4/28/20 Your students are not homeschooling. Your students are at - - PDF document
4/28/20 Your students are not homeschooling. Your students are at home, in the middle of a crisis, trying to get schoolwork done. Presented by Dr. Liz Angoff -Kim Hopkins Betts, The B Team 4/28/20 1 2 To be a successful learner in the
Presented by Dr. Liz Angoff
4/28/20
To be a successful learner in the online world…
§ you need to focus differently, § take in information differently, § ask questions differently, § and show what you know differently.
§Kids do well if they can §Doing well is preferable §Emphasis is on the problem, not the
§Problem solving is collaborative, not
§Problem solving is proactive, not reactive §Understanding comes before helping
Because they don’t have the skills to not be challenging.
When the demands and expectations of the situation exceeds their current skill set.
Assessment of Lagging Skills and Unsolved Problems
UNSOLVED PROBLEMS GUIDE: Unsolved problems are the specific expectations a child is having difculty meeting. Unsolved problems should be free of maladaptive behavior; free of adult theories and explanations; “split” (not “clumped”); and specific. LAGGING SKILLS UNSOLVED PROBLEMS
q
Difculty handling transitions, shifting from one mindset or task to another
q
Difculty doing things in a logical sequence or prescribed order
q
Difculty persisting on challenging or tedious tasks
q
Poor sense of time
q
Difculty maintaining focus
q
Difculty considering the likely outcomes or consequences of actions (impulsive)
q
Difculty considering a range of solutions to a problem
q
Difculty expressing concerns, needs, or thoughts in words
q
Difculty managing emotional response to frustration so as to think rationally
q
Chronic irritability and/or anxiety significantly impede capacity for problem-solving or heighten frustration
q
Difculty seeing “grays”/concrete, literal, black & white, thinking
q
Difculty deviating from rules, routine
q
Difculty handling unpredictability, ambiguity, uncertainty, novelty
q
Difculty shifting from original idea, plan, or solution
q
Difculty taking into account situational factors that would suggest the need to adjust a plan of action
q
Inflexible, inaccurate interpretations/cognitive distortions or biases (e.g., “Everyone’s out to get me,” “Nobody likes me,” “You always blame me, “It’s not fair,” “I’m stupid”)
q
Difculty attending to or accurately interpreting social cues/ poor perception of social nuances
q
Difculty starting conversations, entering groups, connecting with people/lacking other basic social skills
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Difculty seeking attention in appropriate ways
q
Difculty appreciating how his/her behavior is afgecting others
q
Difculty empathizing with others, appreciating another person’s perspective or point of view
q
Difculty appreciating how s/he is coming across or being perceived by others
q
Sensory/motor difculties HOME EXAMPLES
SCHOOL EXAMPLES
ASSESSMENT OF LAGGING SKILLS & UNSOLVED PROBLEMS CHILD'S NAME _______________________________________________________________ DATE ________________ INSTRUCTIONS: The ALSUP is intended for use as a discussion guide rather than as a freestanding check-list or rating scale. It should be used to identify specific lagging skills and unsolved problems that pertain to a particular child or adolescent. If a lagging skill applies, check it ofg and then (before moving on to the next lagging skill) identify the specific expectations the child is having difculty meeting in association with that lagging skill (unsolved problems). A non-exhaustive list of sample unsolved problems is shown at the bottom of the page.
ALSUP
livesinthebalance.org
REV 060417 FOSTERING C OLLABORA TION • TRANSFORMING LIVES• INSPIRING CHANGE A 12 year old student is constantly calling out in History class. Y
arguing that he needs to say it now. Y
the class to ask him to be quiet. What might be his lagging skills? What is the unsolved problem?
