Monday, March 29, 2010
Chinese Proverbs
A person without a smiling face should not open a shop.
Clumsy birds have need of early flight.
An old broom has its value.
In a crisis people grow wisdom.
Intelligence is endowed, but wisdom learned.
Spilt water cannot be retrieved.
One foot cannot stand on two boats
Beware the person with a Buddha's mouth and a snake's heart.
Good medicine is bitter to the taste.
Good heart, good reward
Solitude is enjoyed only when one is at peace with oneself.
One merits should not be a hindrance to one's progress
Review past lessons to discover anew.
Without experiece we will not gain full knowledge.
To accommodate all things, enlarge your heart
One who does not like to read is equal to one who cannot read.
A night without moon or stars is like an ignorant mind.
Common sense goes further than a lot of learning.
A great general need not blow his own trumpet.
Better to make a net than to yearn for fish at the edge of a pond
Ants can move even a mighty mountain.
What is scare is valued, what is plentiful is not.
Patience is the wisdom of waiting.
Rats know the way of rats.
If there are no clouds, there will be no rain
Patience is a tree with bitter roots that bears sweet fruits
Genuine gold fears no fire.
Order moves slowly but surely disorder always in a hurry.
What is good for the hive is good for the bee.
Unless there is opposing wind, a kite cannot rise
A single spark can set a prairie on fire.
Water can both sustain and sink a ship.
Count not what is lost, but what is left.
If there is a strong general there will be no weak soldiers.
To extend your life by a year take one less bite each meal.
Peace only comes when reason rules.
Even the tallest tower started form the ground.
Eloquence provides only persuasion, but truth buys loyalty.
Wisdom is attained by learning when to hold one's tongue.
A single tree cannot make a forest
If one eats less one will taste more.
One hand alone cannot clap, it takes two to quarrel.
It does not matter if the cat is black or white, so long as it catches mice.
Cowards have dreams, brave men have visions
Learning is like the horizon; there is no limit.
The old horse will know the way
A good friend shields you from the storm
Change the skin, wash the heart
Sow melon, reap melon; sow beans, reap beans.
One sings, all follow.
Fortune has a fickle heart and a short memory.
Harsh words and poor reasoning never settle anything.
Dangerous enemies will meet again in narrow streets.
Better to bend in the wind than to break.
Do not kill the hen for her eggs.
First attain skill; creativity comes later.
Make the cap fit the head.
A single beam cannot support a great house.
Do not be concerned with things outside your door.
Wise men may not be learned; learned men may not be wise.
Crows are black the world over.
Do not lift a rock only to drop it on your own foot
Kill the chicken to frigthen the monkey
Wait long, strike fast.
Do not wait until you're thirsty to dig a well
One who would pick the roses must bear with thorns
Failure is the mother of success.
Do not climb a tree to look for a fish
Only time and effort brings proficiency
Distance tests the endurance of a horse; time reveals a man's character.
Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.
Heaven has a road, but no one travels it, hell has no gate but men will dig to get there.
Preserve the old, but know the new.
A book is like a garden carried in the pocket.
A closed mind is like a closed book, just a block of wood.
To know the road ahead, ask those coming back.
It is not necessary to light a candle to the sun.
Tell me, I'll forget, show me and I may remember; involve me and I'll understand.
Talk doesn't cook rice.
If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.
He who asks is a fool for 5 minutes, but he who does not ask remains a fool forever.
Be not afraid of growing slowly, be afraid only of standing still.
To open a shop is easy, to keep it open is an art.
Men in the game are blind, men outside see clearly.
Man proposes and God disposes
Teachers open the door, but you must enter by yourself.
It is better to light one candle than to curse the darkness.
Man fools himself. He prays for a long life and he fears old age.
A really great man never puts away the simplicity of a child.
Only joy scatters a hundred griefs.
Drinking the water of a well, one should never forget who dug it.
o read a book for the first time is to make an acquaintance with a new friend; to read it for a second time, is to meet an old one.
Over a long distance, you learn about the strength of your horse; over a long time, you learn about the character of your friend.
A gem is not polished without rubbing, nor a man perfected without trials.
Only he that has traveled the road knows where the holes are deep.
Honest advice is unpleasant to the ear.
An open book benefits your mind.
Experience is the mother of wisdom.
Clumsy birds have need of early flight.
An old broom has its value.
In a crisis people grow wisdom.
Intelligence is endowed, but wisdom learned.
Spilt water cannot be retrieved.
One foot cannot stand on two boats
Beware the person with a Buddha's mouth and a snake's heart.
Good medicine is bitter to the taste.
Good heart, good reward
Solitude is enjoyed only when one is at peace with oneself.
One merits should not be a hindrance to one's progress
Review past lessons to discover anew.
Without experiece we will not gain full knowledge.
To accommodate all things, enlarge your heart
One who does not like to read is equal to one who cannot read.
A night without moon or stars is like an ignorant mind.
Common sense goes further than a lot of learning.
A great general need not blow his own trumpet.
Better to make a net than to yearn for fish at the edge of a pond
Ants can move even a mighty mountain.
What is scare is valued, what is plentiful is not.
Patience is the wisdom of waiting.
Rats know the way of rats.
If there are no clouds, there will be no rain
Patience is a tree with bitter roots that bears sweet fruits
Genuine gold fears no fire.
Order moves slowly but surely disorder always in a hurry.
What is good for the hive is good for the bee.
Unless there is opposing wind, a kite cannot rise
A single spark can set a prairie on fire.
Water can both sustain and sink a ship.
Count not what is lost, but what is left.
If there is a strong general there will be no weak soldiers.
To extend your life by a year take one less bite each meal.
Peace only comes when reason rules.
Even the tallest tower started form the ground.
Eloquence provides only persuasion, but truth buys loyalty.
Wisdom is attained by learning when to hold one's tongue.
A single tree cannot make a forest
If one eats less one will taste more.
One hand alone cannot clap, it takes two to quarrel.
It does not matter if the cat is black or white, so long as it catches mice.
Cowards have dreams, brave men have visions
Learning is like the horizon; there is no limit.
The old horse will know the way
A good friend shields you from the storm
Change the skin, wash the heart
Sow melon, reap melon; sow beans, reap beans.
One sings, all follow.
Fortune has a fickle heart and a short memory.
Harsh words and poor reasoning never settle anything.
Dangerous enemies will meet again in narrow streets.
Better to bend in the wind than to break.
Do not kill the hen for her eggs.
First attain skill; creativity comes later.
Make the cap fit the head.
A single beam cannot support a great house.
Do not be concerned with things outside your door.
Wise men may not be learned; learned men may not be wise.
Crows are black the world over.
Do not lift a rock only to drop it on your own foot
Kill the chicken to frigthen the monkey
Wait long, strike fast.
Do not wait until you're thirsty to dig a well
One who would pick the roses must bear with thorns
Failure is the mother of success.
Do not climb a tree to look for a fish
Only time and effort brings proficiency
Distance tests the endurance of a horse; time reveals a man's character.
Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.
Heaven has a road, but no one travels it, hell has no gate but men will dig to get there.
Preserve the old, but know the new.
A book is like a garden carried in the pocket.
A closed mind is like a closed book, just a block of wood.
To know the road ahead, ask those coming back.
It is not necessary to light a candle to the sun.
Tell me, I'll forget, show me and I may remember; involve me and I'll understand.
Talk doesn't cook rice.
If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.
He who asks is a fool for 5 minutes, but he who does not ask remains a fool forever.
Be not afraid of growing slowly, be afraid only of standing still.
To open a shop is easy, to keep it open is an art.
Men in the game are blind, men outside see clearly.
Man proposes and God disposes
Teachers open the door, but you must enter by yourself.
It is better to light one candle than to curse the darkness.
Man fools himself. He prays for a long life and he fears old age.
A really great man never puts away the simplicity of a child.
Only joy scatters a hundred griefs.
Drinking the water of a well, one should never forget who dug it.
o read a book for the first time is to make an acquaintance with a new friend; to read it for a second time, is to meet an old one.
Over a long distance, you learn about the strength of your horse; over a long time, you learn about the character of your friend.
A gem is not polished without rubbing, nor a man perfected without trials.
Only he that has traveled the road knows where the holes are deep.
Honest advice is unpleasant to the ear.
An open book benefits your mind.
Experience is the mother of wisdom.
