12 Basic Life Skills Every Kid Should Know by High School

By Ellen Sturm Niz

As parents, we love our kids so much we want to protect them, help them, and cultivate them into perfect, happy humans. Unfortunately, this overparenting has the opposite effect, leaving our kids unready for the world and life as adults.

“We parents, we’re doing too much,” says Julie Lythcott-Haims, former dean of freshmen at Stanford University and author of “How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success.” “We have the very best of intentions, but when we over-help, we deprive them of the chance to learn these really important things that it turns out they need to learn to be prepared to be out in the world of work, to get an apartment, to make their way through an unfamiliar town, to interact with adults who aren’t motivated by love.”

Now the mom of two high schoolers, Lythcott-Haims’ a-ha moment came in 2009 after telling parents at Stanford’s freshman orientation to let their kids go and then coming home for dinner and cutting her then 10-year-old son’s meat.

“That’s when I got the connection,” she says. “When do you stop cutting their meat? When do you stop looking both ways for them as they cross the street? These are all things that we’re doing to be helpful, protective and so on, but if you’ve sheltered your 18-year-old all the way up to 18 by doing all of those things, then they end up bewildered out in the world. I realized this was why the Stanford freshman I was working with, however accomplished in the G.P.A. and childhood resume sense, were reliant upon mom or dad to kind of do the ‘work’ of life.”

Are you ready to stop helicopter parenting and prepare your kid for life as a young adult? Lythcott-Haims shares 12 basic life skills every kid should know by high school:

1. Make a meal

“By the time your kid is in high school, they really ought to be able to do everything related to their own care, if they had to,” Lythcott-Haims says. “I’m not saying stop making dinner for your kids, but I am saying you ought to have confidence that they could make a breakfast for themselves, that they could make a lunch.”

While most days you are going to be preparing their meals, you want them to be able to feed themselves if necessary. “When something happens, grandma gets sick and one parent’s got to rush across town to look after her and the other parent’s off at work, you want to know your freshman in high school has what it takes to pack their own lunch, make his own dinner, you know? The more they age, the more they should feel that, ‘Yeah, I’ve got this.’ There’s a competence, and there’s a confidence that comes when we build competence.”

2. Wake themselves up on time

“By the time your kid is entering high school, you ought to have confidence they can wake themselves up and get themselves washed and dressed in clothing that’s clean,” Lythcott-Haims says. “I underscore this because too many of us are letting kids off. We’re their alarm clock and then what happens? They’re late for breakfast; they’re late to school; and we drive them. All that teaches them is, ‘I’ll always be there to wake you up and drive you,’ which is not true.”

Lythcott-Haims recently heard from a colleague at a major university that a parent had installed a webcam in the dorm room of a freshman to wake the kid up. “That’s a parenting fail,” she says. “We’ve gotten ourselves worked up into a frothy frenzy about grades and scores in high school, and further into college, and we sort of treat our kids’ childhood as if every day, every quiz, every afternoon is a make or break moment for their future,” she continues. “We feel the stakes are high, and therefore we must help, but the stakes are low in childhood compared to what they will be in college, and what they’ll really be in the world beyond.”

3. Do laundry

When teaching teens basic chores like laundry, we have to be careful not to be snippy and make them feel bad about not knowing how to do it yet. “If they haven’t learned, it’s because we haven’t taught them,” she says, “so parents need to acknowledge [to their kids] that they’ve been over-helping.” Instead, show them the ropes, watch them do it themselves once to make sure they’ve got it, and then let them handle it on their own.

4. Pump gas

“When they learn to drive, they better know how to pump gas, okay?” Lythcott-Haims says. “I know of college students who have always had their parents fill their tank, whether at home in high school or even in college. The parents just top off the tank whenever they come visit her. Well, one day a 20-year-old student is out driving around, and her tank is near empty. And she says, ‘Oh my gosh, I’ve got to get gas. I’ve never done that. But I’m smart, I can figure it out.'” Long story short: She accidentally puts diesel in the car because no one ever taught her what to do. That’s an expensive and unnecessary lesson.

5. Pitch in

“Employers these days are saying, ‘Hey, wait a minute, what is it with these 20-somethings, they just want to be told exactly what to do, kind of step-by-step, and they want to be applauded for doing it,'” Lythcott-Haims says. “If we’ve just served them, if parents have just said their academics and activities are all that matter and we’ll take care of everything else, no chores and no helping out around the house, then they get out into the workplace and they don’t have that pitch-in mindset.”