q
Difculty handling transitions, shifting from one mindset or task to anotherq
Difculty doing things in a logical sequence or prescribed orderq
Difculty persisting on challenging or tedious tasksq
Poor sense of timeq
Difculty maintaining focusq
Difculty considering the likely outcomes or consequences of actions (impulsive)q
Difculty considering a range of solutions to a problemq
Difculty expressing concerns, needs, or thoughts in wordsq
Difculty managing emotional response to frustration so as to think rationallyq
Chronic irritability and/or anxiety significantly impede capacity for problem-solving or heighten frustrationq
Difculty seeing “grays”/concrete, literal, black & white, thinkingq
Difculty deviating from rules, routineq
Difculty handling unpredictability, ambiguity, uncertainty, noveltyq
Difculty shifting from original idea, plan, or solutionq
Difculty taking into account situational factors that would suggest the need to adjust a plan of actionq
Inflexible, inaccurate interpretations/cognitive distortions or biases (e.g., “Everyone’s out to get me,” “Nobody likes me,” “You always blame me, “It’s not fair,” “I’m stupid”)q
Difculty attending to or accurately interpreting social cues/ poor perception of social nuancesq
Difculty starting conversations, entering groups, connecting with people/lacking other basic social skillsq
Difculty seeking attention in appropriate waysq
Difculty appreciating how his/her behavior is afgecting othersq
Difculty empathizing with others, appreciating another person’s perspective or point of viewq
Difculty appreciating how s/he is coming across or being perceived by othersq
Sensory/motor difculties HOME EXAMPLESALSUP
livesinthebalance.org
REV 060417 FOSTERING C OLLABORA TION • TRANSFORMING LIVES• INSPIRING CHANGETranslate the behavior into an unsolved problem
§
“Difficulty [meeting expectation X/during situation Y]”
§
Specific time, location, situation
§
Behavior free
§
Theory free
have
class by nagging and yelling
§Let the child know what you’re up to §Identify the unmet expectation §Assume positive intent from the child §Let the child know they aren’t in trouble
§Usually begins with I’ve noticed… §Includes the word difficulty §Does not reference challenging behaviors §Does not include adult theories §Split, not clumped §Be specific §Ends with, “What’s up?”
Great! So here’s the thing – we’re so jazzed about that. We can see it in class. You’re engaged in class, you want to get the 3/4, we love it. Now, I want to talk about something a little bit different today. But it’s related because it’s all about helping you be your best self. So, we’ve noticed that sometimes when one of us tells you to wait on something – like on asking a question or hold on, you’re not going to get your putty yet, or hold on with that question – we’ve noticed you have difficulty doing that, like,
§More than listening – you are gathering
§You are not teaching any lessons §Acknowledge and validate §Assume you don’t know §Be curious §Goal: the A-Ha! moment
DRILLING CHEAT SHEET
The goal of the Empathy Step is to gather information from the child about his/her concern or perspective on the unsolved problem you’re discussing (preferably proactively). For many adults, this is the most difcult part of Plan B, as they often find that they are unsure of what to ask next. So here’s a brief summary of difgerent strategies for “drilling” for information: REFLECTIVE LISTENING AND CLARIFYING STATEMENTS Reflective listening basically involves mirroring what a child has said and then encouraging him/her to provide additional information by saying one of the following:
Reflective listening is your “default” drilling strategy…if you aren’t sure of which strategy to use or what to say next, use this strategy. ASKING ABOUT THE WHO, WHAT, WHERE/WHEN OF THE UNSOLVED PROBLEM EXAMPLES:
ASKING ABOUT WHY THE PROBLEM OCCURS UNDER SOME CONDITIONS AND NOT OTHERS EXAMPLE: “You seem to be doing really well in your work group in math…but not so well in your work group in social studies…what’s getting in the way in social studies?” ASKING THE CHILD WHAT S/HE’S THINKING IN THE MIDST OF THE UNSOLVED PROBLEM Notice, this is difgerent than asking the child what s/he is feeling, which doesn’t usually provide much information about the child’s concern or perspective on an unsolved problem. EXAMPLE: “What were you thinking when Mrs. Thompson told the class to get to work on the science quiz?” BREAKING THE PROBLEM DOWN INTO ITS COMPONENT PARTS EXAMPLE: “So writing the answers to the questions on the science quiz is hard for you…but you’re not sure why. Let’s think about the difgerent parts of answering questions on the science quiz. First, you have to understand what the question is asking. Is that part hard for you? Next, you need to think of the answer to the question. Is that part hard? Next, you have to remember the answer long enough to write it down. Are you having trouble with that part? Then you have to actually do the writing. Any trouble with that part?” DISCREPANT OBSERVATION This involves making an observation that difgers from what the child is describing about a particular situation, and it’s the riskiest (in terms of causing the child to stop talking) of all the drilling strategies. EXAMPLE: “I know you’re saying that you haven’t been having any difculty with Chad on the playground lately, but I recall a few times last week when you guys were having a big disagreement about the rules in the box-ball game. What do you think was going on with that?” TABLING (AND ASKING FOR MORE CONCERNS) This is where you’re “shelving” some concerns the child has already expressed so as to permit consideration of
EXAMPLE: “So if Timmy wasn’t sitting too close to you, and Robbie wasn’t making noises, and the floor wasn’t dirty, and the buttons in your pants weren’t bothering you…is there anything else that would make it difcult for you to participate in Morning Meeting?” SUMMARIZING (AND ASKING FOR MORE CONCERNS) This is where you’re summarizing concerns you’ve already heard about and then asking if there are any other concerns that haven’t yet been discussed. This is the recommended strategy to use before moving on to the Define Adult Concerns step. EXAMPLE: “Let me make sure I understand all of this correctly. It’s hard for you to do your social studies worksheet for homework because writing down the answers is still hard for you…and because sometimes you don’t understand the question…and because Mrs. Langley hasn’t yet covered the material on the worksheet. Is there anything else that’s hard for you about completing the social studies worksheet for homework?” Prepared with the assistance of Dr. Christopher Watson livesinthebalance.org
REV 060417 FOSTERING C OLLABORA TION • TRANSFORMING LIVES• INSPIRING CHANGE §Reflective Listening (default)
§ How so? § I don’t quite understand. § I’m confused. § Can you say more about that? § What do you mean? § So if I understand you correctly…
§ W questions § Why is it sometimes easy and sometimes hard? § What are you thinking when this happens? § Break it into component parts § Discrepant observation (I’ve noticed something
different than what you are saying)
§ Tabling § Summarize – and ask, did I get that right?
