Creating Resiliency in Children - Tips for Teachers
As a teacher, I'm sure you've encountered a child that you've considered to be a challenge.
You know the ones who are "rough around the edges" and have built the imaginary "brick wall" around themselves to protect their emotions.
When children like this present themselves to us, it's all too easy to throw up our hands and continue teaching, leaving them to struggle as they have in years past.
The truth is, there is hope.
All children (and adults too, for that matter) have some amount of resiliency.
They have the ability to bounce back from a situation, or even series of situations, to become successful in life.
YOU have the ability to help with that process.
To understand this point, please take the short quiz below:
See how you do on this one:
They are the ones who care! Let's concentrate on the kids who "fall between the cracks.
" These are the students who are "slow learners," "low achievers," have behavioral problems, or come from an impoverished background.
These can be the most difficult students to work with because progress can be slow.
You may think that you are not getting through - they are not hearing you.
You would be amazed at how many DO hear, even if they don't respond! YOU may be the teacher that puts them on the right track - and down the road, they may flourish! How would you like your name to be an answer to the #1 question on the second quiz? YOU CAN BE! Resiliency Resiliency is defined as a combination of coping strategies and attitudes that allow us to bounce back and deal with difficulties in a healthy and productive way.
There are many factors that affect a person's ability to be resilient, including (but not limited to):
There have been cases of people who have endured life's difficulties (such as traumatic events, being labeled a "bad seed," low socioeconomic status, or child abuse) and have emerged a stronger person.
How did they do it? In the literature, students who have overcome adversity to be successful in life have a combination of many factors.
ONE COMMON factor they all possessed is that they had someone who believed in their abilities.
As a society, we have developed an "At-Risk Mentality.
" What does this mean? Well, we are a society that is looking for a "quick fix.
" We are looking for things that are wrong, and looking for ways to fix them.
We look for students' weaknesses and try to remediate or intervene.
Don't misunderstand - there are students who need remediation and intervention to be successful.
We should not discontinue this practice, but for "at-risk" students, meaning those who are not disabled, I encourage you to try a new approach.
Sometimes, students become accustomed to low expectations and failure.
When teachers expect more and believe in a student's abilities, we may see improvement! A New Way to Look at Things OK - so now we know about the "At-Risk Mentality.
" Let's change our thinking to the "Challenge Mentality" (phrase taken from Wolin and Wolin, 1993, The Resilient Self).
The At-Risk Model claims that children are helpless and are victims of their circumstances.
The Challenge Model credits youth with the power to help themselves.
This model views adults as partners in helping the child overcome adversity and becoming a better person because of their struggles.
How Do I Accomplish This? Try reframing mistakes.
Rather than simply pointing out what is incorrect, have the students challenge themselves to do things differently next time.
Ask: What was difficult about that task? What was good about what you did? What would you do differently next time? Motivate the student to act on his or her own behalf.
Turn your classroom into a "learning community.
" When classrooms are organized as communities, rather than authority-based hierarchies, a group spirit emerges.
Have students discuss what behaviors they need to exhibit in order to succeed in school (i.
e.
; complete homework, participate in discussions, etc.
).
Hold the students responsible for these behaviors.
Have your students play an active role in setting rules for classroom life.
Rule making is a way for children to practice morality.
Discussing rules invites them to weigh consequences and reflect on concepts like fairness and the reasons for the rules.
Have the students participate in meetings to solve classroom problems.
Difficulties arise in every classroom over such issues at being first at something, violating another child's "space," or taking someone else's belongings.
When teachers use classroom meetings to solve these problems, rather than relying on their own authority, they build initiative in children.
Calling a meeting conveys the message, "In this classroom, we don't regard problems as stumbling blocks or evidence that something bad is happening.
We have the power to solve our own problems.
" Classroom meetings give children the opportunities to practice the skills of exchanging ideas and listening to one another.
I CHALLENGE YOU I challenge you to use some of these ideas in your classroom! Your classroom will most likely be easier to manage and you will get more respect from your students.
Not to mention, you can play a major part in helping your students become more resilient.
Challenge yourself today! Resources: Wolin, S.
J.
and Wolin, S.
, The Resilient Self: How Survivors of Troubled Families Rise Above Adversity, Villard Books, March, 1993.
You know the ones who are "rough around the edges" and have built the imaginary "brick wall" around themselves to protect their emotions.
When children like this present themselves to us, it's all too easy to throw up our hands and continue teaching, leaving them to struggle as they have in years past.
The truth is, there is hope.
All children (and adults too, for that matter) have some amount of resiliency.