“Kids need to learn how to contribute for the betterment of the whole,” she says. “Maybe they have siblings and one is stressed out about something, and the other says, ‘I’ll do your chore for you. Because I see you’re stressed out and you need some help.’ That’s building a sense of it’s not just about me. I can do for others.”

6. Advocate for themselves

Most of us have heard the stories of the parents who are calling college professors to complain about their kids’ grades, right? News flash: This needs to stop in high school, too. “If you’re the one throughout high school who’s always got to be emailing the teacher, you basically are teaching your kid, ‘You’re not competent, and I’m going to have to do it for you,’ which is terribly harming,” Lythcott-Haims says.

Instead, teach your child how to have a conversation with an authority figure and advocate for themselves. “So I’d say, ‘Look honey, I know you’re frustrated about this grade or you’re upset about that happening on the soccer team, or you don’t understand this information. You need to be the one to go talk to your teacher respectfully and advocate for yourself.'” she says. “And if they look at you in horror, say, ‘You can do it; I know you can do it. Do you want to practice with me?’ The only way to teach them is to get out of their way and make them do it.”

Also, prepare them to listen well to what the other person is saying and understand it might not go their way. “Many times they won’t get the outcome they desire, and it’s ‘Well, ‘I tried.’ And they come home and they learn to cope with it, because not everything in life will go your way.”

7. Pack their own bag

“We’re always putting their stuff in their backpacks,” Lythcott-Haims says. “‘Oh, don’t want you to forget your homework!’ And then that backpack becomes a bag or a briefcase one day in the workplace, and they haven’t learned that skill of being responsible for remembering their own stuff, doing that inventory every morning, ‘What do I need? Wallet, keys, lunch, work, laptop.'”

8. Order at restaurants

While this skill should be taught sooner than high school, if that’s where parents find themselves, it’s not too late. If they’ve never ordered for themselves, say, “Hey, guys, it’s time you started ordering for yourselves. I realize it’s not for me to decide what you’re going to eat, or me to assume you’re going to have your usual order, or for me to order for the whole family,'” she says.

Remind them to look the server in the eye, be polite, communicate their request, and say, “thank you.” “One day before long, they’re going to be out with friends or out with a girlfriend or boyfriend, and they’re going to want to have that skill to not only order food, but to do so respectfully—and not look like a jerk who’s an entitled kid with a credit card, who can pay for it, but can’t really treat the server respectfully,” Lythcott-Haims says.

9. Talk to strangers

“Their life will be full of strangers, if we think about it, but we have this blanket rule, ‘Don’t talk to strangers,’ which isn’t the right rule,” Lythcott-Haims says. “The right rule would be, ‘Let me teach you how to discern the very few, creepy strangers from the vast, vast majority of normal strangers.’ That’s a skill.”

Then, send your children out in the world to talk to strangers—safe ones. Lythcott-Haims taught her own kids this skill by sending them to a store within walking distance of their suburban home to run a small errand and ask the sales clerk for help. She handed them a $20 bill and off they went. “They come back with a spring in their step,” she says.

10. Go grocery shopping

Has your child ever even noticed that the grocery store aisles are nicely labeled with signs hanging from the ceiling? They should know how to navigate a supermarket on their own, Lythcott-Haims says. “Send them off on their own with one of those little hand-held baskets to go get five or six things,” she says. “If you’ve got a 13-year-old, and you’ve never let him or her out of your sight in a grocery store, you’re going to be freaking out; but 13-year-olds don’t get abducted from grocery stores.”

11. Plan an outing

“Whenever the peer group is old enough and ready to plan an outing, let them do it,” Lythcott-Haims says. “I’m the parent who’s very comfortable with my 12-year-old girl going to a matinee movie with friends where she arranged it—you know, one parent’s going to do the drop-off, one’s doing the pickup, but the girls are getting the tickets, bringing money for snacks.”

While you should ask them to walk you through the plan so you know they are not setting off willy-nilly, don’t let your fears for them make them fearful of the world. “Making their way out into the world’ to go to the movie, or to go to a mall, or to go walk up and down the big street in town and then get some food somewhere, whatever it is—they want that,” Lythcott-Haims says. “This is them trying to spread their wings.”

