· Rudolph the Red-Nosed Reindeer (Rudolph the Red-Nosed Reindeer) (Little Golden Book) Aug 1, 2000 by Rick Bunsen and Arkadia
Tuesday, December 2, 2014
Saturday, January 11, 2014
Treat each child, boy or girl, as perfect spiritual being, and you see that the environment is the cause of any misbehavior. Fix the problem in the environment, and you don't have to fix the blame. So, let's analyze what is the problem, and fix that.
Children, boys or girls, misbehave as a reflection of some abandonment or negativity from the adult supervising. The main problem is usually "abandonment" - giving too much opportunity for foolish mental wandering that leads to violence in the end. fixing that problem, for example, give children work that interests them, when they can't find it on their own. In addition, make a rule (for yourself) that no child gets up out of his/her chair without a purpose to do something positive, good, and intelligent. No wandering around. If a child seems to be "bored" or "inattentive", interact with questions or directions.
Children under six benefit most from work to handle objects. Over six, you have to inspire them with some idea that interests them. A question such as "what do you think?" or "what are you doing?" is often a good place to begin. Or, "What can you do about that?' Only when the child comes up with a sound, rational idea to work on something intelligently, do you allow the latitude to move around and interact with others.
In this approach, there is no blame or condemnation or punishment of children. It's all about taking responsibility for the environment. There is a scientific technology for following this way of being with children. International Montessori Society - http://imsmontessori.org
First, there must be a commitment of all the students to the task at hand. In the beginning of the class, for example, explain that it is their choice to be there, and the class will decide on rules of behavior and participation. Spend some time talking about what THEY want to achieve, and how they wish to function as a community of free-choice participants in the learning situation. If you can get this level of commitment to the social order, then the students themselves can have a meeting to decide on rules and punishment, if any. And, you will be teaching the students self-control and self-governance which is a lot more than "fractions" or "parts of speech". "
.....and praising them for their help is paramount....even a cute postcard that goes home with them saying "Jimmy helped the teacher find the missing puzzle piece" (You get the idea!)
Over the years, I have found that names on the board (by the way....children love to see their names in print) just DOES NOT WORK for young children."