Its goal is to help teachers find the joy, the beauty, and the fun of their profession despite the media-fanned troubles always in their faces. [...] I also believe that all good teachers feel exactly the same way and may, therefore, be seeking ways to empower their teaching, to motivate their students in spite of less-than-perfect situations, and to make the best choices about what to teach, how to teach, and when to teach. [...] At the least, the teacher must acknowledge the concern, reassure the child, and promise to return to it in more detail at a set time. [...] If a child is afraid of something even as small as walking alone to the washroom, the teacher has to deal with the fear before any manner of teaching can begin. [...] The goal is not to minimize the fears but to help children recognize the unreasoning ones and find ways to deal effectively with either kind of fear.
Authors
- Control Number Identifier
- CaOOCEL
- Dewey Decimal Classification Number
- 371.102
- Dewey Decimal Edition Number
- 22
- General Note
- Includes index Issued as part of the desLibris books collection
- ISBN
- 9781551382548 9781551388083
- LCCN
- LB1025.3
- LCCN Item number
- P3852 2010eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaOONL
- Physical Description | Extent
- 1 electronic text (128 p.)
- Published in
- Canada
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)slc00227283 (OCoLC)755882813 (CaOOCEL)439223
- System Details Note
- Mode of access: World Wide Web
- Transcribing agency
- CaOONL
Table of Contents
- Cover 1
- Contents 4
- Preface 6
- Introduction: Finding Fun and Joy in Troubled Times 7
- Occasions a Good Teacher Would Not Miss 7
- The Power of Positive Teaching 8
- Balancing Child Fears and Teacher Stresses 8
- Troubles That Have an Impact on Teaching 9
- Chapter 1: Concerning Fear 12
- Reasonable Fears 13
- Unreasoning Fears 13
- Formula Five: Helping Children Deal with Fear 14
- Group Fears 15
- Fear of Failure 16
- Formula Five: Dealing with Fear of Failure by Task Evasion 17
- Head/Heart Reactions to Fear 20
- Spontaneous Support 23
- Formula Five: Spontaneous Support Strategy 24
- Formula Five: What Not to Do When Exposed to a Child’s Fears and Worries 27
- Chapter 2: Concerning the World 28
- Telling the Truth About World Problems 29
- “Today” Activities That Can Trigger Children’s World Worries 29
- Unlimited Surfing of the World Wide Web 30
- Formula Five: Pre-computer Talk 31
- Children Witnessing Violence of Any Kind 35
- Formula Five: Teacher “Violence” Intervention 36
- Formula Five: Avoiding Teacher Traps When Dealing with Violence 38
- World Violence and Stereotyping 39
- Formula Five: Teaching Anti-stereotyping from Violent Acts 41
- Witnessing Depressing or Cruel Situations 43
- Formula Five: Helping Kids Deal with World Sorrows 44
- Easy Accessibility to Drugs and Alcohol 45
- Formula Five: Dealing with Drugs and Alcohol 46
- Chapter 3: Concerning Children of the New Decade 47
- Discovery of Self in a Confusing Environment 48
- Formula Five: Areas of Self-Awareness 49
- Ideas for Promoting Student Self-Awareness Within Existing Curriculum 53
- Formula Five: All About Me 55
- Socialization of Self 56
- Top 10 Activities That Promote Socialization of Self 57
- Helping the Students Who Really Struggle with Socialization 62
- Formula Five: Socializing the Un-socialized 62
- The Bullying Dilemma 63
- Formula Five: Dealing with Covert Bullying 65
- Independence of Self 67
- Wellness of Self 69
- Wellness — Matters of Weight 69
- Formula Five: Fast Food Foibles 72
- Wellness — Fit for Life 74
- Chapter 4: Concerning Parents Today 78
- Modern Family Dynamics 79
- Formula Five: Encouraging Words for Working Parents 80
- Dealing with Parents Who Harbor Unreasoning Fears 82
- Supporting All Types of Families 84
- Putting Safety First 86
- Formula Five: Safe Transferring 86
- Helping Students by Helping Their Parents 87
- Discovering Parents as Experts 89
- Chapter 5: Concerning New-Age Teachers 91
- Getting Grounded in a Teaching Philosophy 92
- Formula Five: Writing a Personal Philosophy of Teaching 94
- Motivating New-Age Students 95
- Teaching While in the Midst of Grief 103
- Letting Go: Sending Precious Students into an Uncertain Future 106
- The Curriculum Conundrum 108
- Recharging Teachers’ Batteries in Times of Tough Teaching 109
- Formula Five: Fostering Positivity 114
- Possible Answers to Today’s Tough Questions 116
- Chapter 6: Concerning Schools in 2010 and Beyond 119
- School Spirit in Troubled Times 119
- Formula Five: Encouraging School Spirit 120
- Dealing with School-Related Shortages 122
- Formula Five: Addressing Textbook Shortages 123
- Formula Five: “Found” Classroom Supplies 125
- Maintaining a Positive Classroom 126
- Formula Five: Responsibilities of the Room “King” or Queen” 126
- Index 128
- A 128
- B 128
- C 128
- D 128
- E 128
- F 128
- G 128
- H 128
- I 128
- K 128
- L 128
- M 128
- N 129
- O 129
- P 129
- Q 129
- R 129
- S 129
- T 129
- U 129
- V 129
- W 129
- Y 129
- Z 129