Proverbs from Tibet
On Appearances
Both flowers and jewelry are lovely if just a few. (One should be modest and not wear all of one’s finery at once nor all of the time.)
On Business and Affairs
Affairs cannot be handled with a two-pointed mind. Sewing cannot be done with a two pointed needle.
Double –minded men cannot handle affairs. With many tasks nothing is ever finished. (Too many irons in the fire)
On Boasting
A braggart has no courage, muddy water has no depth.
If the hand can not catch the flea.Let not the mouth slay the tiger.
Though one’s tongue can talk to other persons.To see one self there must be a mirror. (One ought not to boast but look at oneself in a mirror.)
If one eat much honey, it makes the liver sick.If one talk much, the words are like blowing a goat’s horn.
Kill five men, wound ten and capture twenty.
On Comparison
Wood is light on water. And stones seem light on wood.
Clouds are the mistress of the sky. Flesh is the softness of the bones.
On Example
When the blind escort the blind, both fall into the river.
Although the lamp is in his hand, the blind man cannot see his way.
On Evil
The evil mouth of men, breaks the rod of iron. (Gossip will kill the best reputation.)
Snake fears man. Man fears snake. (Two evil fear each other when they meet)
When fire burns over the great mountain, poison is cast in the great sea. (Evil comes to those who spread evil.)
On Food
In the beginning eat your meal, afterwards cut down the fir tree. (Eat first to have strength for the work).
On Glory
Nothing more brilliant than sun and moon, nothing more numerous than the stars.
On Friends and Enemies
As to friends we like the old; As to clothes we like the new.
Brothers may become as enemies. Yet their family ties are golden.
The magpie goes east, the raven goes west.
A neighbor is one hundred times better, than a relative a long distance off.
On Harmony in Life and Nature
Teeth come in at eight months,crawling is at nine months. (Everything must be in natural order.)
A hoe digs, a broom sweeps. (Everything has its proper use)
On Heaven and Hell
When a man bows, heaven forgives.
On Hypocrisy
Like fine satin on the outside, like barley bag on the inside.
Empty in the heart, lovely in the mouth.
One mouth, two tongues. (Two-faced)
After calling a dog, one ought not to beat him.
On Learning
It is easy to do work in a small house, It is easy to deceive those of little mind.
On Master and Servants
The goat sends the kid, the kid sends its tail. (Everyone wants to boss someone else; and each tries to pass the job on down to one of lower rank.)
On Poverty
Long arms, short sleeves.(A person has great ambition but is poverty stricken.)
On Quarrelling
When the yak plows, the ox’s neck bends. (Out of sympathy; when two men quarrel others join in)
On Rulers
An unclean kingdom is filthier than a great swamp.
When a righteous king has crooked ministers.He falls under the rule of his ministers.
On Sincerity
If water is clear. The fish can be seen (We will know in time the truth or falsity of talk.
Both flowers and jewelry are lovely if just a few. (One should be modest and not wear all of one’s finery at once nor all of the time.)
On Business and Affairs
Affairs cannot be handled with a two-pointed mind. Sewing cannot be done with a two pointed needle.
Double –minded men cannot handle affairs. With many tasks nothing is ever finished. (Too many irons in the fire)
On Boasting
A braggart has no courage, muddy water has no depth.
If the hand can not catch the flea.Let not the mouth slay the tiger.
Though one’s tongue can talk to other persons.To see one self there must be a mirror. (One ought not to boast but look at oneself in a mirror.)
If one eat much honey, it makes the liver sick.If one talk much, the words are like blowing a goat’s horn.
Kill five men, wound ten and capture twenty.
On Comparison
Wood is light on water. And stones seem light on wood.
Clouds are the mistress of the sky. Flesh is the softness of the bones.
On Example
When the blind escort the blind, both fall into the river.
Although the lamp is in his hand, the blind man cannot see his way.
On Evil
The evil mouth of men, breaks the rod of iron. (Gossip will kill the best reputation.)
Snake fears man. Man fears snake. (Two evil fear each other when they meet)
When fire burns over the great mountain, poison is cast in the great sea. (Evil comes to those who spread evil.)
On Food
In the beginning eat your meal, afterwards cut down the fir tree. (Eat first to have strength for the work).
On Glory
Nothing more brilliant than sun and moon, nothing more numerous than the stars.
On Friends and Enemies
As to friends we like the old; As to clothes we like the new.
Brothers may become as enemies. Yet their family ties are golden.
The magpie goes east, the raven goes west.
A neighbor is one hundred times better, than a relative a long distance off.
On Harmony in Life and Nature
Teeth come in at eight months,crawling is at nine months. (Everything must be in natural order.)
A hoe digs, a broom sweeps. (Everything has its proper use)
On Heaven and Hell
When a man bows, heaven forgives.
On Hypocrisy
Like fine satin on the outside, like barley bag on the inside.
Empty in the heart, lovely in the mouth.
One mouth, two tongues. (Two-faced)
After calling a dog, one ought not to beat him.
On Learning
It is easy to do work in a small house, It is easy to deceive those of little mind.
On Master and Servants
The goat sends the kid, the kid sends its tail. (Everyone wants to boss someone else; and each tries to pass the job on down to one of lower rank.)
On Poverty
Long arms, short sleeves.(A person has great ambition but is poverty stricken.)
On Quarrelling
When the yak plows, the ox’s neck bends. (Out of sympathy; when two men quarrel others join in)
On Rulers
An unclean kingdom is filthier than a great swamp.
When a righteous king has crooked ministers.He falls under the rule of his ministers.
On Sincerity
If water is clear. The fish can be seen (We will know in time the truth or falsity of talk.
Words of Wisdom from Confucius
A journey of a thousand miles begins with a single step.
When you say something, say what you know. When you don't know something, say you don't know. That is knowledge.
Study the past if you would define the future.
Choose a job you love, and you will never have to work a day in your life.
By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.
Virtue is more to man than either water or fire. I have seen men die from treading on water and fire, but I have never seen a man die from treading the course of virtue.
I hear and I forget. I see and I remember. I do and I understand.
If you think in terms of a year, plant a seed; if in terms of ten years, plant trees; if in terms of 100 years, teach the people.
Forget injuries never forget kindness.
Without feelings of respect, what is there to distinguish men from beasts?
Study without thought is vain: thought without study is dangerous.
To be fond of learning is near to wisdom.
The gentleman is calm and peaceful; the small man is always emotional.
If one acts with a view to profit, there will be much resentment.
Clever words and a plausible appearance have seldom turned out to be humane.
One who can bring about the practice of five things everywhere under Heavens has achieved humaneness . . .Courtesy, tolerance,good faith diligence and kindness.
When you say something, say what you know. When you don't know something, say you don't know. That is knowledge.
Study the past if you would define the future.
Choose a job you love, and you will never have to work a day in your life.
By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.
Virtue is more to man than either water or fire. I have seen men die from treading on water and fire, but I have never seen a man die from treading the course of virtue.
I hear and I forget. I see and I remember. I do and I understand.
If you think in terms of a year, plant a seed; if in terms of ten years, plant trees; if in terms of 100 years, teach the people.
Forget injuries never forget kindness.
Without feelings of respect, what is there to distinguish men from beasts?
Study without thought is vain: thought without study is dangerous.
To be fond of learning is near to wisdom.
The gentleman is calm and peaceful; the small man is always emotional.
If one acts with a view to profit, there will be much resentment.
Clever words and a plausible appearance have seldom turned out to be humane.
One who can bring about the practice of five things everywhere under Heavens has achieved humaneness . . .Courtesy, tolerance,good faith diligence and kindness.
Saturday, March 27, 2010
Innovative Behaviour
The ability to introduce successful innovations is nowadays seen as a key success factor
in manufacturing and service firms alike.
in manufacturing and service firms alike.
Morning Motivation
When I woke up this morning lying in bed, I was asking myself;
What are some of the secrets of success in life?
I found the answer right there, in my very room.
The fan said be cool
The roof said maim high
The window said every minute is precious
The mirror said reflect before you act
The calendar said be up to date
The door said push hard for your goals
Carry a Heart that Never Hates.
Carry a Smile that Never Fades.
Carry a Touch that Never Hurts.
HAVE A PURPOSEFUL DAY!
What are some of the secrets of success in life?
I found the answer right there, in my very room.
