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Helping Students Fix Problems and Avoid Crises

An Easy-to-Use Intervention Resource for Grades 1-4

By: Lawrence J. Greene

Turn classroom problems into life skills opportunities!

For the child who doesn't have friends, does poorly in sports, has difficulty learning, or who steals, lies, or bullies, this resource is not to miss. Greene details instructional principles to help educators provide effective life skills behaviors for these students. An essential classroom resource that includes:

Insightful stories for teachers and students illustrating each problem
Practical activities and exercises providing techniques to help students address each problem
Supplemental reproducible exercises
Encouraging follow-up and application exercises

Full description

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Product Details

Grade Level: 1-4
ISBN: 9781412904704
Published By: Corwin
Year: 2005
Page Count: 200
Publication date: August 03, 2005

Available As:

Review Copies

This book is not available as a review copy.

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:

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

Greene divides each problematic issue into two sections: for educators, he looks at the dynamics and implications of each problem, and for students, he provides classroom scripts and exercises to bring their own awareness to their problems. This essential classroom resource also includes illuminating ten-minute read-aloud stories, strategic thinking questions, optional activities, and reproducible exercises!

Key features

An easy-to-use resource that will help educators model and mentor successful life skills behaviors for young learners
All strategies are practical, easily applicable, non-technical (minimal jargon), and role appropriate for teachers, counselors, and school administrators.
Units cover the child who doesn't have friends, who has difficulty learning, who does poorly in sports, who steals, who tells lies, who bullies others.
Units use instructional models that include read-aloud stories, strategic thinking questions, paper-and-pencil activities, and more
Appendixes cover more complex psychological problems and psychological overlay, which may require referral and counseling

Author(s)

Lawrence J. Greene

Lawrence J. Greene, a graduate of the Stanford University Graduate School of Education, is a nationally recognized author, educational therapist, consultant, and curriculum developer who has worked with more than ten thousand struggling students during a clinical career spanning thirty years. He has written eighteen books, and he has trained thousands of teachers in graduate programs at the university level. His educational curricula are currently used in elementary schools, middle schools, high schools, colleges, and universities throughout the world, and his books have been translated into languages ranging from Chinese to Spanish. Other Books by Lawrence J. Greene Kids Who Hate School Kids Who Underachieve Learning Disabilities and Your Child Getting Smarter Think Smart, Study Smart Smarter Kids Teachers’ Desk Reference Guide to Learning Problems Improving Your Child’s Schoolwork The Life-Smart Kid Finding Help When Your Child Is Struggling in School Roadblocks to Learning Winning the Study Game Study Wise Study Max: Improving Study Skills in Grades 9–12 The Resistant Learner Strategies for Success (forthcoming)

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

Reviews

“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 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

“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

Other Titles in: Student Behavior | Teaching Methods & Learning Styles | School Counseling

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Review Copies

This book is not available as a review copy.