They need the skills to remain calm in the face of their increasingly demanding and stressful role as educators, counselors, and mentors; the skills to protect themselves from burnout and disillusion in a job that seems to consistently demand more and more of them. [...] The Medium Stress area is the task and to handle the stress of the one in which students are likely to have different behaviors, thoughts, and feel- task; e.g., self-calming skills. [...] But if we under- stand psychological challenges to exist as a spectrum, then it does not make sense to arbitrarily draw a line in the continuum, to determine that a child on one side of the line receives a diagnosis and support but a child on the other side is not serviced. [...] We need to consistently guide children to examine the way they are treating one another and to support their interactions: to help them interact with one another in positive ways; not to correct or to discipline, but to guide them without judgment through interaction and problem-solving. [...] Every action you take has the power to modify the way you feel, think, and act about yourself and others, and the way your students feel, think, and act about themselves and others.
Authors
- Bibliography, etc. Note
- Includes bibliographical references (pages 122-123) and index
- Control Number Identifier
- CaOOCEL
- Description conventions
- rda
- Dewey Decimal Classification Number
- 371.102/4
- Dewey Decimal Edition Number
- 23
- Distributor
- Canadian Electronic Library (Firm),
- General Note
- Issued as part of the desLibris books collection
- ISBN
- 9781551389004 9781551382982
- LCCN
- LB3013.25
- LCCN Item number
- M367 2014eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaOONL
- Physical Description | Extent
- 1 electronic text (128 pages)
- Published in
- Ottawa, Ontario
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)thg00915052 (OCoLC)898085903 (CaOOCEL)448783
- System Details Note
- Mode of access: World Wide Web
- Title proper/short title
- Mental health strategies teachers can use to build a kinder, gentler classroom
- Transcribing agency
- CaOONL
Table of Contents
- Cover 1
- Contents 4
- Introduction 6
- The Stress Effect 7
- Mental Health Strategies in the Classroom 9
- Stopping the Stress 10
- Chapter 1: Creating a Positive Classroom 12
- Relationship Dynamics 13
- Teacher Relationships 13
- Teacher–Self 13
- Teacher–Teacher 14
- Teacher–Class 14
- Teacher–Student 15
- Student Relationships 15
- Student–Self 16
- Student–Student 16
- Student–Class 17
- Class–Student 17
- Chapter 2: Giving Positive Response 19
- Acting on Student Behavior 19
- Ignore 20
- React 20
- Respond 21
- The Positive Response Process 21
- Give Feedback 22
- Set Goals 22
- Regulate 23
- Engage 24
- Support 24
- Social-Emotional Character Traits 26
- Awareness 27
- Acceptance 27
- Ability to Manage Stress 27
- Chapter 3: Awareness 28
- Of Strengths 28
- Of Challenges 34
- Of Strengths and Challenges of Others 37
- Of Triggers 40
- Of Impact of Stress on the Body 46
- Of Impact of Stress on Behavior 52
- Of Impact of Stress on Thinking 57
- Of Impact of Stress on Feelings 61
- Chapter 4: Acceptance 68
- Of Self 68
- Of Others 70
- Of the Situation 73
- Of the Thinking of Others 78
- Of the Need to Adapt 86
- Of the Behavior of Others 91
- Chapter 5: Ability to Manage Stress 96
- Self-Calming 96
- Changing the Way We Think 103
- Changing the Way Others Feel 107
- Going Back and Trying Again 113
- Applying Strategies 118
- Conclusion 122
- Acknowledgments 122
- Professional Resources 123
- Index 125
- A 125
- B 125
- C 125
- D 126
- E 126
- F 126
- G 126
- H 126
- I 126
- M 126
- N 127
- O 127
- P 127
- Q 127
- R 127
- S 128
- T 128
- V 129
- W 129
- Z 129