The fan said be cool
The roof said maim high
The window said every minute is precious
The mirror said reflect before you act
The calendar said be up to date
The door said push hard for your goals
Carry a Heart that Never Hates.
Carry a Smile that Never Fades.
Carry a Touch that Never Hurts.
HAVE A PURPOSEFUL DAY!
Spread the Stupidity
Only in America ......do drugstores make the sick walk all the way to the back of the store to get their prescriptions while healthy people can buy cigarettes at the front.
Only in America.....do people order double cheeseburgers, large fries, and a diet coke.
Only in America ......do banks leave vault doors open and then chain the pens to the counters.
Only in America ......do we leave cars worth thousands of dollars in the driveway and put our useless junk in the garage.
Only in America ..........do we buy hot dogs in packages of ten and buns in packages of eight..
Only in America.....do they have drive-up ATM machines with Braille lettering.
EVER WONDER ...
Why the sun lightens our hair, but darkens our skin?
Why can't women put on mascara with their mouth closed?
Why don't you ever see the headline 'Psychic Wins Lottery'?
Why is 'abbreviated' such a long word?
Why is it that doctors call what they do 'practice'?
Why is lemon juice made with artificial flavour, and dishwashing liquid made with real lemons?
Why the man who invests all your money is called a broker?
Why is the time of day with the slowest traffic called rush hour?
Why isn't there mouse-flavoured cat food?
Why didn't Noah swat those two mosquitoes?
Why do they sterilize the needle for lethal injections?
You know that indestructible black box that is used on airplanes? Why don't they make the whole plane out of that stuff?!
Why don't sheep shrink when it rains?
Why are they called apartments when they are all stuck together?
I like this one!!!
If con is the opposite of pro, is Congress the opposite of progress?
If flying is so safe, why do they call the airport the terminal?
Now that you've smiled at least once, it's your turn to spread the stupidity and send this to someone you want to bring a smile to (maybe even a chuckle)...in other words, send it to everyone. We all need to smile every once in a while.
Spread the Stupidity.
Only in America.....do people order double cheeseburgers, large fries, and a diet coke.
Only in America ......do banks leave vault doors open and then chain the pens to the counters.
Only in America ......do we leave cars worth thousands of dollars in the driveway and put our useless junk in the garage.
Only in America ..........do we buy hot dogs in packages of ten and buns in packages of eight..
Only in America.....do they have drive-up ATM machines with Braille lettering.
EVER WONDER ...
Why the sun lightens our hair, but darkens our skin?
Why can't women put on mascara with their mouth closed?
Why don't you ever see the headline 'Psychic Wins Lottery'?
Why is 'abbreviated' such a long word?
Why is it that doctors call what they do 'practice'?
Why is lemon juice made with artificial flavour, and dishwashing liquid made with real lemons?
Why the man who invests all your money is called a broker?
Why is the time of day with the slowest traffic called rush hour?
Why isn't there mouse-flavoured cat food?
Why didn't Noah swat those two mosquitoes?
Why do they sterilize the needle for lethal injections?
You know that indestructible black box that is used on airplanes? Why don't they make the whole plane out of that stuff?!
Why don't sheep shrink when it rains?
Why are they called apartments when they are all stuck together?
I like this one!!!
If con is the opposite of pro, is Congress the opposite of progress?
If flying is so safe, why do they call the airport the terminal?
Now that you've smiled at least once, it's your turn to spread the stupidity and send this to someone you want to bring a smile to (maybe even a chuckle)...in other words, send it to everyone. We all need to smile every once in a while.
Spread the Stupidity.
Discover 90/10
Author: Stephen Covey
Discover the 90/10 Principle
It will change your life (or at least, the way you react to situations)
What is this Principle?
10% of life is made up of what happens to you....90% of life is decided by how you react...
What does this mean?
We really have NO control over 10% of what happens to us. We have NO control over this 10%. The other 90% is different. You determine the other 90%. How? By your reaction. You cannot control a red light. However, you can control your reaction. Do not let other people fool you. YOU can control how you react. Let us use an example....
You are having breakfast with your family. Your daughter knocks over a cup of coffee ONTO your business shirt.You have no control over what has just happened. What happens next will be determined by how you react.You curse. You harshly scold your daughter for knocking the cup over. She breaks down in tears. After scolding her, you turn to your wife and you criticise her for placing the cup too close to the edge of the table. A short verbal battle follows. You storm upstairs and change your shirt. Back downstairs, you find your daughter has been too busy crying to finish her breakfast and getting ready to go to school. She misses the bus. Your spouse must leave immediately for work. You rush to the car and drive your daughter to school. Because you are late, you drive 120 km per hour in a 90 km per hour speed limit zone. After a 15 minute delay and throwing RM300.00 traffic fine away, you arrive at school. You daughter runs into the building without saying goodbye. After arriving at the office 20 minutes late, you realize you have forgotten your briefcase. Your day started terrible. As it continues, it seems to get worse and worse. You look forward to coming home. When you arrive home, you find a small wedge in your relationship with your wife and daughter. Why? Because of how you reacted in the morning. Why did you have a bad day? You cause it. You have no control over what happened with the coffee. How you reacted in those 5 seconds is what caused your bad day.
Here is what could have and should have happened. Coffee splashes over you. Your daughter is about to cry. You gently say:”It’s okay, honey, you just need to be More careful next time.” Grabbing a towel you go upstairs and change your shirt. You grab your briefcase and you come back down in time to look through the window and see your child getting on the bus. She turns and waves. You arrive 5 minutes early a cheerfully greet the staff. Notice the difference?
Two different scenarios. Both started the same. Bothe ended differently. Why? Because of how you reacted. You really have no control over 10% of what happens in your life. The other 90% was determined by your reaction. Now you know the 90/10 Principle. Apply it and you will be amazed at the results. You will lose nothing if you try it. The 90/10% Principle is incredible. Yet few know and apply this Principle. The result? You will see it yourself!
Millions of people are suffering from undeserved stress, trials, problems and headaches. We all must understand and apply the 90/10% Principle. It can change your life! ...Enjoy it... It only takes willpower to give ourselves permission to make the difference. Absolutely everything we do, give, say or even think, it’s like a Boomerang. It will come back to us. We want to receive; we need to learn to give first. May be we will end with our hands empty, but our heart will be filled with love.... And those who love life have that feeling marked in their hearts...
Discover the 90/10 Principle
It will change your life (or at least, the way you react to situations)
What is this Principle?
10% of life is made up of what happens to you....90% of life is decided by how you react...
What does this mean?
We really have NO control over 10% of what happens to us. We have NO control over this 10%. The other 90% is different. You determine the other 90%. How? By your reaction. You cannot control a red light. However, you can control your reaction. Do not let other people fool you. YOU can control how you react. Let us use an example....
You are having breakfast with your family. Your daughter knocks over a cup of coffee ONTO your business shirt.You have no control over what has just happened. What happens next will be determined by how you react.You curse. You harshly scold your daughter for knocking the cup over. She breaks down in tears. After scolding her, you turn to your wife and you criticise her for placing the cup too close to the edge of the table. A short verbal battle follows. You storm upstairs and change your shirt. Back downstairs, you find your daughter has been too busy crying to finish her breakfast and getting ready to go to school. She misses the bus. Your spouse must leave immediately for work. You rush to the car and drive your daughter to school. Because you are late, you drive 120 km per hour in a 90 km per hour speed limit zone. After a 15 minute delay and throwing RM300.00 traffic fine away, you arrive at school. You daughter runs into the building without saying goodbye. After arriving at the office 20 minutes late, you realize you have forgotten your briefcase. Your day started terrible. As it continues, it seems to get worse and worse. You look forward to coming home. When you arrive home, you find a small wedge in your relationship with your wife and daughter. Why? Because of how you reacted in the morning. Why did you have a bad day? You cause it. You have no control over what happened with the coffee. How you reacted in those 5 seconds is what caused your bad day.
Here is what could have and should have happened. Coffee splashes over you. Your daughter is about to cry. You gently say:”It’s okay, honey, you just need to be More careful next time.” Grabbing a towel you go upstairs and change your shirt. You grab your briefcase and you come back down in time to look through the window and see your child getting on the bus. She turns and waves. You arrive 5 minutes early a cheerfully greet the staff. Notice the difference?
