शैडोइंग अभ्यास: How I Respond to Escalating Behaviors - YouTube के साथ अंग्रेजी बोलना सीखें
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When a child escalates, stop talking. There's a novel idea.
59 वाक्य
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When a child escalates, stop talking. There's a novel idea.
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This is management. When they start escalating, shut it down.
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The more you talk, the more they're coming back at you.
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The more that you respond to their, "Yeah, well." I love this one.
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Child who you tell him to sit down. This is a perfect example. I've seen this happen.
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"Sit in this chair." Kid goes like this.
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And then you explode, right?
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Cuz you wanted them to sit over there.
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You ever get that chippy kid who says, "Well, you said sit in this chair. You didn't say where." And you just want to strangle him. At that point, what would you do?
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He's playing me. He's playing. Oh, he's playing me like, yeah, he's playing me like the entire band.
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At that point, I'm not gonna say anything.
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It's gonna sound really weird but I'm not gonna say anything. Because he's sitting there and he's doing this, going.
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I'm gonna do my best to pick myself up by the bootstraps, say nothing, and I'm going to walk over here, and I'm gonna help you, and I'm gonna help you, and I'm gonna help you.
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Oh, I'm gonna get to him, hands down.
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But it's all about timing.
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If I say something at that moment like, "I meant over there. Move the chair over there." "Oh! Move the chair over there. Okay. Hey everybody!" And then they take the chair and do this.
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Boom! And now you're on fire.
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Sometimes we got to remember that we light ourselves up when we don't necessarily have to.
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So at this point I'm gonna let them keep that upper hand until I have the opportunity to reel them in.
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So with the bell rings, if it's an older child, or it's a normal transition, we're going to art, whatever, that's when I'm reeling you in.
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It's all about timing.
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So they're on their way out the door, I'm like, "Whoa, hold on. You and I need to chat." And I always find that when I pull that kid aside one-on-one and chat with them, I actually get a lot better response then if I started the argument in the middle of the class.
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Sometimes I'll say to him on the way out the door, I'll say, "Hey, you know what, Michael?
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That was not okay what you did. We really do need to talk about this. And we'll talk about that tomorrow at this time." Which is sometimes 2:15, which is sometimes during their free time, which is sometimes whatever.
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I'll take away their time. I find that whenever I want to address a child, I want to address them on their time because that's a consequence.
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If the behavior escalates, then I walk over and I have a script in my mind. Now if I manage this kid by not saying anything, chances are they're gonna be like, they don't like that.
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They don't like that at all. Cuz their sole purpose is to disrupt that class.
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So they escalated on me. At that point I will turn around and I'll say two words, "Stop immediately." If they stop, I'm good.
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If they don't, that's when I have to utilize resources.
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But kids need to know at every moment, when I'm gonna utilize a resource, they know the resource is going to happen, they know that they're going to go wherever, the person is going to show up.
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Whatever it might be, it has to happen every single time.
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I had a little one who trashed the classroom for a while.
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And teacher was really good about if the kid took all their books and threw them on the floor.
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Teacher was really good about saying, you know, managing it.
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And just kind of going and pulling all the other kids together.
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But then the kid would escalate it and start pulling books off the shelf, pulling the bulletin board apart.
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And at that point it was a stop immediately.
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And if the child continued, a call was made, a very quick call was made that said, you know, "We got a twenty two and a five whatever." And someone came, escorted the child out, and they sat in a desk with no entertainment.
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With no coloring books, no materials, no nothing.
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And they spent a good amount of the rest of that time on that day sitting there.
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Because they had to realize that was not okay.
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And then, when we put the classroom together, picked everything up, we left a section of that for that child to clean up.
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When the child came back to the class the next day, that was their job.
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"Before you go out to recess, this is the stuff that has to be cleaned up." Or later that day depending upon the schedule and if it's elementary, middle, high school, whatever.
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But we always, always, always want to hold the child accountable in some way, not dismiss it. Like don't clean up the room for them.
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And if we have to clean up the room because we have to go on to another class, make sure the consequence is is that they have to do a task somewhere in that building.
