Themes
TRAUMA AND SENSITIVITY
We have students in our schools who have great difficulty behaving. Sometimes they have meltdowns that come “out of the blue”. These students are unpredictable and as a result also have difficulty with social interactions. It seems to take very little to provoke them into acting in ways that hurt other students.
WEBINAR: Trauma and Brain Part I
WEBINAR: Trauma and Brain Part II
DOWNLOADABLE DOCUMENTS:
Behaviour Management Part I: More Harm than Good? Using the Agenda
Eva de Gosztonyi
From a developmental perspective, I have come to see chronic “inappropriate” behaviour as a sign that the child is experiencing difficulty in certain aspects of his development, indicating emotional immaturity. Or, that the child is being affected by life circumstances over which he has little control and which are causing him to become over-reactive to situations that most children can handle.
To read more: https://www.cebm.ca/post/behaviour-management-systems-more-harm-than-good-part-i
Behaviour Management Part II: More Harm than Good? Digital Behaviour Management Systems
Eva de Gosztonyi
As I deepen my knowledge and understanding of the optimum conditions for helping our children reach their full potential, I have come to realize that development comes in a context of rest.
To read more: https://www.cebm.ca/post/behaviour-management-systems-more-harm-than-good-part-ii
What’s behind the behaviour? There’s always something.
Hannah Beach
Imagine a wilted plant in a window. Your first thought to help it would probably be to determine what it needs: Does it need more water? Less water? Does it have enough sun? Does it need extra care now because you forgot about it for a few weeks? Is it a delicate plant that needs just the right conditions to thrive?
To read more: https://www.cebm.ca/post/what-s-behind-the-behaviour-there-s-always-something
The Five Things Master Teachers Know and Do
Deborah MacNamara
What is the difference between a great teacher and a master teacher? After years of hiring and working with teachers, along with decades of experience in the classroom, I am convinced there are a few tangible things that set these groups apart. Here are the five things I have learned from being a teacher and watching master teachers in action.
To read more: https://www.cebm.ca/post/the-five-things-master-teachers-know-and-do
Sense and Sensitivity: Understanding the Sensitive Child
Deborah MacNamara
Sensitive kids are everywhere. Their numbers are estimated to be between 15 to 20% of children in a North American context, but they are often misunderstood or not recognized as being sensitive. What does it mean when we say a child is “sensitive” and how would you know if your child is among them?
To read more: https://www.cebm.ca/post/sense-and-sensitivity-understanding-the-sensitive-child
What Sensitive Kids Would like You to Know About Them
Deborah MacNamara
“She is so dramatic and everything seems like a big deal,” said a baffled father of a 6-year old girl named Samantha. The mother tells me ‘Sam’ hates the tags on her clothes and loud noises, and hangs back to watch her peers before engaging with them. Sam complains when things are too windy, sunny, cold or hot, or noisy, like when the toilets flush.
To read more: https://www.cebm.ca/post/what-sensitive-kids-would-like-you-to-know-about-them