Two different scenarios. Both started the same. Bothe ended differently. Why? Because of how you reacted. You really have no control over 10% of what happens in your life. The other 90% was determined by your reaction. Now you know the 90/10 Principle. Apply it and you will be amazed at the results. You will lose nothing if you try it. The 90/10% Principle is incredible. Yet few know and apply this Principle. The result? You will see it yourself!
Millions of people are suffering from undeserved stress, trials, problems and headaches. We all must understand and apply the 90/10% Principle. It can change your life! ...Enjoy it... It only takes willpower to give ourselves permission to make the difference. Absolutely everything we do, give, say or even think, it’s like a Boomerang. It will come back to us. We want to receive; we need to learn to give first. May be we will end with our hands empty, but our heart will be filled with love.... And those who love life have that feeling marked in their hearts...
Wednesday, September 16, 2009
SUMMARY: THE RESEARCH PERSPECTIVE ON
IMPROVING SCHOOL AND CLASSROOM DISCIPLINE
School personnel seeking to improve the quality of discipline in their schools and classrooms are encouraged to follow the guidelines implicit in the discipline research. These include:
AT THE SCHOOL LEVEL:
1. Engage school- and community-wide commitment to establishing and maintaining appropriate student behavior in school and at school-sponsored events.
2. Establish and communicate high expectations for student behavior.
3. With input from students, develop clear behavioral rules and procedures and make these known to all stakeholders in the school, including parents and community.
4. Work on getting to know students as individuals; take an interest in their plans and activities.
5. Work to improve communication with and involvement of parents and community members in instruction, extracurricular activities, and governance.
6. If commercial, packaged discipline programs are used, modify their components to meet your unique school situation and delete those components which are not congruent with research.
7. For the principal:
8. Increase your visibility and informal involvement in the everyday life of the school; increase personal interactions with students.
9. Encourage teachers to handle all classroom discipline problems that they reasonably can; support their decisions.
10. Enhance teachers' skills as classroom managers and disciplinarians by arranging for appropriate staff development activities.
AT THE CLASSROOM LEVEL:
8. Hold and communicate high behavioral expectations.
9. Establish clear rules and procedures and instruct students in how to follow them; give primary-level children and low-SES children, in particular, a great deal of instruction, practice, and reminding.
10. Make clear to students the consequences of misbehavior.
11. Enforce classroom rules promptly, consistently, and equitably from the very first day of school.
12. Work to instill a sense of self-discipline in students; devote time to teaching self-monitoring skills.
13. Maintain a brisk instructional pace and make smooth transitions between activities.
14. Monitor classroom activities and give students feedback and reinforcement regarding their behavior.
15. Create opportunities for students (particularly those with behavioral problems) to experience success in their learning and social behavior.
16. Identify those students who seem to lack a sense of personal efficacy and work to help them achieve an internal locus of control.
17. Make use of cooperative learning groups, as appropriate.
18. Make use of humor, when suitable, to stimulate student interest or reduce classroom tensions.
19. Remove distracting materials (athletic equipment, art materials, etc.) from view when instruction is in progress.
WHEN DISCIPLINE PROBLEMS ARISE:
20. Intervene quickly; do not allow behavior that violates school or classroom rules to go unchecked.
21. As appropriate, develop reinforcement schedules and use these with misbehaving students.
22. Instruct students with behavior problems in selfcontrol skills; teach them how to observe their own behavior, talk themselves through appropriate behavior patterns, and reinforce themselves for succeeding.
23. Teach misbehaving students general prosocial skills--self-awareness, cooperation, and helping.
24. Place misbehaving students in peer tutoring arrangements; have them serve either as tutors or tutees, as appropriate.
25. Make use of punishments which are reasonable for the infraction committed; provide support to help students improve their behavior.
26. Make use of counseling services for students with behavior problems; counseling should seek the cause of the misconduct and assist students in developing needed skills to behave appropriately.
27. Make use of in-school suspension programs, which include guidance, support, planning for change, and skill building.
28. Collaborate with misbehaving students on developing and signing contingency contracts to help stimulate behavioral change; follow through on terms of contracts.
29. Make use of home-based reinforcement to increase the effectiveness of school-based agreements and directives.
30. In schools which are troubled with severe discipline problems and negative climates, a broadbased organizational development approach may be needed to bring about meaningful change; community involvement and support is critical to the success of such efforts.
INEFFECTIVE DISCIPLINE PRACTICES:
31. Avoid the use of vague or unenforceable rules.
32. Do not ignore sudent behavior which violates school or classroom rules; it will not go away.
33. Avoid ambiguous or inconsistent treatment of misbehavior.
34. Avoid draconian punishments and punishments delivered without accompanying support.
35. Avoid corporal punishment.
36. Avoid out-of-school suspension whenever possible. Reserve the use of suspension for serious misconduct only.
IMPROVING SCHOOL AND CLASSROOM DISCIPLINE
School personnel seeking to improve the quality of discipline in their schools and classrooms are encouraged to follow the guidelines implicit in the discipline research. These include:
AT THE SCHOOL LEVEL:
1. Engage school- and community-wide commitment to establishing and maintaining appropriate student behavior in school and at school-sponsored events.
2. Establish and communicate high expectations for student behavior.
3. With input from students, develop clear behavioral rules and procedures and make these known to all stakeholders in the school, including parents and community.
4. Work on getting to know students as individuals; take an interest in their plans and activities.
5. Work to improve communication with and involvement of parents and community members in instruction, extracurricular activities, and governance.
6. If commercial, packaged discipline programs are used, modify their components to meet your unique school situation and delete those components which are not congruent with research.
7. For the principal:
8. Increase your visibility and informal involvement in the everyday life of the school; increase personal interactions with students.
9. Encourage teachers to handle all classroom discipline problems that they reasonably can; support their decisions.
10. Enhance teachers' skills as classroom managers and disciplinarians by arranging for appropriate staff development activities.
AT THE CLASSROOM LEVEL:
8. Hold and communicate high behavioral expectations.
9. Establish clear rules and procedures and instruct students in how to follow them; give primary-level children and low-SES children, in particular, a great deal of instruction, practice, and reminding.
10. Make clear to students the consequences of misbehavior.
11. Enforce classroom rules promptly, consistently, and equitably from the very first day of school.
12. Work to instill a sense of self-discipline in students; devote time to teaching self-monitoring skills.
13. Maintain a brisk instructional pace and make smooth transitions between activities.
14. Monitor classroom activities and give students feedback and reinforcement regarding their behavior.
15. Create opportunities for students (particularly those with behavioral problems) to experience success in their learning and social behavior.
16. Identify those students who seem to lack a sense of personal efficacy and work to help them achieve an internal locus of control.
17. Make use of cooperative learning groups, as appropriate.
18. Make use of humor, when suitable, to stimulate student interest or reduce classroom tensions.
19. Remove distracting materials (athletic equipment, art materials, etc.) from view when instruction is in progress.
WHEN DISCIPLINE PROBLEMS ARISE:
20. Intervene quickly; do not allow behavior that violates school or classroom rules to go unchecked.
21. As appropriate, develop reinforcement schedules and use these with misbehaving students.
22. Instruct students with behavior problems in selfcontrol skills; teach them how to observe their own behavior, talk themselves through appropriate behavior patterns, and reinforce themselves for succeeding.
23. Teach misbehaving students general prosocial skills--self-awareness, cooperation, and helping.
24. Place misbehaving students in peer tutoring arrangements; have them serve either as tutors or tutees, as appropriate.
25. Make use of punishments which are reasonable for the infraction committed; provide support to help students improve their behavior.
26. Make use of counseling services for students with behavior problems; counseling should seek the cause of the misconduct and assist students in developing needed skills to behave appropriately.
27. Make use of in-school suspension programs, which include guidance, support, planning for change, and skill building.
28. Collaborate with misbehaving students on developing and signing contingency contracts to help stimulate behavioral change; follow through on terms of contracts.
29. Make use of home-based reinforcement to increase the effectiveness of school-based agreements and directives.
30. In schools which are troubled with severe discipline problems and negative climates, a broadbased organizational development approach may be needed to bring about meaningful change; community involvement and support is critical to the success of such efforts.