12. Take public transportation

When I travel around the country, people say, ‘Oh, my gosh. I wouldn’t let my 17-year-old daughter ride the metro alone,'” Lythcott-Haims says. “And I’m like, ‘What’s your long-term plan here? Would you let your 25-year-old daughter? Is it even up to you when she’s 25?'”

“Of course, [17 is] old enough! People join the Marines and the Army and the Air Force and the Navy at 18,” Lythcott-Haims points out. “This is just a lovely example of how far we’ve strayed, because no one is yet saying at 18 they’re too young to sign up to go fight for our country. So, we’re fine when [kids choose the military], but the kids who choose a four-year college? Oh, no, no. They need their mom or dad there all the time. It’s a reminder of how absurd it is.”

Click here:http://www.parenting.com/child/child-development/12-basic-life-skills-every-kid-should-know-high-school?socsrc=Parenting_FACEBOOK_20160424171500

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Four Skills to Teach Students In the First Five Days of School

ADHD Isn’t a Disorder of Attention

 

Many people think of ADHD as a disorder of attention or lack thereof. This is the traditional view of ADHD. But ADHD is much more complex. It involves issues with executive functioning, a set of cognitive skills, which has far-reaching effects.

In his comprehensive and excellent book Mindful Parenting for ADHD: A Guide to Cultivating Calm, Reducing Stress & Helping Children Thrive, developmental behavioral pediatrician Mark Bertin, MD, likens ADHD to an iceberg.

Above the water, people see poor focus, impulsivity and other noticeable symptoms. However, below the surface are a slew of issues caused by impaired executive function (which Bertin calls “an inefficient, off-task brain manager”).

Understanding the role of executive function in ADHD is critical for parents, so they can find the right tools to address their child’s ADHD. Plus, what may look like deliberate misbehaving may be an issue with ADHD, a symptom that requires a different solution.

And if you’re an adult with ADHD, learning about the underlying issues can help you better understand yourself and find strategies that actually work — versus trying harder, which doesn’t.

It helps to think of executive function as involving six skills. In Mindful Parenting for ADHD, Dr. Bertin models this idea after an outline from ADHD expert Thomas E. Brown. The categories are:

Attention Management

ADHD isn’t an inability to pay attention. ADHD makes it harder to manage your attention. According to Bertin, “It leads to trouble focusing when demands rise, being overly focused when intensely engaged, and difficulty shifting attention.”

For instance, in noisy settings, kids with ADHD can lose the details of a conversation, feel overwhelmed and shut down (or act out). It’s also common for kids with ADHD to be so engrossed in an activity that they won’t register anything you say to them during that time.

Action Management

This is the “ability to monitor your own physical activity and behavior,” Bertin writes. Delays in this type of executive function can lead to fidgeting, hyperactivity and impulsiveness.

It also can take longer to learn from mistakes, which requires being aware of the details and consequences of your actions. And it can cause motor delays, poor coordination and problems with handwriting.

Task Management

This includes organizing, planning, prioritizing and managing time. As kids get older, it’s task management (and not attention) that tends to become the most problematic.

Also, “Unlike some ADHD-related difficulties, task management doesn’t respond robustly to medication,” Bertin writes. This means that it’s important to teach your kids strategies for getting organized.

Information Management

People with ADHD can have poor working memory. “Working memory is the capacity to manage the voluminous information we encounter in the world and integrate it with what we know,” Bertin writes. We need to be able to temporarily hold information for everything from conversations to reading to writing.

This explains why your child may not follow through when you give them a series of requests. They simply lose the details. What can help is to write a list for your child, or give them a shorter list of verbal instructions.

Emotion Management

Kids with ADHD tend to be more emotionally reactive. They get upset and frustrated faster than others. But that’s because they may not have the ability to control their emotions and instead react right away.

Effort Management

Individuals with ADHD have difficulty sustaining effort. It isn’t that they don’t value work or aren’t motivated, but they may run out of steam. Some kids with ADHD also may not work as quickly or efficiently.

Trying to push them can backfire. “For many kids with ADHD, external pressure may decrease productivity …Stress decreases cognitive efficiency, making it harder to solve problems and make choices,” Bertin writes. This can include tasks such as leaving the house and taking tests.

Other Issues

Bertin features a list of other signs in Mindful Parenting for ADHD because many ADHD symptoms involve several parts of executive function. For instance, kids with ADHD tend to struggle with maintaining routines, and parents might need to help them manage these routines longer than other kids.

