin to solve this problem for yourself and for your students. Examine the following approaches in view of your own experience and adapt the ones you find useful to make the remaining time you have with your students productive, peaceful, and quiet.

Be emphatic and explicit when you speak with your students about this problem. You should make it very clear when it is okay for them to talk and when you want them to work silently. If you are clear in communicating your expectations to your students, they will be less likely to repeatedly test your tolerance for noise.

Avoid the sound-wave effect of a loud class time followed by a quiet one followed by a loud one again. Be consistent in the way you enforce the rules in your class about excessive talking. Teachers who aren’t consistent spend their time getting a class quiet, allowing the noise level to build to an intolerable level, and then getting the class quiet again in an endless and ineffective cycle.

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Posted by on in What If?

Every year, during the final few weeks of the school term, grim articles about how to hang on until the last day of school without losing your sanity abound. Loads of stern advice about topics such as the importance of managing stress and the misery of standardized testing and unpleasant conferences about failing grades seem to dominate teacher forums. What if, instead of just hanging on, you took a different approach to the time you have left with your students? An approach that includes some joy and fun and learning and all the other good things that school can be and should be every day.

One of the easiest ways to ensure that your students (and you) have a positive ending to the school year is to involve them in some of the many decisions that regulate classrooms instead of just trying to impose your will on a crowd of students who are distracted by warm weather and the promise of summer vacation. Brief class meetings now and then will not take up too much instructional time and can make an enormous difference in your classroom climate. Sometimes just raising student awareness about a problem and asking for their help is enough to solve it. 

The first few minutes of class after your students settle in and complete their warm up activities are an ideal time to hold a class meeting. Tell students that you are going to set a timer for a few minutes (the length of the meeting will vary according to the age and maturity of students as well as the topic under discussion) so that you can brainstorm together.

Have students move to form a circle so that you can see everyone and everyone can see you.

Establish quick ground rules for the meeting. The two most important ones are that students should listen courteously and respectfully and no one should talk unless they have permission to do so. Many teachers have found that giving students a token to serve as a “talking stick” sets a positive tone for a class meeting because it limits the number of students who want to speak to just the person with the token.

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Posted by on in What If?

downtime 427x213

Think back to your own childhood and the amount of downtime you had. Do you remember lying on your back outdoors, looking for creatures in the clouds? Playing outside with friends and having the freedom to choose whatever game you wanted to play, or whatever drama you wanted to enact? Being alone in your bedroom, curled up on the bed and reading a beloved book, or quietly acting out a story with your dolls, action figures, or stuffed animals?

I remember all of those things. But today’s children won’t have such memories, because they aren’t being granted the same opportunities. Instead, too many of today’s children are leading overscheduled lives, with no time just to be.

Intuitively, we know that everyone, including children, needs downtime. No one, even the most energetic among us, cares to rush through their waking hours, day after day after day. We know how stressful it is to be overscheduled, over-pressured, and overwhelmed. We’ve witnessed the toll it takes on adults (on us!) – and it’s horrible to imagine children feeling this way.

Despite this, many parents are afraid to let their children simply “do nothing.” They worry that if they don’t keep their children busy, busy, busy, they will have résumés that look sparse in comparison to their counterparts.

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Posted by on in What If?

reluctant student

Reluctant learners have been a staple of school life since the earliest teachers and their students huddled around fires in smoky caves long ago. Popular culture abounds with images such as students staring dreamily out a classroom window, feeding their homework to the dog, and playing truant.

All of us have been reluctant learners at one time or another. Even the most serious students don’t always feel like doing homework or paying attention in class or completing school projects. The difference in being an occasionally reluctant learner and one who never wants to work, however, is serious. When students don’t do their school work, they lose their ability to stay apace with their classmates. Over even a brief period, they fall behind and then find other, even less acceptable ways to amuse themselves in our classes.

There are two easy mistakes to avoid when trying to help reluctant learners achieve academic and behavioral success. The first is to ignore the causes of the child’s reluctance. Too often teachers just view a student as lazy or react in anger instead of taking a problem-solving approach. Just a few minutes of friendly and supportive conversation with the student can often yield valuable information about why the student is not engaged in the work.

The second mistake to avoid is to assume that the student is deliberately choosing not to work. While that could sometimes be the reason for temporary reluctance, it is rarely going to be a long-term choice by a student. Teachers who can look beyond the off-task behavior to determine the areas where a student may be frustrated or lack confidence have a greater chance to build a solid relationship with a reluctant learner and provide the support necessary to help that student be successful.

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