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Bullying is a widespread and concerning issue that affects children of all ages. Focusing on character education in the early years, this resource aims to prevent bullying before it starts. Educators can use this comprehensive framework and developmentally appropriate activities to teach young children compassion, conflict resolution, respect, and other positive, pro-social values as they cultivate a peaceful and supportive learning environment for all children. Judith Anne Rice is a keynote speaker specializing in character building. She is the author of several books and an early childhood family education teacher.
World Changers in the Classroom is a Kindness Curriculum designed to help young learners, between the ages of 3-6, develop the skills necessary for positive social-emotional development. Our lessons center around the two concepts of kindness and bravery, creating an important balance children need in order to thrive in school and out in the world.
How do we define compassion? Is it an emotional state, a motivation, a dispositional trait, or a cultivated attitude? How does it compare to altruism and empathy? Chapters in this Handbook present critical scientific evidence about compassion in numerous conceptions. All of these approaches to thinking about compassion are valid and contribute importantly to understanding how we respond to others who are suffering. Covering multiple levels of our lives and self-concept, from the individual, to the group, to the organization and culture, The Oxford Handbook of Compassion Science gathers evidence and models of compassion that treat the subject of compassion science with careful scientific scrutiny and concern. It explores the motivators of compassion, the effect on physiology, the co-occurrence of wellbeing, and compassion training interventions. Sectioned by thematic approaches, it pulls together basic and clinical research ranging across neurobiological, developmental, evolutionary, social, clinical, and applied areas in psychology such as business and education. In this sense, it comprises one of the first multidisciplinary and systematic approaches to examining compassion from multiple perspectives and frames of reference. With contributions from well-established scholars as well as young rising stars in the field, this Handbook bridges a wide variety of diverse perspectives, research methodologies, and theory, and provides a foundation for this new and rapidly growing field. It should be of great value to the new generation of basic and applied researchers examining compassion, and serve as a catalyst for academic researchers and students to support and develop the modern world.
In today's schools, students and teachers feel unprecedented—even alarming—levels of stress. How can we create calmer classrooms in which students concentrate better and feel more positive about themselves and others? Author Thomas Armstrong offers a compelling answer in the form of mindfulness, a secular practice he defines as the intentional focus of one's attention on the present moment in a nonjudgmental way. In Mindfulness in the Classroom, Armstrong - Explains how mindfulness affects the structure and function of the brain. - Provides an overview of mindfulness as both a personal practice and a classroom methodology that aligns with such educational models as Social and Emotional Learning (SEL), Positive Behavioral Intervention and Supports (PBIS), and Universal Design for Learning (UDL). - Shares and explains the extensive research that shows the positive effects of mindfulness practices in the classroom. - Describes how to adapt mindfulness for different grade levels, integrate it into regular school subjects, and implement it schoolwide. - Offers guidelines for teaching mindfulness responsibly, without religious overtones. Dozens of observations from teachers, students, researchers, and practitioners provide striking evidence of the power of mindfulness and offer hope to anyone who wants to make classrooms more productive places of learning.
Many world-class thinkers and creators have been concerned about the state of education in the United States. Discover their thoughts on how children really learn and what teachers must do to optimally tap children's latent abilities. During the last three decades, education reformers have pushed standardized testing and policies like No Child Left Behind and Common Core to improve test scores and proficiency in basic skills. However, during this period that author Thomas Armstrong calls the "miseducation of America," a number of troubling trends have surfaced, including a decrease in creative thinking scores among children in kindergarten through third grade. Rather than focus on what's wrong with the education system that has produced these outcomes, Armstrong lays out what creative thinkers know about how children should be educated. In an extended thought experiment, he asks what would happen if we turned the reins of educational policy over, not to the politicians and educational bureaucrats, but to eminent thinkers and creators like Albert Einstein, Pablo Picasso, Martin Luther King Jr., Rachel Carson, Doris Lessing, Jane Goodall, and other seminal culture-builders. What might they say about the best way to educate a child? If Einstein Ran the Schools suggests that the answers to this intriguing question should guide future efforts to reform our nation's schools.
Stop trauma in its tracks, address disruptive behaviors, and create a safe and nurturing school environment with a neuroscience-based approach in your classroom. More than 32 million children in the US suffer from trauma symptoms. Some have had adverse childhood experiences (ACEs), like neglect, abuse, violence, and loss, or have experienced distress from medical trauma and social injustice. Toxic traumatic stress shapes the structure and function of both brain and body, which can lead to anxiety, hyperactivity, aggression, shutting down, and acting out--emotions and behaviors that hinder learning and create classroom chaos. Maggie Kline, a family therapist, trauma specialist, school psychologist, and former teacher, gives you whole-brain, heart-centered tools to identify and reverse trauma-driven behaviors so students feel supported and safe. Her unique roadmap will empower you to facilitate positive school-wide outcomes as you learn: How trauma alters kids' brains causing cognitive, emotional, and behavioral challenges Evidence-based somatic, relational, and mindfulness interventions to rewire reactivity How to manage Pre-K-12 classrooms to promote empathy, cooperation, and belonging Social equity practices so kids from all backgrounds feel safe, valued, and joyful Concrete steps to restore resilience following natural and man-made catastrophes
The book covers 35 passages classified at three levels: Intermediate: 8 passages Upper-Intermediate: 12 passages Advanced: 15 passages Passages about Sociology, Education, Social Sciences, Media, Science and History 258 TOEFL iBT- type questions with the passages Totally 800 words and expressions within the passages and in the glossary Answers to all questions in the appendix
The Handbook of Trauma, Traumatic Loss, and Adversity in Children is a developmentally oriented book rich with findings related to child development, the impact of trauma on development and functioning, and interventions directed at treating reactions to trauma. Aspects of attachment and parenting and the use of interrelationships toward therapeutic ends are included in each age-related section of the book, ranging from 0 to 18+. Consolidating research from a range of disciplines including neurobiology, psychopathology, and trauma studies, chapters offer guidance on the potentially cascading effects of trauma, and outline strategies for assisting parents and teachers as well as children. Readers will also find appendices with further resources for download on the book’s website. Grounded in interdisciplinary research, the Handbook of Trauma, Traumatic Loss, and Adversity in Children is an important resource for mental health researchers and professionals working with children, adolescents, and families during the ongoing process of healing from traumatic exposure.
