Presentation on theme: "Including Diverse Learners. Definitions According to Webster Inclusion: An including or being included Inclusive: Including everything, comprehensive."— Presentation transcript:
What is happening here? Eighty percent of the discipline problems are caused by boys. Of children diagnosed with learning disabilities, 70 percent are boys. Of children diagnosed with behavior disorders, 80 percent are boys. Over 80 percent of school children on Ritalin or similar drugs are boys.
Biology… Wiring of the Brain Boys tend to have more dopamine in their blood stream—which can increase impulsive behavior. A boy’s corpus callosum is smaller in size than a girl’s. Harder to cross-talk. Multi-tasking=frustration!
Girls tend to have more activity in the temporal lobes —better listeners and memory storage. Boys need more sensory-tactile experience to light up the brain. Touching helps them focus…to listen. They need to touch to think!!
Boys frontal lobe tends to be less active then girls. It develops slower. The male brain tends to renew and recharge itself between tasks. It needs to rest. Boys compartmentalize brain activity. They use less of the brain at one time. They are “wired” to learn one thing at a time, and in-depth. Multitasking? Boys who feel overwhelmed or stress experience…anger, frustration, increase in adrenalin, the result…behavior problems.
BLOCKS, BLOCKS, BLOCKS AND a reason to use them BIG ART & Art that MOVES! Music, Rhythm, Music,Rhythm Incorporate nature
Visual Guidance—Schedule of the day Less Talking…Louder Voices Karate Chops—This is male affection ACTION!! Climbing, Running, Digging, Building, Throwing, Construction, Pushing/Shoving, Handshaking, Sword Fighting, Jumping… SENSORY PLAY—EVERYDAY
Look at your environment Interesting interest areas? Space for physical activity Strong Choices Brain Breaks & Calming Strategies Talk in Private, Mediate, Acknowledge Emotions Look at your environment again
Spirited Children Challenging children are “spirited children” according to Mary Sheedy Kurcinka Spirited Children are: Normal children who are more: intense, persistent, sensitive, perceptive and energetic They are NOT out to get you!
A “Goodness of Fit” Focus on strengths Identify who has come to be with you Teach essential life skills Take time to plan for success
Arousal System Some children by their very nature have a more reactive arousal system Behavior is a reflection of what is happening inside of the brain AND how we respond to it Our job is to develop self-regulation Actions Thoughts Feelings or desires
Nurture social skills through role-plays and peer interactions Coach children as they practice social skills in the course of the day
Resources Challenging Behavior in Young Children: Understanding, Preventing & Responding Effectively- Kaiser & Rasminsky, 2003 The Power of Guidance- Gartrell, 2004 Pathways to Play:Developing Play Skills in Young Children- Heidemann & Hewitt, 1992 You Got It! Teaching Social & Emotional Skills-Fox & Lentini (NAEYC Online Journal, 2006) Lisa Brown, “Boys” Powerpoint Slides, 2008 The Minds of Boys. Saving Our Sons from Falling Behind in School and Life. Michael Gurian Teaching with the Brain in Mind. Eric Jenson Bev Bos. Great Things for Kids Conference 2008 The Spirited Child: Four Keys to Effective Discipline Mary Sheedy Kurcinka
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