Stiegler - The Disaffected Individual in the Process of Psychic and Collective Disindividuation
Motivating disaffected and hard to handle students
-
Upload
james-burns -
Category
Education
-
view
10 -
download
0
Transcript of Motivating disaffected and hard to handle students
![Page 1: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/1.jpg)
![Page 2: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/2.jpg)
![Page 3: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/3.jpg)
![Page 4: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/4.jpg)
![Page 5: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/5.jpg)
![Page 6: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/6.jpg)
![Page 7: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/7.jpg)
![Page 8: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/8.jpg)
![Page 9: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/9.jpg)
![Page 10: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/10.jpg)
![Page 11: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/11.jpg)
Complex post-traumatic stress disorder (C-PTSD), also known as developmental trauma disorder (DTD) or complex trauma, is a proposed diagnostic term for a set of symptoms resulting from prolonged stress of a social and/or interpersonal nature, especially in the context of interpersonal dependence.
![Page 12: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/12.jpg)
![Page 13: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/13.jpg)
• Build on mistakes or partially correct answers• Wrong answers should be dignified by acknowledging the
part that was right• Allow the 3Rs of Academics Revise, Redo, Retake• Separate effort from achievement when grading• Encourage each student to improve one little thing each
day• Show simple courtesy• Let the student know that you care more about them then
their performance• Ask for small thing first• Celebrate markers and endings
![Page 14: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/14.jpg)
![Page 15: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/15.jpg)
![Page 16: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/16.jpg)
• I don’t want a power struggle with you because neither of us wants to lose
• We both know you have the power to________. Thanks for using it
• Ask for an opinion• Teach a lesson• Teach responsibility and self-control• Speak to the student in private• Call home to speak to the student• Emphasize success and acknowledge students who already have
the skills to succeed• Don’t use extrinsic reinforcement-It promotes temporary relief
not permanent help
![Page 17: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/17.jpg)
Keys to The Foundation of Character
![Page 18: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/18.jpg)
COMPLIANCE/RESPECT
![Page 19: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/19.jpg)
OPTIMAL AGES TO TEACH CHILDREN RESPONSIBILITY
Between the ages of 9 and 13 behaviors need to be taught
that stress respect, responsibility, and compliance.
When the child understands authority and can self generate these behaviors he is now ready
to have relational interaction with adults.
Character needs to be stressed at this age.
![Page 20: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/20.jpg)
RELATIONSHIPS-APPLICATION
•With teenagers - We lead by the power of our relational influence and look to
help them understand relationships and friendships and the application of
character in their life.
•Once compliance is established and authority is understood we should allow more freedom as we move to the bottom of the triangle.
![Page 21: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/21.jpg)
21
What We Do Now!!!The Exact Opposite
FREEDOM AND CHOICES TO YOUNG CHILDREN – 2-9 TEMPER TANTRUMS, CRYING AND WHINNING. IT IS
VERY EASY TO GIVE IN TO A CRYING CHILD!
NO BOUNDRIES BETWEEN 10-13 YEARS OLDSTART SAYING AND DOING WHAT THEY WANT VERY
ARGUEMENTATIVE-CONCERN DEVELOPS ON THE PART OF TEACHERS AND PARENTS REGARDING THE CHILD’S
BEHAVIORREBELLION, GRADES 9-12, NO SELF DISCIPLINE, OR SELF MOTIVATION
POWER STRUGGLES, NO CHARACTER. IT IS VERY DIFFICULT TO RESTRAIN THE
BEHAVIORS OF A REBELLIOUS TEENAGER
![Page 22: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/22.jpg)
![Page 23: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/23.jpg)
![Page 24: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/24.jpg)
Neo-Cortex Higher
Order Thinking Limbic System – Mind Will
Emotions
Brain Stem
Bricks in the Wall
![Page 25: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/25.jpg)
• As the brain is placed under stress the need for survival becomes greater. It then downshifts into the stem. There are only two ways it can survive ------ FIGHT OR FLIGHT. A person with the FIGHT mentality will develop conduct problems. A person with the FLIGHT mentality develops clinical problems. Conduct problems require respect, Clinical problems require responsibility
![Page 26: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/26.jpg)
![Page 27: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/27.jpg)
27
![Page 28: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/28.jpg)
28
![Page 29: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/29.jpg)
29
![Page 30: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/30.jpg)
30
![Page 31: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/31.jpg)
• Teachers should teach students how to problem solve in the following areas that are universal to all students: Relationships, Family issues, Fears and Anxieties, Self-Acceptance issues, Anger problems, Right vs. Wrong, Peer Pressure, and Problems with Authority.
![Page 32: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/32.jpg)
32
![Page 33: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/33.jpg)
We can’t solve a problem at the same level of thinking we were at when the problem was created.
If you can’t explain it simply, you probably don’t understand it well enough.
![Page 34: Motivating disaffected and hard to handle students](https://reader035.fdocuments.in/reader035/viewer/2022081520/5886eab11a28abba528b5d3f/html5/thumbnails/34.jpg)
Download The BPC App For on The App Store or Google Play
Visit The Bully Proof Classroom Online Academy and Take Other Courses