Kids with ADHD also have inconsistent performance. This leads to a common myth: If you just try harder, you’ll do better. However, as Bertin notes, “Their inconsistency is their ADHD. If they could succeed more often, they would.”

Managing time is another issue. For instance, individuals with ADHD may not initially see all the steps that are required for a project, thereby taking a whole lot more time. They may underestimate how long a task will take (“I’ll watch the movie tonight and write my paper before the bus tomorrow”). They may not track their time accurately or prioritize effectively (playing until it’s too late to do homework).

In addition, people with ADHD often have a hard time finishing what they start. Kids may rarely put things away, leaving cabinets open and leaving their toys and clothes all over the house.

ADHD is complex and disruptions in executive functioning affect all areas of a person’s life. But this doesn’t mean that you or your child is doomed. Rather, by learning more about how ADHD really works, you can find specific strategies to address each challenge.

And thankfully there are many tools to pick from. You can start by typing in “strategies for ADHD” in the search bar on Psych Central and checking out Bertin’s valuable book.

 

Original article: http://psychcentral.com/blog/archives/2015/12/12/adhd-isnt-a-disorder-of-attention/

Debunking ADHD myths: an author Q&A

With the rise in the number ADHD diagnoses, fierce controversies have emerged over the mental disorder—how we should classify it, how best to treat it, and even whether it exists at all. We have only recently (within the past century) developed our understanding of how it affects those diagnosed, with the number of papers on “attention deficit” exploding within the past decade. But with the sheer amount of information on ADHD that’s out there, it’s easy for anyone these days to be completely overwhelmed. What do we believe? Who should we believe? Psychologist Stephen P. Hinshaw and Pulitzer Prize-winning journalist Katherine Ellison, authors of ADHD: What Everyone Needs to Know, answered a few questions for us in hopes of debunking some myths about the disorder.

Isn’t ADHD just an excuse for bad parenting, lazy, bratty kids, and pill-poppers?

This is a prevalent myth—and one we spend a lot of time debunking in our book, in interviews, and in our public talks. Despite the skepticism and the stereotypes, substantial research has shown that ADHD is a strongly hereditary neurodevelopmental disorder. The quality of one’s parenting doesn’t create ADHD—although it can influence a child’s development—and children with this condition are not lazy but instead handicapped in their capacity to focus attention and keep still.

It’s not? Well, isn’t it just a plot by pharmaceutical firms that want to sell more stimulants?

Pharmaceutical firms have worked hard to expand awareness of ADHD as they pursue profits in a global market last estimated at $11.5 billion. But they didn’t create the disorder. Moreover, studies have shown that stimulant medications—the most common treatment for ADHD—can be quite helpful for many people with the disorder and are generally safe, when used as prescribed. Our position on medication boils down to this: there is no “magic bullet,” and medication should be used with caution, due to potential side-effects and valid concerns about dependency. But you shouldn’t let Big Pharma’s sometimes remarkably aggressive tactics dissuade you from trying medication, if a doctor says you need it.

But aren’t we all getting a little ADHD because of how much we’re all checking Facebook and Twitter?

Everyone in modern society is facing a new world of devices, social media, and demands for rapidly shifting attention. It’s quite possible that the evolution of technology is moving faster than our brains’ capacity to adapt. Still, it’s important to make a distinction between distraction that can be controlled by turning off your email versus genuine ADHD, which arises from the brain’s inefficient processing of important neurochemicals including dopamine and norepinephrine. While most of us today are facing environmentally-caused problems with distraction, people with ADHD are at a significant disadvantage.

How fast have US rates of ADHD been increasing, and why?

The short answer is: really fast. US rates of ADHD were already high at the turn of the millennium, but since 2003, the numbers of diagnosed children and adolescents have risen by 41%. Today, more than six million youths have received diagnoses, and the fastest-growing segment of the total population with respect to diagnosis and medication treatment is now adults, particularly women.

The current numbers are staggering. For all children aged 4-17, the rate of diagnosis is now one in nine. For those over nine years of age, more than one boy in five has received a diagnosis. Among youth with a current diagnosis, nearly 70% receive medication.

Why are US rates so much higher than anywhere else?

