Saturday, October 29, 2016

Essential Child Guidance Skills for Teachers of Students with Recurrent Behavior Problems

Teacher Training > How To Guides > Student Discipline

Plenty of advice in child guidance and in therapeutic approaches for teachers, school counselors, and other support staff. Unparalleled resources in behavior-influence language. Take a look at this amazing collection of psychoeducational books on Amazon:



Sunday, October 23, 2016

Giving Feedback and Criticism to Students that is Constructive and Growth-Promoting

Teacher Training > How-To Guide

An out-of-a-kind resource in student discipline!

All Behavior is Communication: How to Give Feedback, Criticism, and Corrections that Improve Behavior is an education and teaching book by Carmen Y. Reyes, The Psycho-Educational Teacher. The topic of this innovative guide is simple yet powerful: what teachers say to children (the words we use) influence the way students perform. Feedback and criticism that convey high and positive expectations influence positive performance, but feedback and criticism that constantly remind children of their low performance and/or recurrent behavior problems reinforce the same low performance and behavior problems that we want to extinguish in the first place. Teachers make the difference, that is how powerful our words and messages are. Therefore, if we want to change children’s disruptive and/or apathetic classroom behavior a first step would be to monitor, and if necessary change, the messages we send to students. All Behavior is Communication: How to Give Feedback, Criticism, and Corrections that Improve Behavior explains these three speech acts in detail and presents ways in which teachers can use language that is supportive of children, inspiring children to be the best they can be. This informative guide is an excellent resource for teachers, school counselors, and those parents with an interest in child guidance skills.



To preview this book on Amazon, click here.

Saturday, October 22, 2016

Breaking the Cycle of Conflict in Your Classroom

Keeping the Peace: Managing Students in Conflict Using the Social Problem-Solving Approach is a book by Carmen Y. Reyes, “The Psycho-Educational Teacher.” The issue of how to communicate effectively with distressed students represents one of the biggest challenges that teachers, administrators, and support staff face in today’s schools. A different but related problem is how to resolve a conflict happening between two or more students. These are no light issues; much of what teachers and administrators describe as discipline problems and disruptive behavior in the classroom stem from breakdowns in teacher-to-student and student-to-student communication. When these breakdowns are ignored or treated poorly, conflict spins out of control. Once in a conflictive interaction, teachers and/or staff find themselves in adversarial relationships with students. Similarly, two students in conflict see each other as enemies. Angry feelings, aggressive behavior, and in most extreme cases, violence are the basic communication styles known to adversaries. Each side trying to win over the other side, with an “I win-You lose” attitude that affects both and benefits neither. The win-lose paradigm may settle the conflict, but only on the surface; genuine conflict resolution can take place only when all parties involved feel treated fairly. Simply put, to manage conflict effectively, teachers and students need better communication patterns. This takes us to the second premise in this book: conflict resolution is an interpersonal communication skill that teachers and students can learn. Effective listening and speaking skills are prerequisites to effective communication, and effective communication is the prerequisite for effective conflict resolution. In her book, Carmen Y. Reyes details a framework of interpersonal communication principles and strategies that lies the foundation for both creating a positive classroom atmosphere and for resolving conflicts once they happen.

To Preview this book on Amazon, click here.

What Can I Say and Do Differently to Help Students Overcome Negative Feelings and Behaviors?

Essentials of Emotional Communication for Reaching the Unreachable Student: Where Do I Start? What Do I Say? How Do I Do It?

This innovative book is a comprehensive source of interactive (language-based) skills that gives teachers, school counselors, school psychologists, and administrators a unique opportunity in connecting, influencing, and guiding hard to reach students. Elsewhere, effective behavior managers are best known for their strong repertoire of interpersonal communication skills. Understanding how verbal and nonverbal messages operate in our interactions with our most challenging students enables school staff to engage distraught children in constructive interactions and in positive processing of their feelings and behaviors. Once teachers learn how to use language that contributes in the healing process of children’s troubling feelings and dysfunctional behaviors, interpersonal communication skills reach the level of emotional or therapeutic communication. This 300+ pages book includes 18 chapters subdivided into four sections:
  • Part 1: The Basics (Chapters 1-3)
  • Part 2: Where Do I Start? (Chapters 4-6)
  • Part 3: What Do I Say? (Chapters 7-15)
  • Part 4: How Do I Do It? (Chapters 16-18)

