The following is my notes from watching the dvd series, “I’m Counting On You” by Tommy Sanders, Ph. D.
It’s mostly notes for my own future reference, so they’re not in any particular order and probably won’t even make sense except to me.
*It is important to establish your authority; be ready immediately when the children walk in.
*Life is imitating art.
*Bring children to look outward (rather than being self-absorbed), and how to make choices and how these choices impact their future, (rather than just teaching content) At the same time, they should learn self-evaluation.
*Create stages of responsibility – their choices should be different with the child’s age/capabilities.
*How can you connect classroom content with learning how to serve others? Apply lessons to helping others.
*Let them know how the content you teach can and will be used later.
*make your class a rewarding environment. Try to include “reward” in each class (does not need to be a physical reward).
*The goal of teaching and using discipline is to lead children from discipline to self-discipline.
*When children challenge you, give them a few acceptable choices. Hold them to their choice until next time. This teaches them that choices matter; they have consequences.
*Consequences make sense to children (and therefore must make sense to the action).
*”No” is a promise. Only use it when you mean it.
*Lower your voice when punishing/disciplining. They will match your volume.
*Evaluate your classroom/space. Change as much as needed. Change seating arrangements as needed.
*When a child is acting inappropriately, ask yourself, “What is the child’s goal?”
*If something messes up your schedule, communicate to the children what is happening.
*When imposing consequences, take notes to remember which consequences you have given.
*When a child has hurt another child, it is not necessary to demand an apology immediately (an apology is not a consequence, but in addition to consequences). With older children, you can tell them to apologize to the other child at some point in the day.
*Don’t ask younger children, “why did you do that?”; they usually don’t know.
*Don’t negotiate on consequences – their choice came earlier.
*When making consequences: Is it related to the behaviour? Is it respectful to the child? Is it reasonable to you and the child? (can you support it/carry it out?) Encourage children to think about the right choices by helping them to see the benefit.
*Don’t just say, “Use your words”; give them words to use. Ignore small annoyances.
*Repetitive motions often mean a person is trying to self-cue the brain to stay on track.
*Once kids reach about 5th-6th grade, they’re looking at “What do I do well?”
*Set goals with children. Make the goals become the child’s own.
*Employ the use of dynamics and pauses to interest children in the subject you’re talking about.
*Move younger kids often. If the body is involved, their brains can process info better.
*Repetition is key. Repetition is key. Repetition is key.
*Teach across curriculum.
*Every day you need to decide where you’re taking the student. Everything should lead to that point.
*Connect what they’re learning to what they’ve learned in the past. (Even in other classes or elsewhere.)
*Teach children according to how they’re gifted to learn.
*Taylor assignments to the child’s interest.
*A child’s gift can also be their weakness.
*8 learning styles: Connects through Words; Connects through Music; Connects through Logic; Connects Visually; Connects Physically; Self Connection; Social Connections; Connects through Creation.
When making your lesson plan, try to include all 8 learning styles throughout the day.
*Do not allow cell phones, ipods, etc, in class.
*Support the parent as an authority.
*Involve parents. Don’t try to do it alone.