BUILDINGRESPONSIBILTY FOR THEIR OWN ACTION AND WORDS IN THE MEMBERS OF THE LEARNING COMMUNITY (PRESCHOOLERS) * USING WORDS POSITIVELY MODELLING AND PRACTICING *

1. SECTION IV: BUILDING
RESPONSIBILTY FOR THEIR
OWN ACTION
AND WORDS IN THE
MEMBERS OF
THE LEARNING COMMUNITY

2. Teaching Personal and Social
Responsibility (TPSR)
Level 1 : Respect (self-
control)
Level 2 : Participation
(involvement
Level 3 : Self-direction
(responsibility)
Level 4 : Caring
Level 5 : Concern
outside of school

3. SCOPE :
* Using Words Positively :
Modelling and Practicing in
* Avoiding Power Struggles
the ClassroomStudents to
* Empowering
Resolve Conflicts
* Eliminating Bullying in Schools
* Troubleshooting Problem
Areas : Identifying and
Responding to Student Needs

4. USING WORDS
POSITIVELY :
MODELLING AND
PRACTICING

5. The teachers serves as a
powerful model in
providing examples of
ways for students to
support one another with
words of
encouragement, questions
for clarification, and entry
to collaboration. Just
modelling is not
enough, however.
Students must become
fully aware of the ways in
which their words help to

6. Steps in modelling and practicing the
use of positive words:
Step 1 : Model and make positive interactions
visible
- Introduces the power of positive words by modelling
ways to encourage others, ask questions for
Step 2 : Discuss the impact of word choices
clarification, or gain entry into a group.
- Provide examples, encouraging a discussion on
how the words, both negative and positive, make a
listener feel.
Step 3 : Provide daily feedback
- During the day collect examples of positive verbal
interactions and use these actual classroom examples
to help students begin to self-monitor their choice of
words in verbal interactions.

7. Step 4 : Monitor and hold students
accountable
- Monitor verbal interactions and encourage
students to give each other feedback if when
positive words are not being used. The
expectation that positive verbal interactions
in the classroom are always expected.
Student 5 : Discuss and celebrate
student progress.
- Positive examples should be recognized
and forced in daily basis.

8. AVODING POWER
STRUGGLES
IN THE CLASSROOM

9. Personal
empowerment and a
feeling of self-worth
are important to
everyone.
Unfortunately, in
every classroom, we
have students who
suffer from deficits in
these areas. It is
these students who
are most likely to

10. Steps in avoiding power struggles
:
Step 1 : Disengage from the struggle
- Remain calm. If you have student with whom
conflicts are common, practice responding in a
calm manner in front of a mirror. No matter what
else you do, respond to the situation rather than
react to : Interrupt the escalation
Step 2 it.
- Whenever you observe that a situation is
developing you can interrupt the interaction
before it gets out of hand. You must remain
calms and respond in neutral tone while using a
tactic to interrupt escalating anger.

11. Step 3 : De-escalate the conflict
- When a student is very angry or upset, he
often use poor judgement and acts
impulsively. You must have at your disposal
several techniques for supporting the
Step 4 : Identify the problem and find solutions
students in de-escalating his anger.
- Once the volatile situation is defused, you and
the student need to meet and discuss the problem
and devise some possible solutions. You can
assign consequences if the student has been
disrespectful to her or to another student.
Step 5 : Recognize effort and progress
- Once a course of action is agreed upon, you
should provide recognition to the student for his
efforts in working toward improvement. Be very
specific about noting progress.

12. Some helpful techniques ...
DISENGAGING TACTICS

13. INTERRUPTING AN ESCALATING
CONFRONTATION

14. STRATEGIES FOR REDUCING
STUDENTS ANGER

15. EMPOWERING
STUDENTS TO
RESOLVE CONFLICTS

16. Peer Mediation
- The use of peers (e.g., students, teachers)
to promote reconciliation, settlement, or
compromise between conflicting parties.

