2. Are You Smarter Than a Teacher?

3. Are You Smarter than a Teacher? 1,000,000 Strong Emotions Topic 1 Listen Actively Topic 2 I-Messages Topic 3 Conflict Resolution Topic 4 Signs of Stress Topic 5 Redirection Topic 6 Ignore Behavior Topic 7 Signals Topic 8 Preserve their Dignity Topic 9 Set Limits Topic 10 500,000 300,000 175,000 100,000 50,000 25,000 10,000 5,000 2,000 1,000

4. Strong Emotions Topic 1 Question / What is the three steps you can use in your classroom to manage anger?

5. Strong Emotions Topic 1 Answer / Model responsible anger management / Create a safe Emotional climate for children. / Help Children understand their anger triggers. / Help Children understand their body’s reaction to anger. / Teach children how to deal with the stress of anger. / State your expectations for responsible anger management. / Help children learn to use words to describe feelings / Use appropriate books about anger management. / Model responsible anger management / Create a safe Emotional climate for children. / Help Children understand their anger triggers. / Help Children understand their body’s reaction to anger. / Teach children how to deal with the stress of anger. / State your expectations for responsible anger management. / Help children learn to use words to describe feelings / Use appropriate books about anger management. Return

6. Listen Actively Topic 2 Question / What is the purpose of actively listening with a child.

7. Listen Actively Topic 2 Answer / It helps the teacher accurate listens to a child’s feelings. Communicates the adults trust in the child’s ability to work through the problem. Return

8. I-Messages Topic 3 Question / What are three things that you want to avoid when using I-Messages

9. I-Messages Topic 3 Answer / Avoid accusing and blaming the child. / Do not induce guilt / Avoid telling the child that he caused your feeling. / Avoid accusing and blaming the child. / Do not induce guilt / Avoid telling the child that he caused your feeling. Return

10. Conflict Resolution Topic 4 Question / What is another name for conflict resolution and why is it important to teach children.

11. Conflict Resolution Topic 4 Answer / Problem solving and it teaches children who are argues how to resolve the conflict in a positive way. Return

12. Signs of Stress Topic 5 Question / Name two skills that we have learned over the semester that help relieve stress in the classroom.

13. Signs of Stress Topic 5 Answer / Observe.Notice signs of stress or anxiety / Decide whether to use active listening. / Could change classroom room around to decrees stress. / Observe.Notice signs of stress or anxiety / Decide whether to use active listening. / Could change classroom room around to decrees stress. Return

14. Redirection Topic 6 Question / When redirecting older children what do strategy do we use and what does it mean.

15. Redirection Topic 6 Answer / Substitution. Means that a similar activity can be use but that it can be a lot safer.

16. Ignore Behavior Topic 7 Question / When do you not ignore behavior? Name 3 things form text book.

17. Ignore Behavior Topic 7 Answer / Do not ignore behavior that endanges anyone or himself. / Do not ignore behavior that damages or destroys property / Do not ignore rude, embarrassing, disruptive behavior. / Do not ignore behavior that endanges anyone or himself. / Do not ignore behavior that damages or destroys property / Do not ignore rude, embarrassing, disruptive behavior. Return

18. Signals Topic 8 Question / When choosing a signal or cue for a child to use when expecting appropriate behavior when would you use the cue.

19. Signals Topic 8 Answer / You would use the cue whenever possible. Give the signal before the new behavior should occur and not after the children have forgotten. Return

20. Preserve their Dignity Topic 9 Question / Children are likely to feel embarrasses in spite of well- done positive guidance. What can you do as a teacher to help them? Name one thing.

21. Preserve their Dignity Topic 9 Answer / They can show respect for children by taking their perspective. Think about how you would want somebody to handle matters if they had just told you to calm down. / Let the episode fade / Avoid saying” I told you so” / End the interaction quickly, simple and gracefully. / Help the child deal with the root of the upset. Do what is Developmentally appropriate for this child at this time. / They can show respect for children by taking their perspective. Think about how you would want somebody to handle matters if they had just told you to calm down. / Let the episode fade / Avoid saying” I told you so” / End the interaction quickly, simple and gracefully. / Help the child deal with the root of the upset. Do what is Developmentally appropriate for this child at this time. Return

22. Set Limits Topic 10 Question / When setting limits with children how should you speak when giving limits.

23. Set Limits Topic 10 Answer / Speak naturally but slowly enough so that a child hears the limit very clearly. / Use concrete words and short natural and normal sentences. / Speak naturally but slowly enough so that a child hears the limit very clearly. / Use concrete words and short natural and normal sentences. Return

24. 1 Million Dollar Subject / Positive Discipline Strategies.

25. 1,000,000 Question / List 5 out or 17 Major Positive Discipline Strategies

26. 1,000,000 Answer / Help Children save Face and Preserve their Dignity / Set Limits Well / Teacher More Helpful Behavior / Set up Practice sessions and Give on the spot Guidance / Give signals or Cues for Newly Constructed Behavior / Change something about a context or setting / Identify problem ownership. / Give meaning feedback to children / Identify mistaken goals and use encouragement / Ignore behavior ( only when it is appropriate to do) / Redirect very young children; Divert and distract / Redirect older children: Use Substitution / Listen actively / Deliver I-Messages / Teach conflict Resolution (problem solving) / Recognize signs of stress, anxiety or strong emotion. Prevent overstimulation / Manage strong emotions responsibly / Help Children save Face and Preserve their Dignity / Set Limits Well / Teacher More Helpful Behavior / Set up Practice sessions and Give on the spot Guidance / Give signals or Cues for Newly Constructed Behavior / Change something about a context or setting / Identify problem ownership. / Give meaning feedback to children / Identify mistaken goals and use encouragement / Ignore behavior ( only when it is appropriate to do) / Redirect very young children; Divert and distract / Redirect older children: Use Substitution / Listen actively / Deliver I-Messages / Teach conflict Resolution (problem solving) / Recognize signs of stress, anxiety or strong emotion. Prevent overstimulation / Manage strong emotions responsibly Return

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