Helping Students Fix Problems and Avoid Crises
An Easy-to-Use Intervention Resource for Grades 1-4
Purchase
Paperback
ISBN:
9781412904704
Available from
January 0001
Description
"Provides a sequential method for teaching the skills children need to help themselves. . . I can see where this book will be one that is dog-eared and never just sitting on the shelf."
Mary Ann Sweet, Counselor
Tomball Elementary School, TX
"This book offers real steps for helping empower kids. The lessons are designed in such a way that all children within a classroom would benefit, whether they are the child for whom the lesson was designed or the one for whom the lesson will build empathy, compassion, and understanding. Most books out there are not user friendly, providing off-the-shelf lessons. Mr. Greene has taken a truly easy-to-use methodical approach to problems kids face that can become a pivotal point in turning them around at an earlier age."
Beverly Eidmann, Principal
Manzanita Elementary School, CA
"Very practical and usable units, easy to understand and carry out. . . . Child-centered and internally empowering for the student."
Robert DiGiulio, Author and Educator
Johnson State College, VT
Turn classroom problems into life skills opportunities!
For every teacher who has been at a loss to help the student who seemed helpless, this is a resource that cannot be missed. In Helping Students Fix Problems and Avoid Crises, Lawrence J. Greene details instructional principles to help educators model and mentor effective life skills behaviors for their students.
For the child who doesn't have friends, does poorly in sports, has difficulty learning, or who steals, lies, or bullies, Greene provides solid, proven methods to help these learners discover and practice better life skills.
Helping Students Fix Problems and Avoid Crises includes:
Mary Ann Sweet, Counselor
Tomball Elementary School, TX
"This book offers real steps for helping empower kids. The lessons are designed in such a way that all children within a classroom would benefit, whether they are the child for whom the lesson was designed or the one for whom the lesson will build empathy, compassion, and understanding. Most books out there are not user friendly, providing off-the-shelf lessons. Mr. Greene has taken a truly easy-to-use methodical approach to problems kids face that can become a pivotal point in turning them around at an earlier age."
Beverly Eidmann, Principal
Manzanita Elementary School, CA
"Very practical and usable units, easy to understand and carry out. . . . Child-centered and internally empowering for the student."
Robert DiGiulio, Author and Educator
Johnson State College, VT
Turn classroom problems into life skills opportunities!
For every teacher who has been at a loss to help the student who seemed helpless, this is a resource that cannot be missed. In Helping Students Fix Problems and Avoid Crises, Lawrence J. Greene details instructional principles to help educators model and mentor effective life skills behaviors for their students.
For the child who doesn't have friends, does poorly in sports, has difficulty learning, or who steals, lies, or bullies, Greene provides solid, proven methods to help these learners discover and practice better life skills.
Helping Students Fix Problems and Avoid Crises includes:
- Insightful stories for teachers and students illustrating each problem
- Practical activities and exercises illustrating techniques to help students address each problem
- Supplemental reproducible exercises
- Encouraging follow-up and application exercises
Contents
Introduction
- Being Attuned
- Can I Really Do It?
- How the Program Works
- Acknowledgments
About the Author
About the Author
Unit 1: The Child Who Doesn't Have Friends
- For Educators: Examining the Dynamics and Implications of Social Rejection
- Struggling With Seemingly Insoluble Problems
- The Nuts and Bolts of Self-Esteem
- Identifying and Expressing Feelings
- Concept and Application
- Developing Analytical Thinking Skills
- Key Objectives for Enhancing Students' Awareness
- Can Children Be Taught to Be More Empathetic?
