“What do you mean you are bored and there is nothing to do? There is plenty to do.” “You can help me fold the laundry, play with your sister or read.” “I buy you all these toys and you just ignore them.” “When I was your age, I would go outside and play. You should…
Details
Self-Assessment of the Development of the Four Factors for High Self-Esteem in Your Family Only if children’s basic emotional needs are filled, can they learn to like and value themselves. For this reason, understanding our children’s needs is the first step in creating the proper climate for healthy growth and development. These needs can be grouped…
Details
Often parents are so stressed by time and energy restraints that all they can think of is how to handle the challenge at that moment. The challenge can range from leaving the house on time, getting homework done, getting ready for bed up to not knowing where your teenager is and your teenager is not answering…
Details
Special Developmental Stages of Girls Ages 9 – 12 Forming an Identity as An Achiever Ages 13 – 16 Skill Building for Self-Esteem Reflection topic: Observe how your daughter is showing you through her actions and words that she is grappling with developing her own identity. Look beyond the tendency to be upset with your…
Details
The results were quicker homework time. A couple came in for private coaching. One of their struggles is that their 8 year old daughter takes forever to do homework. They wanted her to do it as soon as she got home. She kept not focusing and dawdling, taking much longer than necessary. The mom kept…
Details
When I work with parents, I present an approach I call being your children’s ally. You set limits and expectations in a manner that usually feels like you are on their side. They can still get upset when their needs are blocked. Yet ultimately, they feel your love and support. I’m in the process of…
Details
When I work privately with parents, I ask then to repeat back to me as closely as they can, a challenging “conversation” they had with their children. I listen without judgment to the words used and the underlying meaning that contributed to the problem interaction. Our approach to get kids to do something is often…
Details
Practical Suggestions from Teaching with the Brain in Mind by Eric Jensen Motivation and Rewards 1. Part of the problem of low motivation is the way teachers treat students. 2. They do not need to be prodded, cajoled and motivated by bribes, management or threats. Ask yourself, “In what ways is the brain…
Details
Practical Suggestions From Teaching With the Brain in Mind by Eric Jensen Reducing Threats and Stress Stress contributes to more illness, poor pattern recognition and a weaker memory2 Approaches for reducing stress Manage conditions that can induce it Work on threats from outside of class, from other students and from yourself. Establish a start of…
Details
Practical Suggestions from Teaching with the Brain in Mind by Eric Jensen Enriched Environments for the Brain Two critical ingredients in enrichment are challenge and feedback. Provide choices in the learning process: student’s option to select the complexity or type of a project, components, videos, partners, seating or the final format of the expected end…
Details