The new 3 rs in education slides
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The document discusses the importance of teaching respect, responsibility, and relationships in education, emphasizing the need for parents and educators to instill these values in children from a young age. It highlights the developmental stages of children and advocates for proactive approaches to problem-solving, communication, and behavior management. The author stresses that character development is crucial during the critical ages of 9 to 13, where compliance and understanding of authority are foundational for future relational interactions.
The new 3 rs in education slides
- 1. The New 3Rs in Education Respect, Responsibility and Relationships The True Basics for all Success in Life
- 2. We Don’t Have To Be Einstein
- 3. To Understand These 2 Things IF YOU CAN’T EXPLAIN IT SIMPLY YOU DON’T UNDERSTAND IT WELL ENOUGH AND
- 4. AND AGAIN.... WE CAN’T SOLVE A PROBLEM AT THE SAME LEVEL OF THINKING WE WERE AT WHEN THE PROBLEM WAS CREATED
- 5. OLD MODELS Biological Behavioral Environmental Psycho educational
- 6. COMPROMISES Mr. Mrs. Ms. Kids Can’t Say Anything They Want Self-Control Is Taught The Medicalizing Of Education Obedience Has Become A Dirt Word There Are No Excuses Can You Handle the Truth? Who Will Parent the Parents? Life Changing Words From A Father Fear the Greatest Motivator
- 7. LACK OF RANDOM ACCESS MEMORY SITUATIONAL REACTIVE DISORDER Occurrences in an individual’s life that he/she has not had time to rehearse for that lead to an unfavorable response. I don’t know what to do! So I will react!!!!!!!!!!! How do we keep this from happening? Teachers should teach students how to problem solve in the following areas that are universal to all students: Relationships, Family issues, Fears and Anxieties, Self-Acceptance issues, Anger problems, Right vs. Wrong, Peer Pressure, and Problems with Authority.
- 8. Keys to the Foundation of Character With teenagers - We lead by the power of our relational influence and look to help them understand relationships and friendships and the application of character in their life. From birth to the age of 7 or 8 we work in the tip of the triangle. Have clear goals, rules and procedures Build standards and principles into the child, and Teach Self-Control At a young age adults need to restrain inappropriate behaviors and insist on compliance. We should lead by the power of our authority Children enter mental puberty around the age of 9 or 10 This is when they begin to think as an adult. Between the ages of 9 and 13 behaviors need to be taught that stress respect, and responsibility. When the child understands authority and can self generate these behaviors he/she is now ready to have relational interaction with adults. Character and Responsibility needs to be stressed at this age. This is the optimal age to teach--------------------------------------- Responsibility Relationships-Application Once compliance is established and authority is understood, we should allow more freedom as we move to the bottom of the triangle Compliance and Respect
- 9. What We Do Now!!! The Exact Opposite FREEDOM AND CHOICES TO YOUNG CHILDREN – 2-9 TEMPER TANTRUMS, CRYING AND WHINNING. IT IS VERY EASY TO GIVE IN TO A CRYING CHILD! NO BOUNDRIES BETWEEN 10-13 YEARS OLD START SAYING AND DOING WHAT THEY WANT VERY ARGUEMENTATIVE-CONCERN DEVELOPS ON THE PART OF TEACHERS AND PARENTS REGARDING THE CHILD’S BEHAVIOR REBELLION, GRADES 9-12, NO SELF DISCIPLINE, OR SELF MOTIVATION POWER STRUGGLES, NO CHARACTER. IT IS VERY DIFFICULT TO RESTRAIN THE BEHAVIORS OF A REBELLIOUS TEENAGER
- 10. BRICKS IN THE WALL Neo-Cortex Higher Order thinking Limbic System – Mind Will Emotions Brain Stem Bricks in the Wall All incoming information must pass through the emotions before it can reach the neo-cortex for processing. As the brain is placed under stress the need for survival becomes greater. It then downshifts into the stem. There are only two ways it can survive ------ FIGHT OR FLIGHT. A person with the FIGHT mentality will develop conduct problems. A person with the FLIGHT mentality develops clinical problems. Conduct problems require respect, Clinical problems require responsibility
- 11. Three Behaviors that need to be developed in All Children Respect - Is the child’s behavior violating the rights and privileges of others? Does his/her attitude communicate an ingratitude or disregard for others? (people) Responsibility - Are tasks being followed through on? Have I motivated the child to do the job initially by working with him, making it enjoyable and enabling him to sense the achievement for having accomplished the task. Compliance - Is the child being respectful to the instruction given from the adult in charged? Does he/she respond correctly to authority? (parents, teachers, employers, law enforcement officials).
- 12. TEACHING RESPECT THE RELATIONSHIP CONNECTION Begin a praise day and make everyone write down one nice thing about another person. Praise character not achievement. Keep promises Teach your students what it takes to please you and be aware what causes you to react. Be sincere and honest Say hello Call by name - No nicknames or derogatory remarks Offer genuine appreciation
- 13. Respect, continued Touching Listening Attending Events 2,3,4,5 X10 Disrespect is really a symptom of a deeper problem going on within a youngster. Anger or guilt is usually at the root. Often teachers are not even aware that the child is angry at them but notice a change in their attitude, and are not sure where it is coming from.
- 14. TYPES OF LISTENING Ignoring Pretend Listening Selective Listening Attentive Listening Empathic Listening
- 15. KEYS TO TEACHING RESPONSIBILITY BE PROACTIVE NOT REACTIVE Get students to focus their attention on their own behavior AWARENESS and how it affects others. Never, Never ask why did you do that? Always ask, What did you do? It forces the student to focus on his actions. DEVELOP A CARING CLIMATE Use the power of your influence - Not the influence of power GIVE CHOICES Give students limited control.(empowerment) Without choices there is no way for them to be accountable ASSUME NOTHING Teach everything - When we give instructions we should never assume they were heard or understood. Teach and re-teach. AVOID CONFRONTATIONS Listen - Acknowledge - Defer MAKE A PLAN Pose questions and make the student come up with a resolution to the problem.
- 16. COMPLIANCE INSTRUCTION – THERE ARE TWO BASIC METHODS OF INSTRUCTING A CHILD: BY EXAMPLE OR BY TEACING SPECIFIC INFORMATION. AN ADULT WHO ABRUPTLY CORRECTS A CHILD ASSUMES HE ALWAYS EFFECTIVELY COMMUNICATED THE CORRECT INFORMATION. WARNING – SHOULD BE USED TO DEVELOP EFFECTIVE COMMUNICATION. IT ALLOWS US TO SEE LIFE FROM THE CHILD’S POINT OF VIEW. IT SHOULD NOT BE USED AS A THREAT, RATHER IT SHOULD BE USED TO DETERMINE IF WE COMMUNICATED THE CORRECT INFORMATION. CORRECTION –IF WE DO NOT CORRECT INAPPROPRIATE BEHAVIOR BY DEFAULT WE COMMUNICATE AGREEMENT. WE NEED TO EVALUATE OUR MOTIVES FOR CORRECTION CONSIDERING THE THREE BASIC OBJECTIVES: RESPECT, RESPONSIBILITY, AND COMPLIANCE