They have the ability to bounce back from a situation, or even series of situations, to become successful in life.
YOU have the ability to help with that process.
To understand this point, please take the short quiz below:
- Name the 5 wealthiest people in the world.
- Name the last 5 Heisman trophy winners.
- Name the last 5 winners of the Miss America contest.
- Name 10 people who have won a Nobel or Pulitzer Prize.
- Name the last 6 Academy Award winners for best actor and actress.
- Name the last decade's worth of World Series winners.
See how you do on this one:
- List a few teachers who aided your journey through school.
- Name 3 friends who have helped you through a difficult time.
- Name 5 people who have taught you something worthwhile.
- Think of a few people who have made you feel appreciated and special.
- Think of 5 people you enjoy spending time with.
- Name 6 heroes whose stories have inspired you.
They are the ones who care! Let's concentrate on the kids who "fall between the cracks.
" These are the students who are "slow learners," "low achievers," have behavioral problems, or come from an impoverished background.
These can be the most difficult students to work with because progress can be slow.
You may think that you are not getting through - they are not hearing you.
You would be amazed at how many DO hear, even if they don't respond! YOU may be the teacher that puts them on the right track - and down the road, they may flourish! How would you like your name to be an answer to the #1 question on the second quiz? YOU CAN BE! Resiliency Resiliency is defined as a combination of coping strategies and attitudes that allow us to bounce back and deal with difficulties in a healthy and productive way.
There are many factors that affect a person's ability to be resilient, including (but not limited to):
- The ability to problem-solve
- Adaptability
- Social skills
- A belief system
- Trust
- Tolerance
- Confidence in oneself
- Taking responsibility for oneself
- Self control
There have been cases of people who have endured life's difficulties (such as traumatic events, being labeled a "bad seed," low socioeconomic status, or child abuse) and have emerged a stronger person.
How did they do it? In the literature, students who have overcome adversity to be successful in life have a combination of many factors.
ONE COMMON factor they all possessed is that they had someone who believed in their abilities.
As a society, we have developed an "At-Risk Mentality.
" What does this mean? Well, we are a society that is looking for a "quick fix.
" We are looking for things that are wrong, and looking for ways to fix them.
We look for students' weaknesses and try to remediate or intervene.
Don't misunderstand - there are students who need remediation and intervention to be successful.
We should not discontinue this practice, but for "at-risk" students, meaning those who are not disabled, I encourage you to try a new approach.
Sometimes, students become accustomed to low expectations and failure.
When teachers expect more and believe in a student's abilities, we may see improvement! A New Way to Look at Things OK - so now we know about the "At-Risk Mentality.
" Let's change our thinking to the "Challenge Mentality" (phrase taken from Wolin and Wolin, 1993, The Resilient Self).
The At-Risk Model claims that children are helpless and are victims of their circumstances.
The Challenge Model credits youth with the power to help themselves.
This model views adults as partners in helping the child overcome adversity and becoming a better person because of their struggles.
How Do I Accomplish This? Try reframing mistakes.
Rather than simply pointing out what is incorrect, have the students challenge themselves to do things differently next time.
Ask: What was difficult about that task? What was good about what you did? What would you do differently next time? Motivate the student to act on his or her own behalf.
Turn your classroom into a "learning community.
" When classrooms are organized as communities, rather than authority-based hierarchies, a group spirit emerges.
Have students discuss what behaviors they need to exhibit in order to succeed in school (i.
e.
; complete homework, participate in discussions, etc.
).
Hold the students responsible for these behaviors.
Have your students play an active role in setting rules for classroom life.
Rule making is a way for children to practice morality.
Discussing rules invites them to weigh consequences and reflect on concepts like fairness and the reasons for the rules.
Have the students participate in meetings to solve classroom problems.
Difficulties arise in every classroom over such issues at being first at something, violating another child's "space," or taking someone else's belongings.
When teachers use classroom meetings to solve these problems, rather than relying on their own authority, they build initiative in children.
Calling a meeting conveys the message, "In this classroom, we don't regard problems as stumbling blocks or evidence that something bad is happening.
We have the power to solve our own problems.
" Classroom meetings give children the opportunities to practice the skills of exchanging ideas and listening to one another.
I CHALLENGE YOU I challenge you to use some of these ideas in your classroom! Your classroom will most likely be easier to manage and you will get more respect from your students.
Not to mention, you can play a major part in helping your students become more resilient.
Challenge yourself today! Resources: Wolin, S.
J.
and Wolin, S.
, The Resilient Self: How Survivors of Troubled Families Rise Above Adversity, Villard Books, March, 1993.
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