- Examining the Story
- The Questions That Follow the Story
- Cause-and-Effect Principles
- Brainstorming
- Getting Started
- For Students: The Child Who Doesn't Have Friends
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Additional Concrete Reinforcements
Unit 2: The Child Who Has Difficulty Learning
- For Educators: Examining the Emotional Implications of Learning Problems
- The Effects of Learning Differences
- Conduct Commonly Associated With Learning Problems
- Classroom Scripts
- Restrictive Assessment Criteria
- Identifying and Applying Multiple Intelligences
- Learning Preferences
- Identifying Preferred Learning Modalities
- Learning Modality Inventory
- Interpreting the Survey
- Using Dominant and Preferred Learning Modalities
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Has Difficulty Learning
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
Unit 3: The Child Who Steals
- For Educators: Examining the Dynamics and Implications of Stealing
- Common Explanations for Stealing
- An Alternative to the Traditional Adult Responses to Stealing
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Steals
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
Unit 4: The Child Who Tells Lies
- For Educators: Examining the Dynamics and Implications of Lying
- Training Children to Be Truthful
- Expanding the List of Explanations for Lying
- Traditional Adult Responses to Lying
- The Role of the Teacher
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Tells Lies
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
Unit 5: The Child Who Is a Bully
- For Educators: Examining the Dynamics and Implications of Bullying
- Power as a Surrogate Social Acceptance
- Training Children to Be Kind
- The Role of the Teacher
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Is a Bully
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
Unit 6: The Child Who Does Poorly in Sports
- For Educators: Examining the Implications of Being Poorly Coordinated
- The Ethos of Sports
- The Consequences of Poor Coordination
- Antidotes for Athletic Insufficiencies
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Does Poorly in Sports
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-up and Application
- Concrete Reinforcements
- Appendix 1: Psychological Overlay and Learning Differences
- Understanding Psychological Overlay
- Identifying the Symptoms of Psychological Overlay
- Behaviors and Attitudes That May Indicate Psychological Overlay
- Appendix 2: Psychological Problems
- Red Flag Symptoms of a Possible Psychological Problem
- Referral and Intervention
- Index
Additional materials
Description
"Provides a sequential method for teaching the skills children need to help themselves. . . I can see where this book will be one that is dog-eared and never just sitting on the shelf."
Mary Ann Sweet, Counselor
Tomball Elementary School, TX
"This book offers real steps for helping empower kids. The lessons are designed in such a way that all children within a classroom would benefit, whether they are the child for whom the lesson was designed or the one for whom the lesson will build empathy, compassion, and understanding. Most books out there are not user friendly, providing off-the-shelf lessons. Mr. Greene has taken a truly easy-to-use methodical approach to problems kids face that can become a pivotal point in turning them around at an earlier age."
Beverly Eidmann, Principal
Manzanita Elementary School, CA
"Very practical and usable units, easy to understand and carry out. . . . Child-centered and internally empowering for the student."
Robert DiGiulio, Author and Educator
Johnson State College, VT
Turn classroom problems into life skills opportunities!
For every teacher who has been at a loss to help the student who seemed helpless, this is a resource that cannot be missed. In Helping Students Fix Problems and Avoid Crises, Lawrence J. Greene details instructional principles to help educators model and mentor effective life skills behaviors for their students.
For the child who doesn't have friends, does poorly in sports, has difficulty learning, or who steals, lies, or bullies, Greene provides solid, proven methods to help these learners discover and practice better life skills.
Helping Students Fix Problems and Avoid Crises includes:
Mary Ann Sweet, Counselor
Tomball Elementary School, TX
"This book offers real steps for helping empower kids. The lessons are designed in such a way that all children within a classroom would benefit, whether they are the child for whom the lesson was designed or the one for whom the lesson will build empathy, compassion, and understanding. Most books out there are not user friendly, providing off-the-shelf lessons. Mr. Greene has taken a truly easy-to-use methodical approach to problems kids face that can become a pivotal point in turning them around at an earlier age."
Beverly Eidmann, Principal
Manzanita Elementary School, CA
"Very practical and usable units, easy to understand and carry out. . . . Child-centered and internally empowering for the student."
Robert DiGiulio, Author and Educator
Johnson State College, VT
Turn classroom problems into life skills opportunities!
For every teacher who has been at a loss to help the student who seemed helpless, this is a resource that cannot be missed. In Helping Students Fix Problems and Avoid Crises, Lawrence J. Greene details instructional principles to help educators model and mentor effective life skills behaviors for their students.
For the child who doesn't have friends, does poorly in sports, has difficulty learning, or who steals, lies, or bullies, Greene provides solid, proven methods to help these learners discover and practice better life skills.
Helping Students Fix Problems and Avoid Crises includes:
- Insightful stories for teachers and students illustrating each problem
- Practical activities and exercises illustrating techniques to help students address each problem
- Supplemental reproducible exercises
- Encouraging follow-up and application exercises
Contents
Introduction
- Being Attuned
- Can I Really Do It?
- How the Program Works
- Acknowledgments
About the Author
About the Author
Unit 1: The Child Who Doesn't Have Friends
- For Educators: Examining the Dynamics and Implications of Social Rejection
- Struggling With Seemingly Insoluble Problems
- The Nuts and Bolts of Self-Esteem
- Identifying and Expressing Feelings
- Concept and Application
- Developing Analytical Thinking Skills
- Key Objectives for Enhancing Students' Awareness
- Can Children Be Taught to Be More Empathetic?