INEFFECTIVE DISCIPLINE PRACTICES:
31. Avoid the use of vague or unenforceable rules.
32. Do not ignore sudent behavior which violates school or classroom rules; it will not go away.
33. Avoid ambiguous or inconsistent treatment of misbehavior.
34. Avoid draconian punishments and punishments delivered without accompanying support.
35. Avoid corporal punishment.
36. Avoid out-of-school suspension whenever possible. Reserve the use of suspension for serious misconduct only.
Delegating principals
· Commitment, on the part of all staff, to establishing and maintaining appropriate student behavior as an essential precondition of learning. Well-disciplined schools tend to be those in which there is a schoolwide emphasis on the importance of learning and intolerance of conditions which inhibit learning.
· High behavioral expectations. In contrast to poorly disciplined schools, staff in well-disciplined schools share and communicate high expectations for appropriate student behavior.
· Clear and broad-based rules. Rules, sanctions, and procedures are developed with input from students, are clearly specified, and are made known to everyone in the school. Researchers have found that student participation in developing and reviewing school discipline programs creates a sense of ownership and belongingness. Widespread dissemination of clearly stated rules and procedures, moreover, assures that all students and staff understand what is and is not acceptable.
· Warm school climate. A warm social climate, characterized by a concern for students as individuals, is typical of well-disciplined schools. Teachers and administrators take an interest in the personal goals, achievements, and problems of students and support them in their academic and extracurricular activities.
· A visible, supportive principal. Many poorly disciplined schools have principals who are visible only for "official" duties such as assemblies or when enforcing school discipline. In contrast, principals of well-disciplined schools tend to be very visible in hallways and classrooms, talking informally with teachers and students, speaking to them by name, and expressing interest in their activities.
· Delegation of discipline authority to teachers. Principals in well-disciplined schools take responsibility for dealing with serious infractions, but they hold teachers responsible for handling routine classroom discipline problems. They assist teachers to improve their classroom management and discipline skills by arranging for staff development activities as needed. Close ties with communities. Researchers have generally found that well-disciplined schools are those which have a high level of communication and partnership with the communities they serve. These schools have a higher-than-average incidence of parent involvement in school functions, and communities are kept informed of school goals and activities.
· High behavioral expectations. In contrast to poorly disciplined schools, staff in well-disciplined schools share and communicate high expectations for appropriate student behavior.
· Clear and broad-based rules. Rules, sanctions, and procedures are developed with input from students, are clearly specified, and are made known to everyone in the school. Researchers have found that student participation in developing and reviewing school discipline programs creates a sense of ownership and belongingness. Widespread dissemination of clearly stated rules and procedures, moreover, assures that all students and staff understand what is and is not acceptable.
· Warm school climate. A warm social climate, characterized by a concern for students as individuals, is typical of well-disciplined schools. Teachers and administrators take an interest in the personal goals, achievements, and problems of students and support them in their academic and extracurricular activities.
· A visible, supportive principal. Many poorly disciplined schools have principals who are visible only for "official" duties such as assemblies or when enforcing school discipline. In contrast, principals of well-disciplined schools tend to be very visible in hallways and classrooms, talking informally with teachers and students, speaking to them by name, and expressing interest in their activities.
· Delegation of discipline authority to teachers. Principals in well-disciplined schools take responsibility for dealing with serious infractions, but they hold teachers responsible for handling routine classroom discipline problems. They assist teachers to improve their classroom management and discipline skills by arranging for staff development activities as needed. Close ties with communities. Researchers have generally found that well-disciplined schools are those which have a high level of communication and partnership with the communities they serve. These schools have a higher-than-average incidence of parent involvement in school functions, and communities are kept informed of school goals and activities.
Discipline Problems
Students who require correction from inappropriate behaviours respond better when they are given the opportunity to respond to your directions. It's easier to correct students if you follow five rules:
Stop talking as soon as you feel a stress level has been reached.
Don't expect a response immediately after you have corrected the student.
Give the student time to think when you aren't talking. Say, "Think about what you would like to say before responding."
Give the student a chance to respond by saying, "Can you think how you might have done it better?"
Finally, before you give advice, ask if it is wanted. Say, "Would you like me to give you some suggestions?" or "Can I help you by offering some suggestions?"
You may recognize students early who have the potential to disrupt the class. There are ways to avoid problems by addressing the situation early.
Speak to the student as early as possible outside the classroom situation.
One-to-one, ask the student "why" he/she behaved as he/she did. Explain why the behaviour cannot be tolerated in a classroom situation.
Suggest ways to help the student improve his/her conduct.
Make a special effort to talk to the student before every class about something. Get to know them on a different basis other than tutor-student.
Remember
It isn't the students you counsel and the students you discipline who will make your life difficult. It's the students you don't correct.
The longer you wait, the harder it will be to change the student's behaviour.
Students who require correction from inappropriate behaviours respond better when they are given the opportunity to respond to your directions. It's easier to correct students if you follow five rules:
Stop talking as soon as you feel a stress level has been reached.
Don't expect a response immediately after you have corrected the student.
Give the student time to think when you aren't talking. Say, "Think about what you would like to say before responding."
Give the student a chance to respond by saying, "Can you think how you might have done it better?"
Finally, before you give advice, ask if it is wanted. Say, "Would you like me to give you some suggestions?" or "Can I help you by offering some suggestions?"
You may recognize students early who have the potential to disrupt the class. There are ways to avoid problems by addressing the situation early.
Speak to the student as early as possible outside the classroom situation.
One-to-one, ask the student "why" he/she behaved as he/she did. Explain why the behaviour cannot be tolerated in a classroom situation.
Suggest ways to help the student improve his/her conduct.
Make a special effort to talk to the student before every class about something. Get to know them on a different basis other than tutor-student.
Remember
It isn't the students you counsel and the students you discipline who will make your life difficult. It's the students you don't correct.
The longer you wait, the harder it will be to change the student's behaviour.
Creating classroom discipline problems is easy. By following the ten simple rules listed you should be able to substantially improve your skill at this popular teacher pastime.
1. Expect the worst from kids. This will keep you on guard at all times.
2. Never tell students what is expected of them. Kids need to learn to figure things out for themselves.
3. Punish and criticize kids often. This better prepares them for real life.
4. Punish the whole class when one student misbehaves. All the other students were probably doing the same thing or at least thinking about doing it.
5. Never give students privileges. It makes students soft
1. Expect the worst from kids. This will keep you on guard at all times.
2. Never tell students what is expected of them. Kids need to learn to figure things out for themselves.
3. Punish and criticize kids often. This better prepares them for real life.
4. Punish the whole class when one student misbehaves. All the other students were probably doing the same thing or at least thinking about doing it.
5. Never give students privileges. It makes students soft
Here are some specific tips for the classroom, many of which can be used on the school bus,
the playground or any other place where school employees supervise students.
BE SURE TO: Greet students as they enter your classroom.
BECAUSE: This not only models the kind of courteous behavior you want to instill in your
students, but it also gives you an opportunity for "early targeting" of potential troublemakers.
You may pick up early warning signs of potential trouble, e.g., anger, illness, arguments, fights,
trouble on the way to school, inappropriate attire or paraphernalia, homework not done, etc.
Without early targeting or intervention, small problems can escalate to major disruption or
violence.
BE SURE TO: Make "Before-Class-Starts" activities available in the classroom to engage
students in positive and productive interactions. Such activities could include board games, a
five-minute "free conversation" period or simple calisthenics.
BECAUSE: The "dead time" before the bell can be "deadly" if students don’t have a way to
channel their energies.
BE SURE TO: Have a designated place within your view for students to turn in homework
assignments as they enter.
BECAUSE: The failure of students to turn in homework on time can be a major disruption to
the class. When asked why they have not completed their assignments, students will often
engage in denials and excuses, resulting in a waste of learning time. With a homework box, or
other designated place for students to turn in work, the teacher or paraprofessional can watch
the students as they enter to see who has completed their assignments and who has not.
BE SURE TO: Have a few (three to five) basic overarching rules in place to help govern student
behavior in the classroom or on the school bus.
BECAUSE: Overarching rules provide parameters within which each student can function in
the group and identify his or her own appropriate and inappropriate behaviors. This promotes
individual ownership of the rules and encourages responsibility. (Examples of four good
overarching rules--be prompt, be polite, be prepared, be productive. Examples of bad rules--
do not chew gum, do not talk). Recite the rules often at the beginning of the school year and
make sure to explain why these rules are necessary.
BE SURE THAT: Your students know and understand the rules. Teach and reinforce the rules
as if they were curriculum, repeating them often as needed.