Epidemiological studies show that ADHD is a global phenomenon, with rates of prevalence ranging from five to seven percent, even in such remote places as Brazil’s Amazon River basin. Indeed, diagnosis rates are much lower, for a range of reasons that include simple lack of awareness, cultural differences, and resistance to US-style “medicalization” of behavioral problems. Rates of diagnosis and treatment are now rising, in some cases dramatically, throughout the world, even as they still lag considerably behind US rates. One major factor in this trend is increasing pressures for performance in schools and on the job.

What might be causing some of the high rates in the United States?

One issue that seriously concerns us is the likelihood of over-diagnosis in some parts of the country. The danger of over-diagnosis is heightened by the fact that determining whether someone has ADHD remains a somewhat subjective process, in that, like all mental disorders, there is no blood test or brain scan that can decisively determine it.

“Gold-standard” clinical processes, which include taking thorough medical histories and gathering feedback from family members and teachers, can guard against over-diagnosis, but all too often the diagnosis is made in a cursory visit to a doctor.

What danger might there be of under-diagnosis?

The same quick-and-dirty evaluations that fuel over-diagnosis can also lead to missing ADHD when it truly exists. That is, the clinician who insists that he or she can detect ADHD in a brief clinical observation may overlook the fact that children and adults may act quite differently in a doctor’s office than they do at school or in the workplace. This is equally concerning, because whereas over-diagnosis may lead to over-treatment with medication, under-diagnosis means children who truly need help aren’t getting it.

I keep hearing that ADHD is a “gift.” What does that mean?

Celebrities including the rapper will.i.am and business superstars such as Jet Blue founder David Neeleman have talked about the advantages of having ADHD in terms of creativity and energy, and many ADHD advocates have championed the idea that the condition is a “gift.” We support the idea of ADHD as a kind of neuro-variability that in some contexts, and with the right support, can offer advantages. But do look this gift-horse in the mouth; ADHD can also be a serious liability, and needs to be managed throughout a lifetime. Consider the Olympic swimmer Michael Phelps, who rose to stardom only to be embarrassed by drug and alcohol problems. Longitudinal studies show that people with ADHD on average suffer significantly more problems with addiction, accidents, divorces, and academic and employment setbacks than others. ADHD is serious business.

Is ADHD really more common in boys than girls?

Just like all other childhood neurodevelopmental disorders (e.g., autism, Tourette’s, severe aggression), ADHD truly is more common in boys, at a rate of about two-and-a-half to one. But too many clinicians still don’t seem to understand that ADHD can and does exist in girls. One issue here is that girls—and women—often manifest the problem differently than boys and men. Whereas males may be more hyperactive, females may be more talkative or simply daydreamy. Although girls and women have historically been under-diagnosed, the rates are catching up in recent years, which is a good thing, given that the consequences of the disorder, when untreated, can be serious.

Can adults have ADHD?

Adult rates of ADHD are real and quickly growing. One reason is that as awareness has spread about childhood ADHD, many parents are starting to confront the reasons for their own lifelong and untreated distraction. There is debate about whether children ever “grow out of” their ADHD, or whether some merely learn how to cope so well that it is indistinguishable by adulthood. But the best estimates are that close to 10 million adults—about 4.4% of the population—are impaired to some extent by the disorder. That’s a prevalence rate of about half of the childhood rate.

– See more at: http://blog.oup.com/2015/11/adhd-myths-wentk/#sthash.CtCDga5J.A6Uc3C10.dpuf

Building relationships between parents and teachers: Megan Olivia Hall at TEDxBurnsvilleED

TEDx Talks

Megan Olivia Hall teaches science and service at Open World Learning Community, an intentionally small Expeditionary Learning school in Saint Paul Public Schools. She founded Open’s first Advanced Placement program, recruiting students from all walks of life to college prep classes. She is a leader in character education, providing professional development, curriculum and mentorship. In 2013, Hall was named Minnesota Teacher of the Year.

30 Techniques to Quiet a Noisy Class

One day, in front 36 riotous sophomores, I clutched my chest and dropped to my knees like Sergeant Elias at the end of Platoon. Instantly, dead silence and open mouths replaced classroom Armageddon. Standing up like nothing had happened, I said, “Thanks for your attention — let’s talk about love poems.”

I never used that stunt again. After all, should a real emergency occur, it would be better if students call 911 rather than post my motionless body on YouTube. I’ve thought this through.