- Examining the Story
- The Questions That Follow the Story
- Cause-and-Effect Principles
- Brainstorming
- Getting Started
- For Students: The Child Who Doesn't Have Friends
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Additional Concrete Reinforcements
Unit 2: The Child Who Has Difficulty Learning
- For Educators: Examining the Emotional Implications of Learning Problems
- The Effects of Learning Differences
- Conduct Commonly Associated With Learning Problems
- Classroom Scripts
- Restrictive Assessment Criteria
- Identifying and Applying Multiple Intelligences
- Learning Preferences
- Identifying Preferred Learning Modalities
- Learning Modality Inventory
- Interpreting the Survey
- Using Dominant and Preferred Learning Modalities
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Has Difficulty Learning
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
Unit 3: The Child Who Steals
- For Educators: Examining the Dynamics and Implications of Stealing
- Common Explanations for Stealing
- An Alternative to the Traditional Adult Responses to Stealing
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Steals
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
Unit 4: The Child Who Tells Lies
- For Educators: Examining the Dynamics and Implications of Lying
- Training Children to Be Truthful
- Expanding the List of Explanations for Lying
- Traditional Adult Responses to Lying
- The Role of the Teacher
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Tells Lies
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
Unit 5: The Child Who Is a Bully
- For Educators: Examining the Dynamics and Implications of Bullying
- Power as a Surrogate Social Acceptance
- Training Children to Be Kind
- The Role of the Teacher
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Is a Bully
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
Unit 6: The Child Who Does Poorly in Sports
- For Educators: Examining the Implications of Being Poorly Coordinated
- The Ethos of Sports
- The Consequences of Poor Coordination
- Antidotes for Athletic Insufficiencies
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Does Poorly in Sports
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-up and Application
- Concrete Reinforcements
- Appendix 1: Psychological Overlay and Learning Differences
- Understanding Psychological Overlay
- Identifying the Symptoms of Psychological Overlay
- Behaviors and Attitudes That May Indicate Psychological Overlay
- Appendix 2: Psychological Problems
- Red Flag Symptoms of a Possible Psychological Problem
- Referral and Intervention
- Index
Additional materials
Reviews
Helping Students Fix Problems and Avoid Crises
An Easy-to-Use Intervention Resource for Grades 1-4
April 2005 | 200 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 27/02/2023 | 9781412904704 | $41.95 |
"Provides a sequential method for teaching the skills children need to help themselves. . . I can see where this book will be one that is dog-eared and never just sitting on the shelf."
Mary Ann Sweet, Counselor
Tomball Elementary School, TX
"This book offers real steps for helping empower kids. The lessons are designed in such a way that all children within a classroom would benefit, whether they are the child for whom the lesson was designed or the one for whom the lesson will build empathy, compassion, and understanding. Most books out there are not user friendly, providing off-the-shelf lessons. Mr. Greene has taken a truly easy-to-use methodical approach to problems kids face that can become a pivotal point in turning them around at an earlier age."
Beverly Eidmann, Principal
Manzanita Elementary School, CA
"Very practical and usable units, easy to understand and carry out. . . . Child-centered and internally empowering for the student."
Robert DiGiulio, Author and Educator
Johnson State College, VT
Turn classroom problems into life skills opportunities!
For every teacher who has been at a loss to help the student who seemed helpless, this is a resource that cannot be missed. In Helping Students Fix Problems and Avoid Crises, Lawrence J. Greene details instructional principles to help educators model and mentor effective life skills behaviors for their students.
For the child who doesn't have friends, does poorly in sports, has difficulty learning, or who steals, lies, or bullies, Greene provides solid, proven methods to help these learners discover and practice better life skills.
Helping Students Fix Problems and Avoid Crises includes:
Mary Ann Sweet, Counselor
Tomball Elementary School, TX
"This book offers real steps for helping empower kids. The lessons are designed in such a way that all children within a classroom would benefit, whether they are the child for whom the lesson was designed or the one for whom the lesson will build empathy, compassion, and understanding. Most books out there are not user friendly, providing off-the-shelf lessons. Mr. Greene has taken a truly easy-to-use methodical approach to problems kids face that can become a pivotal point in turning them around at an earlier age."
Beverly Eidmann, Principal
Manzanita Elementary School, CA
"Very practical and usable units, easy to understand and carry out. . . . Child-centered and internally empowering for the student."
Robert DiGiulio, Author and Educator
Johnson State College, VT
Turn classroom problems into life skills opportunities!
For every teacher who has been at a loss to help the student who seemed helpless, this is a resource that cannot be missed. In Helping Students Fix Problems and Avoid Crises, Lawrence J. Greene details instructional principles to help educators model and mentor effective life skills behaviors for their students.
For the child who doesn't have friends, does poorly in sports, has difficulty learning, or who steals, lies, or bullies, Greene provides solid, proven methods to help these learners discover and practice better life skills.