BECAUSE: Many school employees believe that a read-through and quick review of classroom
or school bus rules are enough to ensure student understanding and buy-in. This is a
dangerous misconception. Researchers have discovered that many young students really
don’t understand the meaning of words in the rules, such as "courteous." Also, don’t assume
that students have been taught proper behavior at home. Learning how to respect one’s self
and others is something that must be taught and reinforced.
BE SURE TO: Develop expectations for behavior that are backed up by a set of fair, workable,
enforceable and hierarchical consequences. Do not promise a consequence you cannot
deliver.
BECAUSE: Consequences are an important link to the effectiveness of your discipline code. If
the consequences fall apart, or are not there to begin with, the whole thing collapses. If they
are not enforced, the teacher’s credibility is damaged. Negative consequences should increase
in severity (hierarchical). Rule breaking and the punishment should be documented so that
you can prove that those students whom you disciplined exhibited unacceptable behavior.
This is very important when dealing with parents. Proper documentation can also help to
ensure that administrators give you the support you need to enforce your discipline plan.
BE SURE TO: When possible, involve your students in developing the rules.
BECAUSE: By involving students in the drafting of the rules you help create an environment in
which the students have a role in enforcing the rules. Peer pressure can be very effective in
helping to keep an orderly class.
BE SURE THAT: Parents know and understand your rules, including the consequences. Make
several different attempts to contact them. Phone calls and mailing letters to the home are the
most effective means of contacting parents. Do not depend on students’ hand-delivering the
rules to parents.
BECAUSE: Parents who are not aware of or are not well-versed in discipline policies are prone
to side with their children and might feel that the school employee’s actions (especially
suspension or expulsion) are arbitrary or biased.
BE SURE TO: Move a child who acts up on a school bus to the front of the bus -- perhaps at
the next regular stop. If the action is severe enough to cause possible injury, bus drivers
suggest pulling over immediately to a safe location off the road.
BECAUSE: You should avoid, if possible, disciplining a child in front of his/her peers because
this can result in a child feeling that he/she needs to show off by becoming more aggressive.
Move the student away from other students and friends to a place where you can observe
his/her behavior. It is usually best to wait until you arrive at the school site to continue
following the standard disciplinary procedures.
BE SURE THAT: School administrators are aware of your rules and consequences and the
roles that they, as school leaders, may have to play in supporting your efforts.
BECAUSE: While you cannot always count on getting the support you need from the school
administration, you still should try to elicit their help. The worst thing that can happen to
dismantle a classroom discipline plan is to have "no supportive action" or "counterenforcement
action" from building administrators. This sends a message to students that
nothing is going to happen no matter what the infraction. By the same token, don’t set rules
you know won’t be supported by administrators.
BE SURE TO: Plan out the arrangement of furniture, desks and supplies in your classroom for
ease of traffic flow, access and visibility. Design seating charts that keep all students within eye
contact. Do not put all troublemakers together and do not place them in the back of the room!
Avoid, to the best of your ability, congested aisles and stumbling blocks to easy access of
supplies. (Appoint class monitors.)
BECAUSE: Classrooms are places where there is constant traffic. The ease of flow can prevent
"traffic jams." Often, when students are placed in close and uncomfortable contact, flare-ups
become common. Moreover, teachers should be able to see each student, and each student
should be able to see the teacher. This provides opportunities for what is called "early desists"
of potentially disruptive behaviors.
BE SURE TO: Learn all students’ names as soon as possible--within the first three days of
school.
BECAUSE: Knowing students’ names helps to develop a personal relationship between you
and your students. It also helps with early targeting and early intervention by accurately
identifying troublemakers. When you don’t know names and try other forms of identification
(boy-in-blue-shirt), students can play games of avoidance, denial and trickery.
BE SURE TO: Figure out ways of scheduling routine classroom procedures smoothly and with
the least possible disruption (e.g., taking attendance, tardiness, leaving the room, bulletin
boards, grades, make-up work). Teach your classroom procedures as if they were curriculum.
BECAUSE: Student disruption and dissatisfaction can result from student anxiety and
uncertainty about how to do things in the classroom. Procedures change from class to class,
based on teacher style. Students should know how to function in each class.
BE SURE TO: Look for and try to understand differences between ADD (Attention Deficit
Disorder) behaviors and general misbehavior. Your school should already be supplying
training and policy information about this, especially in view of current increases in
mainstreaming and inclusion. If not, contact your local union representatives and ask them to
work with the administration to make this kind of training available.
BECAUSE: It is difficult to identify those students who are affected by ADD and those who are
not. Issues of fairness or legal problems can arise with the teacher caught in the middle.
BE SURE TO: Educate yourself on the rules and policies concerning disruptive and violent
behavior by special education students.
BECAUSE: Rules governing what you can or cannot do to discipline special education
students who have committed the same infractions as regular education students can be
different. This can cause havoc in the classroom or on the school bus. If you are unsure of your
authority or the rights of your students, ask your school’s administration for clarification.
the playground or any other place where school employees supervise students.
BE SURE TO: Greet students as they enter your classroom.
BECAUSE: This not only models the kind of courteous behavior you want to instill in your
students, but it also gives you an opportunity for "early targeting" of potential troublemakers.
You may pick up early warning signs of potential trouble, e.g., anger, illness, arguments, fights,
trouble on the way to school, inappropriate attire or paraphernalia, homework not done, etc.
Without early targeting or intervention, small problems can escalate to major disruption or
violence.
BE SURE TO: Make "Before-Class-Starts" activities available in the classroom to engage
students in positive and productive interactions. Such activities could include board games, a
five-minute "free conversation" period or simple calisthenics.
BECAUSE: The "dead time" before the bell can be "deadly" if students don’t have a way to
channel their energies.
BE SURE TO: Have a designated place within your view for students to turn in homework
assignments as they enter.
BECAUSE: The failure of students to turn in homework on time can be a major disruption to
the class. When asked why they have not completed their assignments, students will often
engage in denials and excuses, resulting in a waste of learning time. With a homework box, or
other designated place for students to turn in work, the teacher or paraprofessional can watch
the students as they enter to see who has completed their assignments and who has not.
BE SURE TO: Have a few (three to five) basic overarching rules in place to help govern student
behavior in the classroom or on the school bus.
BECAUSE: Overarching rules provide parameters within which each student can function in
the group and identify his or her own appropriate and inappropriate behaviors. This promotes
individual ownership of the rules and encourages responsibility. (Examples of four good
overarching rules--be prompt, be polite, be prepared, be productive. Examples of bad rules--
do not chew gum, do not talk). Recite the rules often at the beginning of the school year and
make sure to explain why these rules are necessary.
BE SURE THAT: Your students know and understand the rules. Teach and reinforce the rules
as if they were curriculum, repeating them often as needed.
BECAUSE: Many school employees believe that a read-through and quick review of classroom
or school bus rules are enough to ensure student understanding and buy-in. This is a
dangerous misconception. Researchers have discovered that many young students really
don’t understand the meaning of words in the rules, such as "courteous." Also, don’t assume
that students have been taught proper behavior at home. Learning how to respect one’s self
and others is something that must be taught and reinforced.
BE SURE TO: Develop expectations for behavior that are backed up by a set of fair, workable,
enforceable and hierarchical consequences. Do not promise a consequence you cannot
deliver.
BECAUSE: Consequences are an important link to the effectiveness of your discipline code. If
the consequences fall apart, or are not there to begin with, the whole thing collapses. If they
are not enforced, the teacher’s credibility is damaged. Negative consequences should increase
in severity (hierarchical). Rule breaking and the punishment should be documented so that
you can prove that those students whom you disciplined exhibited unacceptable behavior.
This is very important when dealing with parents. Proper documentation can also help to
ensure that administrators give you the support you need to enforce your discipline plan.
BE SURE TO: When possible, involve your students in developing the rules.
BECAUSE: By involving students in the drafting of the rules you help create an environment in
which the students have a role in enforcing the rules. Peer pressure can be very effective in
helping to keep an orderly class.
BE SURE THAT: Parents know and understand your rules, including the consequences. Make
several different attempts to contact them. Phone calls and mailing letters to the home are the
most effective means of contacting parents. Do not depend on students’ hand-delivering the
rules to parents.
