Shamshadeen Mayers
Faber & Mazlish: How to Talk So Kids Will Listen & Listen So Kids Will Talk
June 29, 2011
A) Provide a brief description of your student:
Eduardo Montalvo (Eddie M.) is a 10 year old youngster in a 4th grade 12:1:1 setting. Eddie M. is very out going and he enjoys socializing. However, he struggles with developing healthy relationships with his peers and adults. Eddie M. has arguments with his students and adults on a daily basis. In addition to that, he really struggles with controlling his actions. When I first met Eddie M. the diagnosis on his IEP was Speech & Language Impairment. But, as the year progressed his mother was persuaded to have him reevaluated and he was given the diagnosis of ADHD. Despite Eddie’s continual behavior problems and his new diagnosis his parents are convinced that the school is the problem. Eddie M. also repeatedly says that he hates his school. However, his parents are refused the school offered to them in the past. Overall Eddie M. is a child that is in desperate need of serious behavioral and emotional intervention.
B) List of strategies used:
I used the following strategies with Eddie M.:
• Alternatives to Punishment by pointing out ways to be helpful; stating my expectations and giving him a choice.
• Helping him deal with his feelings by listening quietly and attentively; acknowledging his feelings with a word; giving his feeling a name; and giving him his wish in fantasy.
• Engaging cooperation with him by describing the problem; giving information; saying it with a word; taking about his feelings and writing a note to him.
C) Discuss how you cued yourself and kept track and charted:
For this experiment I cued myself with a daily reminder card on my desk. This was very helpful because it helped me to remember to use these strategies with Eddie M. At times I would come into my classroom the morning with hundreds of things on my mind and none of them were Faber and Mazlish. However, the cue card would remind me to use these strategies. Each time I used the strategies I put a check on my cue card. Then I would put a plus if the outcome was positive or a minus if the outcome was negative. I would recommend this strategy to any teacher that uses his or her desk frequently.
Shamshadeen Mayers
Hunter College Learning Lab
Faber & Mazlish: How to Talk So Kids Will Listen & Listen So Kids Will Talk
April 29, 2010
A) Provide a brief description of your student:
Eduardo Montalvo (Eddie M.) is a 10 year old youngster in a 4th grade 12:1:1 setting. Eddie M. is very out going and he enjoys socializing. However, he struggles with developing healthy relationships with his peers and adults. Eddie M. has arguments with his students and adults on a daily basis. In addition to that, he really struggles with controlling his actions. When I first met Eddie M. the diagnosis on his IEP was Speech & Language Impairment. But, as the year progressed his mother was persuaded to have him reevaluated and he was given the diagnosis of ADHD. Despite Eddie’s continual behavior problems and his new diagnosis his parents are convinced that the school is the problem. Eddie M. also repeatedly says that he hates his school. However, his parents are refused the school offered to them in the past. Overall Eddie M. is a child that is in desperate need of serious behavioral and emotional intervention.
B) List of strategies used:
I used the following strategies with Eddie M.:
• Alternatives to Punishment by pointing out ways to be helpful; stating my expectations and giving him a choice.
• Helping him deal with his feelings by listening quietly and attentively; acknowledging his feelings with a word; giving his feeling a name; and giving him his wish in fantasy.
• Engaging cooperation with him by describing the problem; giving information; saying it with a word; taking about his feelings and writing a note to him.
C) Discuss how you cued yourself and kept track and charted:
For this experiment I cued myself with a daily reminder card on my desk. This was very helpful because it helped me to remember to use these strategies with Eddie M. At times I would come into my classroom the morning with hundreds of things on my mind and none of them were Faber and Mazlish. However, the cue card would remind me to use these strategies. Each time I used the strategies I put a check on my cue card. Then I would put a plus if the outcome was positive or a minus if the outcome was negative. I would recommend this strategy to any teacher that uses his or her desk frequently.
Faber & Mazlish: How to Talk So Kids Will Listen & Listen So Kids Will Talk
June 29, 2011
A) Provide a brief description of your student:
Eduardo Montalvo (Eddie M.) is a 10 year old youngster in a 4th grade 12:1:1 setting. Eddie M. is very out going and he enjoys socializing. However, he struggles with developing healthy relationships with his peers and adults. Eddie M. has arguments with his students and adults on a daily basis. In addition to that, he really struggles with controlling his actions. When I first met Eddie M. the diagnosis on his IEP was Speech & Language Impairment. But, as the year progressed his mother was persuaded to have him reevaluated and he was given the diagnosis of ADHD. Despite Eddie’s continual behavior problems and his new diagnosis his parents are convinced that the school is the problem. Eddie M. also repeatedly says that he hates his school. However, his parents are refused the school offered to them in the past. Overall Eddie M. is a child that is in desperate need of serious behavioral and emotional intervention.
B) List of strategies used:
I used the following strategies with Eddie M.:
• Alternatives to Punishment by pointing out ways to be helpful; stating my expectations and giving him a choice.
• Helping him deal with his feelings by listening quietly and attentively; acknowledging his feelings with a word; giving his feeling a name; and giving him his wish in fantasy.
• Engaging cooperation with him by describing the problem; giving information; saying it with a word; taking about his feelings and writing a note to him.
C) Discuss how you cued yourself and kept track and charted:
For this experiment I cued myself with a daily reminder card on my desk. This was very helpful because it helped me to remember to use these strategies with Eddie M. At times I would come into my classroom the morning with hundreds of things on my mind and none of them were Faber and Mazlish. However, the cue card would remind me to use these strategies. Each time I used the strategies I put a check on my cue card. Then I would put a plus if the outcome was positive or a minus if the outcome was negative. I would recommend this strategy to any teacher that uses his or her desk frequently.
Shamshadeen Mayers
Hunter College Learning Lab
Faber & Mazlish: How to Talk So Kids Will Listen & Listen So Kids Will Talk
April 29, 2010
A) Provide a brief description of your student:
Eduardo Montalvo (Eddie M.) is a 10 year old youngster in a 4th grade 12:1:1 setting. Eddie M. is very out going and he enjoys socializing. However, he struggles with developing healthy relationships with his peers and adults. Eddie M. has arguments with his students and adults on a daily basis. In addition to that, he really struggles with controlling his actions. When I first met Eddie M. the diagnosis on his IEP was Speech & Language Impairment. But, as the year progressed his mother was persuaded to have him reevaluated and he was given the diagnosis of ADHD. Despite Eddie’s continual behavior problems and his new diagnosis his parents are convinced that the school is the problem. Eddie M. also repeatedly says that he hates his school. However, his parents are refused the school offered to them in the past. Overall Eddie M. is a child that is in desperate need of serious behavioral and emotional intervention.
B) List of strategies used:
I used the following strategies with Eddie M.:
• Alternatives to Punishment by pointing out ways to be helpful; stating my expectations and giving him a choice.
• Helping him deal with his feelings by listening quietly and attentively; acknowledging his feelings with a word; giving his feeling a name; and giving him his wish in fantasy.
• Engaging cooperation with him by describing the problem; giving information; saying it with a word; taking about his feelings and writing a note to him.
C) Discuss how you cued yourself and kept track and charted:
For this experiment I cued myself with a daily reminder card on my desk. This was very helpful because it helped me to remember to use these strategies with Eddie M. At times I would come into my classroom the morning with hundreds of things on my mind and none of them were Faber and Mazlish. However, the cue card would remind me to use these strategies. Each time I used the strategies I put a check on my cue card. Then I would put a plus if the outcome was positive or a minus if the outcome was negative. I would recommend this strategy to any teacher that uses his or her desk frequently.