Helping Students Fix Problems and Avoid Crises includes:
- Insightful stories for teachers and students illustrating each problem
- Practical activities and exercises illustrating techniques to help students address each problem
- Supplemental reproducible exercises
- Encouraging follow-up and application exercises
Table Of Contents:
- Introduction
- Being Attuned
- Can I Really Do It?
- How the Program Works
- Acknowledgments
- About the Author
- Unit 1: The Child Who Doesn't Have Friends
- For Educators: Examining the Dynamics and Implications of Social Rejection
- Struggling With Seemingly Insoluble Problems
- The Nuts and Bolts of Self-Esteem
- Identifying and Expressing Feelings
- Concept and Application
- Developing Analytical Thinking Skills
- Key Objectives for Enhancing Students' Awareness
- Can Children Be Taught to Be More Empathetic?
- Examining the Story
- The Questions That Follow the Story
- Cause-and-Effect Principles
- Brainstorming
- Getting Started
- For Students: The Child Who Doesn't Have Friends
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Additional Concrete Reinforcements
- Unit 2: The Child Who Has Difficulty Learning
- For Educators: Examining the Emotional Implications of Learning Problems
- The Effects of Learning Differences
- Conduct Commonly Associated With Learning Problems
- Classroom Scripts
- Restrictive Assessment Criteria
- Identifying and Applying Multiple Intelligences
- Learning Preferences
- Identifying Preferred Learning Modalities
- Learning Modality Inventory
- Interpreting the Survey
- Using Dominant and Preferred Learning Modalities
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Has Difficulty Learning
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
- Unit 3: The Child Who Steals
- For Educators: Examining the Dynamics and Implications of Stealing
- Common Explanations for Stealing
- An Alternative to the Traditional Adult Responses to Stealing
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Steals
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
- Unit 4: The Child Who Tells Lies
- For Educators: Examining the Dynamics and Implications of Lying
- Training Children to Be Truthful
- Expanding the List of Explanations for Lying
- Traditional Adult Responses to Lying
- The Role of the Teacher
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Tells Lies
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
- Unit 5: The Child Who Is a Bully
- For Educators: Examining the Dynamics and Implications of Bullying
- Power as a Surrogate Social Acceptance
- Training Children to Be Kind
- The Role of the Teacher
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Is a Bully
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-Up and Application
- Concrete Reinforcements
- Unit 6: The Child Who Does Poorly in Sports
- For Educators: Examining the Implications of Being Poorly Coordinated
- The Ethos of Sports
- The Consequences of Poor Coordination
- Antidotes for Athletic Insufficiencies
- Examining the Story
- The Questions That Follow the Story
- For Students: The Child Who Does Poorly in Sports
- The Story
- Oral Questions
- Optional Activity: Careful Reading and Analysis of the Story
- Supplemental Reproducible Exercises
- Follow-up and Application
- Concrete Reinforcements
- Appendix 1: Psychological Overlay and Learning Differences
- Understanding Psychological Overlay
- Identifying the Symptoms of Psychological Overlay
- Behaviors and Attitudes That May Indicate Psychological Overlay
- Appendix 2: Psychological Problems
- Red Flag Symptoms of a Possible Psychological Problem
- Referral and Intervention
- Index
Recent Product Reviews:
“This book offers real steps for helping empower kids. The lessons are designed so that all children within a classroom would benefit, whether they are the child for whom the lesson was designed or the one for whom the lesson will build empathy, compassion, and understanding. Most books are not user friendly, providing off-the-shelf lessons. Mr. Greene has taken a truly easy-to-use methodical approach to problems kids face that can become a pivotal point in turning them around at an earlier age.”
Beverly Eidmann, Principal, Manzanita Elementary School, CA
“Provides a sequential method for teaching the skills children need to help themselves. . . I can see where this book will be one that is dog-eared and never just sitting on the shelf.”
Mary Ann Sweet, Counselor, Tomball Elementary School, TX
“Very practical and usable units, easy to understand and carry out. . . . Child-centered and internally empowering for the student.”
Robert DiGiulio, Author and Educator, Johnson State College, VT
"I appreciate the book's informal tone and the flow of material. It is very readable; free of complicated psychobabble and excessive jargon. Although teachers get classroom management in the education curriculum, the strategies are laced with common sense that often gets passed over in the general education curriculum. (The) writing is clear: stories are useful and appropriate to the content area discussed, table of contents is comprehensive; exercises are helpful."
Kevin Fall, Dept. of Edu and Counseling, Loyola University, New Orleans
"A welcome intervention guide for teachers in the early grades. This book is a valuable tool with ideas that can be implemented within language arts, social studies, or health curriculum."
Professionally Speaking, September 2006, Ontario College of Teachers