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Your job is to give back to the community. Bring it back to your values.
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If a child violates community, they have to give back to community.
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If they disrupt my classroom to the point where they have to be removed, they go to a social isolation, which is your ISI, but the consequence is still going to come from me.
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That's important to me.
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If the consequence continues to come from the administration or somebody else, it makes no connection to me.
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However, if a kid hits the high note behaviors, the Tier 3 behaviors, those are no-brainers.
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You get into a fight, you bite, you spit, you trash a room, administration's going to get involved.
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However, the consequence is going to come right back to our having a connection.
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That's important to make that connection.
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Thanks for watching and I hope you found this video helpful!
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If you did, make sure to like and subscribe so you never miss another video.
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I speak and consult on school behavior and I love to help districts solve some of these problems.
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See you next time.
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इस वीडियो में, वक्ता बच्चों के व्यवहार को प्रबंधित करने की तकनीकों पर चर्चा कर रहे हैं। जब बच्चे अपनी सीमाओं को बढ़ाते हैं, तो सबसे महत्वपूर्ण बात है कि संवाद को रोक दिया जाए। यह एक नई सोच है जिसमें यह समझाया गया है कि अगर बच्चे किसी विशेष स्थिति में प्रतिक्रिया कर रहे हैं, तो उन पर ज्यादा बात करना या उन्हें चुनौती देना स्थिति को और बिगाड़ सकता है। वक्ता हमें बताते हैं कि समय का सही प्रबंधन और सही क्षण पर उचित प्रतिक्रिया देना बड़े पैमाने पर स्थिति को संभालने में मदद कर सकता है। इस दृष्टिकोण के माध्यम से, बच्चों को सही तरीके से सीखने और समझने का अवसर मिलता है।
दैनिक संवाद के लिए शीर्ष 5 वाक्यांश
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- “हमें इसके बारे में बात करनी है।” – यह एहसास दिलाने का एक तरीका है कि आप उनके व्यवहार को गंभीरता से ले रहे हैं।
- “आपको इसे साफ करना होगा।” – जिम्मेदारी लेने का तरीका है जिससे बच्चे अपने कार्यों को समझते हैं।
- “क्या आपको इस स्थिति का एहसास है?” – इससे बच्चों को सोचने पर मजबूर किया जाता है।
- “आपकी प्रतिक्रिया क्या होगी?” – बच्चों को अपने विचार व्यक्त करने की प्रेरणा देता है।
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इस वीडियो में सिखाई गई तकनीकों को अपने संवाद कौशल में उतारने के लिए, निम्नलिखित कदम उठाएं:
- सुनें और समझें: वीडियो को ध्यान से सुनें और वक्ता के रुख को समझें। यह सीखने में मदद करेगा कि कैसे बच्चों के व्यवहार को सजगता से संभाला जा सकता है।
- प्रभावी प्रतिक्रियाएं तैयार करें: उपरोक्त वाक्यांशों को अपनी शब्दावली में शामिल करें। जब आप अंग्रेजी में बात करें, तो इन वाक्यांशों का अभ्यास करें।
- शैडो स्पीकिंग का अभ्यास करें: वक्ता के हर वाक्य के बाद उन्हें दोहराएं। इससे आपका अंग्रेजी उच्चारण में सुधार होगा और आप सही तरीके से संवाद स्थापित कर सकेंगे।
- मौके पर सुधार: जब आप किसी बच्चों के समूह में हों, तो इन तकनीकों को आजमाएं। अपने व्यक्तित्व का ध्यान रखते हुए संवाद करें।
- फीडबैक लें: बच्चों से लगातार अपनी प्रतिक्रिया मांगें। उनका अनुशासन और आपकी सामग्री पर प्रतिक्रिया आपके संवाद कौशल को और भी निखारेगा।
इन प्रक्रियाओं को अपनाकर आप न केवल बच्चों के साथ बेहतर संवाद स्थापित कर पाएंगे, बल्कि अपने स्वयं के अंग्रेजी शैडोइंग कौशल को भी बढ़ा सकेंगे। याद रखें, अभ्यास सबसे महत्वपूर्ण है!
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