replied 5 years ago.
Dr Steve here is what in the intervention Considerations from chapter 11 in my tex book which is for Part 3: Problem Solving Intervention Consideration The second dynamic in a boy-friendly classroom is an intervention approach with conflicts that is responsive to boys.King(2004) also provides guidances
approach with conflicts that is responsive to boys experience conflicts. Adapting that material here, 11 guidance intervention techniques (some familiar to the reader from previous chapter) are listed. Specific suggestions for using the techniques the fallow: (1) Diagnose the conflict as best you can. Honestly determine if you know what happen or if you need more information .(sometimes accident happen during active play) Decide what level of firmness you need to use and how to show worth with firmness Boys-like all of us-do not respond well to coercion (loud scolding, threats, criticism, force removal). Ty to be authoritative rather than authoritarian in responding to conflict. The teacher will need to decide: Is this a situation that call for a guidance talk, conflict management, or a requested choice with follow-up? Teachers make these decisions quickly, sometime too quickly. Remember that the professional teacher learns even while teaching, both in the moment and in later reflection. (2) Defuse the situation. If emotions haven't hit the boiling point, the teacher work do downplay the conflict. (Using a calm voice is key) Sometimes the situation is accidental, or at least not totally intentional. The teacher points this out and informally mediates: "Denard, Epharm didn't mean to knock over your tower. He feels badly about it. I wonder how you can fix it. Maybe the two of you?" The teacher identifies and accepts emotions, so the child knows the teacher cares. Example: "Julian, it is all right to cry. That hurt when you fell over Noah's leg. You have a real owie on your knee. Let's get a band-aid for that and see how Noah is doing." (3) Use humor , the great tension reliever. Humor suggests that the adult is "in charge enough not to get up-tight," and tells boys they don't have to get "worked up" either. For example, the teacher kneels down to where two boys are quarreling and says with a smile. "You guys sound like gorillas with stomachaches over here. How about taking some tummy medicine and getting your friendly faces back on? Humor takes thinking on your feet and, for many of us. actual practice. The "jock" doesn't have o be hilarious-just enough to bring smiles-but it does have to be friendly, not laughing "at" but laughing with." (4) Calm everyone down. Neither adults nor children can resolve conflict when emotions are high. A first step is for the teacher to get calm, then help the child or children to cool down. often in boys, being upset gives way to anunwilllingness to talk; time is needed for them to calm down. sometimes the fast pace of the classroom does not allow boys the extra time they need. A "timed silence" an alternate term is "cooling-down time') provides the boy time so that he can process the upsetting event without adult interaction. When the teacher feels he is ready, she supports the boy by acknowledging his feelings, which help him feel accepted and regain composure. Again, remember that a boy may need time to "check in" with his feelings and regulate his response to the situation before resolution can happen. (5) talk in a private maker. The teacher may want to remove the boy to a private space in the classroom. private interactions protect the child from critical self-feelings as a result of being ashamed boys are likely to respond negatively to adults when they are criticized in front of their peers. For lesser conflicts, the adult might just get down to the child's eys level and speak in low tones.Speaking calmly reinforce the ideas that the child is not being made an example of and the conflict can be worked out cooperatively.(6) Stay away from threats. Threats set up power struggles that negatively affects both the teacher-child relationship and the likelihood of successful (win-win) resolution of he conflict situation. Instead, request choices that the child must make. In requesting choice, the adult poses the more desirable alternative as positively as possible, but accepts the "out-choice: if the boy makes it. TO illustrate, the adult does not say, "martin, you choose, share the counting cards, or find an activity in another area. Which will it be?" Remember that if the boy is upset about the choice, or if the boy thinks that the choice in unfair, he may leave the area. The teacher needs to be ready to accept the decision that the boy makes, and follow up with guidance talk. (7) Follow through. It is important for teachers to follow through when responding to a boy's mistaken behavior. Boys seem to be sensitive to whether or not adults do what they say they will do. When adults do not fallow through. they lose boys' respects. Boys may feel they do not have to listen because the adult appears powerless or doesn't really care. As an example, don't shout across the room for Mitchell to behave and then go on to something else. walk over, establish your presence, diagnose, and interact. Give Mitchell choices. Correct by direction> Stay with it (8) Use guidance talk, mediation, and class meetings. after emotions have cooled, the adult implement guidance talk, conflict mediation, or class meetings depending on the situation. In any of these interventions, the adult practices the five steps os social problem solving: calm everyone down, agree what the problem is, brainstorm solution, agree on one and try it. Follow up with guidance and reinforcement-informally is fine.(9) Teach boys to manage their impulses. Many young boys are impassive. When force with a difficult situation or a conflict, a boy might react by acting out. Build your relationship with the boys so he will be more apt to listen in conflict situations. a helping method is to teach the child exactly what he can say and do instead of acting out. With coaching, one child might say loudly," I am angry!" (The teacher is then over that quickly.) Another child might leave the conflict and report his feelings to the teacher ("He is making me mad") or go to a "peace island" (an area of the room set up for when a child-or adult-need a self-selected break.) Self-removal is not a cure-all, but it can help in teaching individual children to manage strong feelings. (The Responsive classroom model uses self-removal as an impulse control technique.) (10) Talk with boys about their emotions. It is important for adults to talk with boys about their emotions. Sometimes when boys appear to be angry, they are masking feelings of pain, embarrassment, or fear. Encourage boys to develop a large repertoire of labels for emotions they are feeling. Clearly, teaching about emotions and their expression goes beyond conflict intervention by teachers. The curriculum needs to have social-emotional intelligence as an educational priority-basic to learning democratic life skills.(11) Nurture boys. Boys want and need emotional connectiveness. Boys need to be cuddled, held, and responded to with kind words. They need unconditional personal regard from their teachers. When they fall or when a friend uses unkind words when talking to them, boys need the teacher to respond in a warm, caring, and nurturing manner. Even when a boy is defiant or has hurt another child, we need to let that child know he is still a fully ed to work to on a few things and it is our job to help.accepted and value member of our class. He just n