On Part 1, “The Basics,” the author inspires teachers by revealing the magic inherent in the words we say to students. Emotional communication is presented within the broader context of interpersonal communication, including principles and steps. Part 1 includes a section in nonverbal communication as well as an analysis of feelings and their role in learning. Part 2, “Where Do I Start?” focuses on how to create rapport with an angry or troubled child, the single most important element in emotional communication. There are also techniques in therapeutic listening and a discussion of the role of the self in emotional communication. Part 3, “What Do I Say?” includes a large selection of therapeutic language techniques. The author’s analyses about the fundamentals of language and linguistic patterns that influence positive behavior make this book worth every penny. From Chapters 8-to-15, we learn one linguistic technique after another, with each new technique adding to the impact of the previous ones. The therapeutic dialogue is described step-by-step, from the beginning of the interaction (how to open the message) to the end of the interaction (shifting the message). The fourth and last part, “How Do I Do It?” is the application part; the “grand finale” of this must-read book. Chapter 17, “The Supportive Style” includes dozens of therapeutic interventions to defuse power struggles.

A Powerful Language and Interactions-Based Approach for Managing Classroom Behavior

Watch Your Language! Ways of Talking and Interacting with Students that Crack the Behavior Code by Carmen Y. Reyes, The Psycho-Educational Teacher, is a comprehensive resource (360+ pages) of skilled language-based interventions aimed at improving classroom behavior by improving the way teachers and students relate, placing special emphasis on those strained interactions with students exhibiting habitually disruptive patterns of behavior. Founded on theory and principles in interpersonal communication this interactional approach is rooted in the belief that teachers’ ways of talking play a crucial role in influencing how students behave. In other words, students’ behaviors are a reflection of both the words that teachers use and how we say those words to children. A core belief in interpersonal communication is that high expectations that are goal-oriented influence positive behaviors while low expectations lacking a behavior or academic goal influence negative behaviors. This innovative resource is a 10-chapter book divided into three core parts:

Part One: The Basics (Chapters 1-3) On this introductory section the essential elements of interpersonal communication are explained, including channels and styles. Chapter Two details four interpersonal communication theories with high relevance to the classroom setting; Chapter Three introduces the two main components: receptive side or listening and expressive side or speaking, including full lists of both listening and speaking skills.

Part Two: Interpersonal Communication is Everything… And Everywhere! (Chapters 4-7) This second part analyzes popular behavior-change procedures from the unique perspective of therapeutic communication (Chapter Four). Among these enhanced approaches we find: assertiveness, optimism, rational thinking and talking, goal-oriented language, social problem solving, and solution-oriented messages. Chapter Five gives us guidelines for becoming an effective communicator focusing on language skills such as rapport and empathy. The section ends with an analysis of nonverbal communication in the classroom including ways in which teachers can align verbal and nonverbal language to send supportive and encouraging messages to students.

Part Three: Speech Acts (Chapters 8-10) On this closing part, teachers learn how to manipulate different parts of a sentence (e.g. nouns, verbs, adjectives) to modify the meaning of our messages (Chapter Eight). Chapters Nine and Ten are all about disciplinary speech acts and how our messages to students can evolve from flat and short-term (short-lived) to transformative and long-term (i.e. discipline that the child internalizes or self-discipline). Using unparalleled disciplinary language such as suggestions and hidden commands coupled with child guidance speech acts such as: interpreting, reflecting, reframing, decoding, challenging, and confronting teachers will be able to turn-around day-to-day interactions with tough to reach and noncompliant students from antagonistic to collaborative problem-solving. Our language makes the difference!


To preview this book on Amazon, click here.

Enhanced Solutions for Troubled Students

Psychoeducation for Teachers is an innovative child guidance and therapeutic approach to classroom discipline. A must-read for teachers working with hard-to-handle, habitually disruptive, and/or emotionally troubled students. This is a great resource for school counselors and administrators too! Be part of our psycho-educational family. Like our FACEBOOK PAGE HERE.





Monday, May 23, 2016

Stop, Drop, and Roll With It: Teacher Burnout Prevention/edutopia

To read this article by Nicholas Provenzano, click here.


NEW! Free or Cheap Books, Worksheets and Lesson Plans for Teachers

Finding all kinds of FREE or cheap resources for teachers – Including books, guides, articles, worksheets, checklists, rubrics, lesson plans, and plenty more! Like our FACEBOOK PAGE here to start receiving these unique teaching resources.