BECAUSE: Parents who are not aware of or are not well-versed in discipline policies are prone
to side with their children and might feel that the school employee’s actions (especially
suspension or expulsion) are arbitrary or biased.
BE SURE TO: Move a child who acts up on a school bus to the front of the bus -- perhaps at
the next regular stop. If the action is severe enough to cause possible injury, bus drivers
suggest pulling over immediately to a safe location off the road.
BECAUSE: You should avoid, if possible, disciplining a child in front of his/her peers because
this can result in a child feeling that he/she needs to show off by becoming more aggressive.
Move the student away from other students and friends to a place where you can observe
his/her behavior. It is usually best to wait until you arrive at the school site to continue
following the standard disciplinary procedures.
BE SURE THAT: School administrators are aware of your rules and consequences and the
roles that they, as school leaders, may have to play in supporting your efforts.
BECAUSE: While you cannot always count on getting the support you need from the school
administration, you still should try to elicit their help. The worst thing that can happen to
dismantle a classroom discipline plan is to have "no supportive action" or "counterenforcement
action" from building administrators. This sends a message to students that
nothing is going to happen no matter what the infraction. By the same token, don’t set rules
you know won’t be supported by administrators.
BE SURE TO: Plan out the arrangement of furniture, desks and supplies in your classroom for
ease of traffic flow, access and visibility. Design seating charts that keep all students within eye
contact. Do not put all troublemakers together and do not place them in the back of the room!
Avoid, to the best of your ability, congested aisles and stumbling blocks to easy access of
supplies. (Appoint class monitors.)
BECAUSE: Classrooms are places where there is constant traffic. The ease of flow can prevent
"traffic jams." Often, when students are placed in close and uncomfortable contact, flare-ups
become common. Moreover, teachers should be able to see each student, and each student
should be able to see the teacher. This provides opportunities for what is called "early desists"
of potentially disruptive behaviors.
BE SURE TO: Learn all students’ names as soon as possible--within the first three days of
school.
BECAUSE: Knowing students’ names helps to develop a personal relationship between you
and your students. It also helps with early targeting and early intervention by accurately
identifying troublemakers. When you don’t know names and try other forms of identification
(boy-in-blue-shirt), students can play games of avoidance, denial and trickery.
BE SURE TO: Figure out ways of scheduling routine classroom procedures smoothly and with
the least possible disruption (e.g., taking attendance, tardiness, leaving the room, bulletin
boards, grades, make-up work). Teach your classroom procedures as if they were curriculum.
BECAUSE: Student disruption and dissatisfaction can result from student anxiety and
uncertainty about how to do things in the classroom. Procedures change from class to class,
based on teacher style. Students should know how to function in each class.
BE SURE TO: Look for and try to understand differences between ADD (Attention Deficit
Disorder) behaviors and general misbehavior. Your school should already be supplying
training and policy information about this, especially in view of current increases in
mainstreaming and inclusion. If not, contact your local union representatives and ask them to
work with the administration to make this kind of training available.
BECAUSE: It is difficult to identify those students who are affected by ADD and those who are
not. Issues of fairness or legal problems can arise with the teacher caught in the middle.
BE SURE TO: Educate yourself on the rules and policies concerning disruptive and violent
behavior by special education students.
BECAUSE: Rules governing what you can or cannot do to discipline special education
students who have committed the same infractions as regular education students can be
different. This can cause havoc in the classroom or on the school bus. If you are unsure of your
authority or the rights of your students, ask your school’s administration for clarification.
More Tips
· Prominently display copies of the discipline codes and let students and parents know
where it is kept.
· Maintain dated personal documentation of individual cases and what actions you
took.
· Avoid public verbal confrontations with students. When a discussion is headed in that
direction, cut it off immediately. Arrange a private talk.
· Avoid physical confrontations with students. Have a contingency plan in place to get
help if a fight erupts.
· Be creative. If you are teaching young students who seem unable to sit still, try taking
breaks from time to time and have them do exercises at their desks.
· Prominently display copies of the discipline codes and let students and parents know
where it is kept.
· Maintain dated personal documentation of individual cases and what actions you
took.
· Avoid public verbal confrontations with students. When a discussion is headed in that
direction, cut it off immediately. Arrange a private talk.
· Avoid physical confrontations with students. Have a contingency plan in place to get
help if a fight erupts.
· Be creative. If you are teaching young students who seem unable to sit still, try taking
breaks from time to time and have them do exercises at their desks.
TIPS
Tips:
1. Recognize the warning signs of disruption. Obviously this comes with practice of classroom management. However, some signs are fairly obvious.
2. Sarcasm should be used sparingly if at all. If you do use it, make sure you know the student who you are using it with well. Many students do not have the capacity to know that sarcasm is not meant to be taken literally. Further, other students could find your sarcasm as inflammatory which would defeat your purpose of greater classroom management.
3. Consistency and fairness are essential for effective classroom management. If you ignore disruptions one day and come down hard on them the next, you will not be seen as consistent. You will lose respect and disruptions will probably increase. Further, if you are not fair in your punishments, making sure to treat all students fairly then students will quickly realize this and lose respect for you. You should also start each day fresh, not holding disruptions against students and instead expecting them to behave.
4. It's easier to get easier. Start the year very strict so that students see that you are willing to do what it takes to have your classroom under control. They will understand that you expect learning to occur in your room. You can always let up as the year goes on.
5. Rules must be easy to understand and manageable. Make sure that you don't have such a large number of rules that your students can't consistently follow them.
What You Need:
· Posted Classroom Rules
· Discipline Plan
1. Recognize the warning signs of disruption. Obviously this comes with practice of classroom management. However, some signs are fairly obvious.
2. Sarcasm should be used sparingly if at all. If you do use it, make sure you know the student who you are using it with well. Many students do not have the capacity to know that sarcasm is not meant to be taken literally. Further, other students could find your sarcasm as inflammatory which would defeat your purpose of greater classroom management.
3. Consistency and fairness are essential for effective classroom management. If you ignore disruptions one day and come down hard on them the next, you will not be seen as consistent. You will lose respect and disruptions will probably increase. Further, if you are not fair in your punishments, making sure to treat all students fairly then students will quickly realize this and lose respect for you. You should also start each day fresh, not holding disruptions against students and instead expecting them to behave.
4. It's easier to get easier. Start the year very strict so that students see that you are willing to do what it takes to have your classroom under control. They will understand that you expect learning to occur in your room. You can always let up as the year goes on.
5. Rules must be easy to understand and manageable. Make sure that you don't have such a large number of rules that your students can't consistently follow them.
What You Need:
· Posted Classroom Rules
· Discipline Plan
Discipline Problems
Discipline problems are listed as the major concern for most new teachers. What can teachers expect and how can they effectively handle discipline problems? Classroom management combined with an effective discipline plan is the key. This how to will help you see some important steps in dealing with discipline problems that may arise in your classroom.
1. Begin each class period with a positive attitude and high expectations. If you expect your students to misbehave or you approach them negatively, you will get misbehaviour. This is an often overlooked aspect of classroom management.
2. Come to class prepared with lessons for the day. In fact, over plan with your lessons. Make sure to have all your materials and methods ready to go. Reducing downtime will help maintain discipline in your classroom.
3. Work on making transitions between parts of lessons smooth. In other words, as you move from whole group discussion to independent work, try to minimize the disruption to the class. Have your papers ready to go or your assignment already written on the board. Many disruptions occur during transitional times during lessons.
4. Watch your students as they come into class. Look for signs of possible problems before class even begins. For example, if you notice a heated discussion or problem before class starts, try to deal with the problem then. Allow the students a few moments to talk with you or with each other before you start your lesson to try and work things out. Separate them if necessary and try to gain agreement that during your class period at least they will drop whatever issue they have.
5. Have a posted discipline plan that you follow consistently for effective classroom management. Depending on the severity of the offense, this should allow students a warning or two before punishment begins. Your plan should be easy to follow and also should cause a minimum of disruption in your class. For example, your discipline plan might be - First Offense: Verbal Warning, Second Offense: Detention with teacher, Third Offense: Referral.
6. Meet disruptions that arise in your class with in kind measures. In other words, don't elevate disruptions above their current level. Your discipline plan should provide for this, however, sometimes your own personal issues can get in the way. For example, if two students are talking in the back of the room and your first step in the plan is to give your students a verbal warning, don't stop your instruction to begin yelling at the students. Instead, have a set policy that simply saying a student's name is enough of a clue for them to get back on task. Another technique is to ask one of them a question.