17. Active Listening
Techniques

18. Steps for teaching and practicing
conflict resolution strategies
Step 1 : Teach active listening
- Begin by modelling active listening when students
and parents talk to you. Respond with encouraging
words such as “I’d like to know more about that”.
Clarify, restate, reflect, summarize and finally
validate. : Demonstrate a sequence of interactions
Step 2
- Once your students are familiar with active listening
and are practicing it, introduce them to the mediation
sequence. Use the Mediation Steps.

20. Steps 3 : Demonstrate a sequence of
interaction
- Introduce the Mediation Steps and explain
each 4 : Practice in mock situations
Step every step
- Group the students and give them mock
situation. Make sure that everyone will be able to
act as Mediator. Post the Mediation Step so that
the students can follow the step by step process.
Step 5 : Practice with real situations
- As conflict arise in the classroom or on the
playground, encourage the students to serve as
mediators and find solutions.

21. Step 6 : Debrief the participants
-Ask the students to file a brief report on any
mediations they conduct. When you received a
mediation report, be sure to debrief the participants
and congratulate them on their conflict-resolution
Step 7 : Continue the training
skills.periodic retraining to keep the rules and
- Do
sequence fresh in everyone’s minds. Be sure to
compliment the student’s efforts and congratulate
them when solutions are followed.
Step 8 : Celebrate the results
- Use the class newsletter to celebrate the progress
of the mediation project. Keep parents informed of
the project and share the success with them. Be
sincere but provide feedback as frequently as

22. ELIMINATING
BULLYING IN
SCHOOLS

23. Bullying is a form
of aggressive behaviour
manifested by the use of
force or coercion to
affect others, particularly
when the behaviour is
habitual and involves an
imbalance of power. It
can include
verbal harassment,
physical assault
or coercion and may be

24. Bullying is constantly
defined as ...
 Punching, shoving and
other acts that hurt
people physically
Spreading bad
humours about people
Keeping certain people
out of a group
Teasing people in a
mean way
Getting certain people

26. A student may be a bully if he
shows
Excessive feelings of rejection
Low interest in school and poor
academic performance
Violence in drawing and writing
Uncontrolled anger
Patterns of impulsive and
chronic intimidating
History of discipline problems
History of violent or aggressive
behaviour
Intolerance for differences

27. MUST know about bullies from their
behaviour :
Bullies expect insulting replies to
their comments. They don’t know what
to do when they hear a compliment.
When you disagree with them, they
insult you more. If you agree, they
don’t know what to do.
They enjoy negative attention. Don’t

28. TROUBLESHOOTING
PROBLEM AREAS:
IDENTIFYING AND
RESPONDING TO
STUDENT NEEDS

29. The most important
sequence for an effective
teacher to remember is :
1. Plan – be proactive in
anticipating problems.
2. Observe for symptoms of
problems.
3. Analyze the cause of the
problem
4. Respond to the problem
5. Adjust the situation to
support the student.
6. Observe again to make
sure the adjustments are

30. Steps for troubleshooting problem
areas :
Step 1 : Plan for smooth distribution of
materials
- Before you start a lesson, plan for way in
which materials will be distributed and at what
point in the lesson they will be needed. Do not
Step 2 : Observe closely as students work
distribute the materials before the students
-actually carefully use them.
Watch need to to make sure that the students
are working with the materials and seem to know
what to do.
Step 3 : Identify any students who seem to be
having difficulty
- Difficulty with an assignment can appear as
mistaken behaviour or refusal to do the work.

31. Step 4 : Research the cause of the problem
- Consider the causes and look for possible solutions
that will benefit the individual, the class, and you.
Step 5 : Formulate a plan
- Once you decide on some possible
solutions, examine them for ease of
implementation, support you will need, and like
hood of : Implement a plan
Step 6 success.
- After choosing possible solutions, begin to process
the implementations.
Step 7 : Celebrate the progress
- It is very important to celebrate successful
approximations as you implement changes.

32. Thank You 