NEW! Free or Cheap Teaching Resources

Finding all kinds of FREE or cheap resources for teachers, including discounts and sales. Get quick-and-easy access to hundreds of books, guides, articles, worksheets, checklists, rubrics, activities, projects, videos, lesson plans, and plenty more! If it is free or rock-bottom priced, we’ll find it for you!  Like our FACEBOOK PAGE here to start receiving these unique teaching resources.

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Thursday, April 21, 2016

A Call to All Teachers

Proudly announcing our new group for educators worldwide, “We Teach the World.” Our aim is to connect teachers and related school personnel all over the world, so that we can share much-needed ideas, strategies, and lesson plans as well as all kinds of resources in classroom management and in student discipline. Coordinating our effort worldwide, we can tell each other where to find important resources and information. If you administer a teaching blog or have created educational resources to facilitate our job, you are welcome to share them here. As long as they contribute to education, we want to know of your business. Teachers with questions, post them here; mentors and seasoned teachers, your valuable experience and unique perspective matter to us, so make your voices heard. Because isolated, we teachers are imaginative, resourceful and resilient, but connected, connected we are imaginative, resourceful, resilient AND powerful. To join us, click on, We Teach the World.


Thursday, March 10, 2016

How Habitually Disruptive and Troubled Students Benefit from a Child Guidance or Therapeutic Approach

These are dramatic times for teachers. In educating children, we have a difficult and demanding role. Like no other, our profession is responsible in ensuring that children develop emotionally, socially, and academically. As society evolves in complexity, so does our role. With so many social and emotional issues affecting directly a student’s potential for learning, we can no longer guarantee our success in educating children relying only on academic expertise. The fact is that, like adults, in coping with modern society’s pressures and demands, children are paying a heavy emotional toll too. At alarming rates, more and more children and adolescents are experiencing all kinds of stress and trauma reactions, and at all levels of severity. This can turn into a chaotic scenario for teachers if it catches us ill-prepared.

Since children’s affective and emotional status strongly influences how they perform in the classroom, it is imperative for teachers to become acquainted with how students develop and function socio-emotionally. If we are going to remain effective in doing our job —thriving rather than simply surviving— we need direct access to the current ideas and latest development in child guidance or psychoeducation, a therapeutic approach that blends psychological and educational theories and research.

How Habitually Disruptive and Acting-Out Students Benefit from a Therapeutic Approach
Child guidance, a multidimensional approach to the education of children with emotional and behavioral difficulties, trains children in understanding how feelings and emotions relate to their behavior difficulties. To help students change dysfunctional behavior, this therapeutic model contains a mixture of affective (emotions), cognitive (thinking), and behavioral (behavior) elements, so that acting-out students learn to recognize and understand how their emotions and way of thinking drive their particular pattern of behavior. This therapeutic model is based on the principle that behavioral change comes when students are able to understand the motives behind their behavior and are properly trained in productive and more positive ways of behaving.

What Therapeutic Teachers Do for Habitually Disruptive and Acting-Out Students
Focusing on the unique social and affective needs of the child, a therapeutic teacher develops an adult-child relationship that is conducive to a new insight, and is growth promoting. The therapeutic teacher coaches the student in finding alternative ways of meeting his/her socio-emotional needs in a more effective and socially appropriate fashion. The teacher-student therapeutic relationship takes into full consideration the cognitive and affective factors that are influencing behavior, and involves the student in finding and implementing alternative ways of behaving. The student takes an active role throughout this process in his/her own emotional and behavioral improvement.
A therapeutic model is deeply rooted in the belief that all troubled behavior is determined by a multiplicity of factors in interaction, and that, to be able to change problem behavior, every aspect of the child’s personality —feeling, thinking, and behaving— needs to be taken into account. The therapeutic teacher explains important social and affective concepts and techniques to children, and trains disruptive and troubled students in how to manage their own emotions and behavior. The therapeutic teacher develops an accepting and trusting relationship with the difficult student, seeing the child’s disruptive and acting-out behaviors as a challenge for both teacher and student to master, and a rich opportunity to help the student develop more productive ways of feeling, thinking and behaving. The therapeutic teacher never “gives up” on the difficult student, perseverating in strengthening a mutually trusting relationship while implementing enhanced child guidance techniques to help the child. The therapeutic teacher always uses a solution-oriented language, focusing on the possible and changeable when working with the student, and expressing to the child that change is possible and that all students can develop self-control.