Most teachers use silencing methods, such as flicking the lights, ringing a call bell (see Teacher Tipster’s charming video on the subject), raising two fingers, saying “Attention, class,” or using Harry Wong’s Give Me 5 — a command for students to:

  1. Focus their eyes on the speaker
  2. Be quiet
  3. Be still
  4. Empty their hands
  5. Listen.

There is also the “three fingers” version, which stands for stop, look, and listen. Fortunately, none of these involve medical hoaxes.

Lesser known techniques are described below and categorized by grade bands:

How to Quiet Kindergarten and Early Elementary School Children

Novelty successfully captures young students’ attention, such as the sound of a wind chime or rain stick. Beth O., in Cornerstone for Teachers, tells her students, “Pop a marshmallow in.” Next she puffs up her cheeks, and the kids follow suit. It’s hard to speak with an imaginary marshmallow filling your mouth.

An equally imaginative approach involves filling an empty Windex bottle with lavender mineral oil, then relabeling the bottle “Quiet Spray.” Or you can blow magic “hush-bubbles” for a similar impact.

If you want to go electronic, check out Traffic Light by ICT Magic, which is simply a stoplight for talkers. Other digital methods include the Super Sound Box, Class Dojo, or the Too Noisy App — an Apple and Android tool that determines noise level and produces an auditory signal when voices become too loud.

Late Elementary and Middle Grade Attention Getters

Back when I taught middle school students, I would announce, “Silent 20,” as a way to conclude an activity. If students returned to their seats and were completely quiet in 20 seconds, I advanced them one space on a giant facsimile of Game of Life. When they reached the last square (which took approximately one month), we held a popcorn party.

One of the best ways to maintain a quiet classroom is to catch students at the door before they enter. During these encounters, behavior management expert Rob Plevin recommends using “non-confrontational statements” and “informal chit-chat” to socialize kids into productive behaviors, as modeled in Plevin’s video.

Two approaches for securing “100 percent attention” are modeled in a short video narrated by Teach Like a Champion author Doug Lemov — a minimally invasive hand gesture and countdown technique (“I need two people. You know who you are. I need one person . . . “).

Another idea is to use a content “word of the week” to signal that it’s time for silence. Examples: integer, renaissance, or circuit.

Quieting High School Students

Sometimes, rambunctious high school classrooms need a little longer to comply. In An ELT Notebook article, Rob Johnson recommends that teachers write the following instructions in bold letters on the chalkboard:

If you wish to continue talking during my lesson, I will have to take time off you at break. By the time I’ve written the title on the board you need to be sitting in silence. Anyone who is still talking after that will be kept behind for five minutes.

The strategy always, always works, says Johnson, because it gives students adequate warning.

Another technique, playing classical music (Bach, not Mahler) on low volume when learners enter the room, sets a professional tone. I played music with positive subliminal messages to ninth graders until they complained that it gave them headaches.

Call and Response

Below is a collection of catchy sayings that work as cues to be quiet, the first ones appropriate for early and middle grade students, and the later ones field tested to work with high school kids.

Teacher says . . . Students Respond with . . .
Holy . . . . . . macaroni.
1, 2, 3, eyes on me . . . . . . 1, 2, eyes on you.
I’m incredible . . . . . . like the Hulk. Grrrrrr. (Kids flex during the last sound)
Ayyyyyyyyyyyyyyyy . . . . . . macarena.
I get knocked down . . . . . . but I get up again, you’re never going to keep me down.
Oh Mickey, you’re so fine . . . . . . you’re so fine, you blow my mind — hey Mickey.
The only easy day . . . . . . was yesterday. (A Navy Seals slogan)

Implementation Suggestions

For maximum effect, teach your quiet signal and procedure, as demonstrated in these elementary and high school classroom videos. Next, have kids rehearse being noisy until you give the signal for silence. Don’t accept anything less than 100 percent compliance. Then describe appropriate levels of noise for different contexts, such as when you’re talking (zero noise) or during a writing workshop (quiet voices), etc.

If a rough class intimidates you (we’ve all been there), privately practice stating the following in an authoritative voice: “My words are important. Students will listen to me.” Say it until you believe it. Finally, take comfort in the knowledge that, out of three million U.S. educators who taught today, two or three might have struggled to silence a rowdy class.

How do you get your students’ attention?

Post:http://www.edutopia.org/blog/30-techniques-quiet-noisy-class-todd-finley

Rita Pierson: Every kid needs a champion

Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.'” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.