W ell, one of the things I’ve been working on is remembering patience. Yeah, so tell me more about that. What do you think? Oh, I don’t know, I just don’t have very much patience for things. What do you mean? Like it's kind of hard for me when I have something in my head, it’s hard not to say it out loud. Or raise my hand.
Let’s go back to when you want to say something and we’re asking you to wait on it. What are you thinking in your mind in those moments? That’ it’s kind of hard for me to not to say it. Because I feel like if it’s on topic or something, I just really want to say it. So are you just thinking, I want to say it, I want to say it, I want to say it. Like, what is literally happening in your mind?
, I think it’s not recording. It’s recording look at that. Perfect. Don’t worry about it but maybe shaking the table, I don’t know if that’s affecting anything.
But in your mind are you really just saying – is anything else happening in your mind in those moments? Not really , it’s mostly like I really got to say this, it’s on topic. So I hear you saying that you’re super focused on that. Do you feel like you’re so focused on that that you can’t do anything else in those moments? W ell, not really . It’s just I feel like I can definitely do something else and I feel like I kind of do but then half of my brain if still stuck on, I really want to say this topic. Tell me if this is on point or not. Are you worried that you won’t get to say it? It’s not that, it’s in the moment I really want to say it.
Were you worried that you were going to forget? Um hmm. Like this morning I was going to ask my mom something and I still don’t know what it was and I forgot… Oh I know that’s so annoying! I hate it when you forget what you’re gonna ask.
§Restate the student’s concerns §Confirm you understood correctly
§ Did I get that right? § Does it feel like I understand what’s hard about this?
§How is the unsolved problem affecting the
§How is the unsolved problem affecting
The thing is… My concern is that… § My concern is that if you don’t finish your math
homework, you won’t understand it well enough to go on to the next part.
§ The thing is that if you don’t sign on to Zoom on time,
it can be really distracting to other students when you come in.
But I hear you. Y
might forget. And then you have that nagging feeling like I wanted to share that. Y eah. So are you saying that yesterday, you knew you wouldn't forget? So you weren't as worried? Mmmhmm. Okay, so it's really like something that you might forget. Y eah, you get
Can you think of anything we can do about it? Any ideas? Like a solution that would work for you and us, the teachers and the class? How could we like help you with the thing that you want to say that you’re impatient about, but also not take time away? You know what I mean? I don’t know. Maybe like write it down. Oh, remember when I suggested that yesterday, and you're like, no way! That’s because it sometimes works and sometimes doesn’t.
§ 80% of the solution comes from the A-Ha! § Solutions must address both adult and student
concerns.
§ Solutions are based on collaboration. § Solutions may require some “out of the box” thinking
and flexibility.
§ Every idea is “something to be considered”. § Solutions come from the student whenever possible
– don’t be a genius!
§ A way to prioritize problems § Proactive § A way to reduce problem behaviors and conflict § Temporary § Respectful and responsive § A way to build trust § Acknowledging the expectation is out of range § A way to give space for the bigger challenges
And you may be surprised what happens when expectations are taken off the table.
§ Yes. § Ok. § That’s ok. We’ll try another time. § I think we need more information before we
continue.
§ No math homework today. § I’m wondering if we took X off the table, would it
make it easier to focus on Y?
www.DrLizAngoff.com (510) 423-3329 Liz@DrLizAngoff.com