Now You Can Develop Child Guidance Skills
To learn how to cope with stressful or troublesome events, build positive attitudes and effective life skills, and achieve their social and academic goals, schools provide the ideal environment in which classroom teachers and related services personnel with the adequate training can teach social and affective skills to children. Teaching these important skills to students relates directly to the role of schools in preparing children to function effectively and to deal competently with society’s demands. When we teach social and affective skills to students, we are giving them the ability to understand and manage their own emotions and behavior, and we are assisting children in developing resilience in coping with further troublesome events along the road.

Unfortunately, a great deal of this very much-needed information from the child guidance and emotional communication literature never reaches teachers. In Psychoeducation for Teachers of Students with Behavior Problems, we recognize and address this need. Now we can train teachers to resolve students’ behavior problems by applying therapeutic techniques based on sound psycho-educational and communication principles. Grounded in the author’s strong psychological and educational background and expertise, Psychoeducation for Teachers of Students with Behavior Problems takes full advantage of current psychological and educational theory and research to train teachers in the child guidance techniques they need to become skillful behavior managers and behavior change promoters.

 Related Reading…

Essentials of Emotional Communication for Reaching the Unreachable Student: Where Do I Start? What Do I Say? How Do I Do It? To preview this book on Amazon, click on this link


A Call to All Teachers:


Proudly announcing our new group for educators worldwide, “We Teach the World.” Our aim is to connect teachers and related school personnel all over the world, so that we can share much-needed ideas, strategies, and lesson plans as well as all kinds of resources in classroom management and in student discipline. Coordinating our effort worldwide, we can tell each other where to find important resources and information. If you administer a teaching blog or have created educational resources to facilitate our job, you are welcome to share them here. As long as they contribute to education, we want to know of your business. Teachers with questions, post them here; mentors and seasoned teachers, your valuable experience and unique perspective matter to us, so make your voices heard. Because isolated, we teachers are imaginative, resourceful and resilient, but connected, connected we are imaginative, resourceful, resilient AND powerful. To join us, click on, “We Teach the World.”

Monday, February 29, 2016

Tips for Handling Difficult and Disruptive Students/SEI

I'm reading, Tips for Handling Difficult and Disruptive Students, a 6-page PDF document by Special Education Institute (SEI). There is plenty of advice here, including: why students misbehave, different techniques for younger and older students, keeping control of the classroom and more. You will also find links for other articles, white papers and webinars. Interesting and informative. Check it out here.


A Call to All Teachers:


Proudly announcing our new group for educators worldwide, “We Teach the World.” Our aim is to connect teachers and related school personnel all over the world, so that we can share much-needed ideas, strategies, and lesson plans as well as all kinds of resources in classroom management and in student discipline. Coordinating our effort worldwide, we can tell each other where to find important resources and information. If you administer a teaching blog or have created educational resources to facilitate our job, you are welcome to share them here. As long as they contribute to education, we want to know of your business. Teachers with questions, post them here; mentors and seasoned teachers, your valuable experience and unique perspective matter to us, so make your voices heard. Because isolated, we teachers are imaginative, resourceful and resilient, but connected, connected we are imaginative, resourceful, resilient AND powerful. To join us, click on, “We Teach the World.”

Monday, February 1, 2016

Amazing Book Sale! For Teachers and School Staff

Watch Your Language! Ways of Talking and Interacting with Students that Crack the Behavior Code (eBook Format) is now on Kindle Countdown Deal. Hurry! Regular price returns February 4th, 2016.

To buy on Amazon, click here.


A Call to All Teachers:

Proudly announcing our new group for educators worldwide, “We Teach the World.” Our aim is to connect teachers and related school personnel all over the world, so that we can share much-needed ideas, strategies, and lesson plans as well as all kinds of resources in classroom management and in student discipline. Coordinating our effort worldwide, we can tell each other where to find important resources and information. If you administer a teaching blog or have created educational resources to facilitate our job, you are welcome to share them here. As long as they contribute to education, we want to know of your business. Teachers with questions, post them here; mentors and seasoned teachers, your valuable experience and unique perspective matter to us, so make your voices heard. Because isolated, we teachers are imaginative, resourceful and resilient, but connected, connected we are imaginative, resourceful, resilient AND powerful. To join us, click on, “We Teach the World.”