7. Try to use humor to diffuse situations before things get out of hand. Note: Know your students. The following example would be used with students you know would not elevate the situation to another level. For example, if you tell your students to open their books to page 51 and three students are busy talking, do not immediately yell at them. Instead, smile, say their names, and ask them kindly if they could please wait until later to finish their conversation because you would really like to hear how it ends and you have to get this class finished. This will probably get a few laughs but also get your point across.
8. If a student becomes verbally confrontational with you, remain calm and remove them from the situation as quickly as possible. Do not get into yelling matches with your students. There will always be a winner and a loser which sets up a power struggle that could continue throughout the year. Further, do not bring the rest of the class into the situation by involving them in the discipline or the writing of the referral.
9. If a student becomes physical, remember the safety of the other students is paramount. Remain as calm as possible; your demeanour can sometimes diffuse the situation. You should have a plan for dealing with violence that you discussed with students early in the year. You should use the call button for assistance. You could also have a student designated to get help from another teacher. Send the other students from the room if it appears they could get hurt. If the fight is between two students, follow your school's rules concerning teacher involvement as many want teachers to stay out of fights until help arrives.
10. Keep an anecdotal record of major issues that arise in your class. This might be necessary if you are asked for a history of classroom disruptions or other documentation.Let it go at the end of the day. Classroom management and disruption issues should be left in class so that you can have some down time to recharge before coming back to another day of teaching.
1. Begin each class period with a positive attitude and high expectations. If you expect your students to misbehave or you approach them negatively, you will get misbehaviour. This is an often overlooked aspect of classroom management.
2. Come to class prepared with lessons for the day. In fact, over plan with your lessons. Make sure to have all your materials and methods ready to go. Reducing downtime will help maintain discipline in your classroom.
3. Work on making transitions between parts of lessons smooth. In other words, as you move from whole group discussion to independent work, try to minimize the disruption to the class. Have your papers ready to go or your assignment already written on the board. Many disruptions occur during transitional times during lessons.
4. Watch your students as they come into class. Look for signs of possible problems before class even begins. For example, if you notice a heated discussion or problem before class starts, try to deal with the problem then. Allow the students a few moments to talk with you or with each other before you start your lesson to try and work things out. Separate them if necessary and try to gain agreement that during your class period at least they will drop whatever issue they have.
5. Have a posted discipline plan that you follow consistently for effective classroom management. Depending on the severity of the offense, this should allow students a warning or two before punishment begins. Your plan should be easy to follow and also should cause a minimum of disruption in your class. For example, your discipline plan might be - First Offense: Verbal Warning, Second Offense: Detention with teacher, Third Offense: Referral.
6. Meet disruptions that arise in your class with in kind measures. In other words, don't elevate disruptions above their current level. Your discipline plan should provide for this, however, sometimes your own personal issues can get in the way. For example, if two students are talking in the back of the room and your first step in the plan is to give your students a verbal warning, don't stop your instruction to begin yelling at the students. Instead, have a set policy that simply saying a student's name is enough of a clue for them to get back on task. Another technique is to ask one of them a question.
7. Try to use humor to diffuse situations before things get out of hand. Note: Know your students. The following example would be used with students you know would not elevate the situation to another level. For example, if you tell your students to open their books to page 51 and three students are busy talking, do not immediately yell at them. Instead, smile, say their names, and ask them kindly if they could please wait until later to finish their conversation because you would really like to hear how it ends and you have to get this class finished. This will probably get a few laughs but also get your point across.
8. If a student becomes verbally confrontational with you, remain calm and remove them from the situation as quickly as possible. Do not get into yelling matches with your students. There will always be a winner and a loser which sets up a power struggle that could continue throughout the year. Further, do not bring the rest of the class into the situation by involving them in the discipline or the writing of the referral.
9. If a student becomes physical, remember the safety of the other students is paramount. Remain as calm as possible; your demeanour can sometimes diffuse the situation. You should have a plan for dealing with violence that you discussed with students early in the year. You should use the call button for assistance. You could also have a student designated to get help from another teacher. Send the other students from the room if it appears they could get hurt. If the fight is between two students, follow your school's rules concerning teacher involvement as many want teachers to stay out of fights until help arrives.
10. Keep an anecdotal record of major issues that arise in your class. This might be necessary if you are asked for a history of classroom disruptions or other documentation.Let it go at the end of the day. Classroom management and disruption issues should be left in class so that you can have some down time to recharge before coming back to another day of teaching.
To develop self leadership in life through self love.
If you are playing the role of mother, daughter, daughter-in-law, sister and wife, you will understand that these multiple roles can be very complex and challenging.
These are five Life skills that can help you to overcome these challenging roles in the 21st century.
1) Learn to communicate and express your feelings
2) Learn to set boundaries
3) Learn to say "No".
4) Learn to love yourself
5) Learn to let go
Communication and Self-expression
To do a good job of communicating your feelings, it is imperative to first listen. Accept other people's point of view. Check whether you have the time or ability to do the job, or project or errands or to help someone. Explain why you cannot do it and how you feel about doing or not doing it. You will gain respect from your self-expression.
Learn to set boundaries
People do not know what you are thinking, nor your lifestyle or whether you have the time or able to do something. It is your responsibility to set boundaries of how much time you wish to spend with a friend who call you up for coffee. Another example, could be a relative who wants you to accompany him or her to go somewhere that you have no business to be there.
Learn to say "No"
You teach people to treat you. If you think saying "Yes" when you mean to say "No" is easier, deep inside you, you will be eating yourself inside out! After a while, you are really teaching people to treat you and they assume you don't mind. Is it their fault that you feel miserable? They are not mind-reader. It's your responsibility to express yourself truthfully.
Learn to love yourself
By loving yourself I mean being aware of your mental, physical, emotional and spiritual well being. It's not being self-centred. It's self care. If you can't take care of yourself, how balance can you be? How can you look after others? How can you be a role model?
Learn to let go
Many people I know are very hard on themselves. Being perfect is so important to them that they cannot take failure as a form of feedback. If you think being a perfect mother, daughter, daughter-in-law, sister and wife are very important roles, you will find yourself being torn apart and overwhelmed. Chances are you will feel very angry, guilty, and frustrated.
Letting go of playing perfect roles is the first step to accepting yourself as who you are, whole and complete. It is liberating.
To shift the mindset of people to develop self-leadership in life through self-love. To connect parents and teens to inspire each other to live life purposefully.
These are five Life skills that can help you to overcome these challenging roles in the 21st century.
1) Learn to communicate and express your feelings
2) Learn to set boundaries
3) Learn to say "No".
4) Learn to love yourself
5) Learn to let go
Communication and Self-expression
To do a good job of communicating your feelings, it is imperative to first listen. Accept other people's point of view. Check whether you have the time or ability to do the job, or project or errands or to help someone. Explain why you cannot do it and how you feel about doing or not doing it. You will gain respect from your self-expression.
Learn to set boundaries
People do not know what you are thinking, nor your lifestyle or whether you have the time or able to do something. It is your responsibility to set boundaries of how much time you wish to spend with a friend who call you up for coffee. Another example, could be a relative who wants you to accompany him or her to go somewhere that you have no business to be there.
Learn to say "No"
You teach people to treat you. If you think saying "Yes" when you mean to say "No" is easier, deep inside you, you will be eating yourself inside out! After a while, you are really teaching people to treat you and they assume you don't mind. Is it their fault that you feel miserable? They are not mind-reader. It's your responsibility to express yourself truthfully.
Learn to love yourself
By loving yourself I mean being aware of your mental, physical, emotional and spiritual well being. It's not being self-centred. It's self care. If you can't take care of yourself, how balance can you be? How can you look after others? How can you be a role model?
Learn to let go
Many people I know are very hard on themselves. Being perfect is so important to them that they cannot take failure as a form of feedback. If you think being a perfect mother, daughter, daughter-in-law, sister and wife are very important roles, you will find yourself being torn apart and overwhelmed. Chances are you will feel very angry, guilty, and frustrated.
Letting go of playing perfect roles is the first step to accepting yourself as who you are, whole and complete. It is liberating.
To shift the mindset of people to develop self-leadership in life through self-love. To connect parents and teens to inspire each other to live life purposefully.
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