Coaching Guidelines for Teachers of Young Children and Ways to Handle Bullying by Amb Juan

COACHINGCOACHING
GUIDELINESGUIDELINES
FORFOR
TEACHERSTEACHERS
OF YOUNGOF YOUNG
CHILDREN &CHILDREN &
WAYS TOWAYS TO
HANDLEHANDLE
BULLYINGBULLYING
New Edition by:New Edition by:
Amb. Zara Jane JuanAmb. Zara Jane Juan

COACHING GUIDELINESCOACHING GUIDELINES
FOR TEACHERS OF YOUNG CHILDRENFOR TEACHERS OF YOUNG CHILDREN
by Ms. Zara Jane Juanby Ms. Zara Jane Juan
Profile of LearnersProfile of Learners
Diagnosis of ChildhoodDiagnosis of Childhood
Nine Factors of Innate TemperamentNine Factors of Innate Temperament
Special Evaluation Issues in ChildhoodSpecial Evaluation Issues in Childhood
PsychotherapyPsychotherapy
Behavioral TherapyBehavioral Therapy
Play TherapyPlay Therapy
Family TherapyFamily Therapy
Back to Innocence Workshop for AdultsBack to Innocence Workshop for Adults
to help them understand their Childrento help them understand their Children
Factors on LeadershipFactors on Leadership
Constructive Strength & Destructive WeaknessConstructive Strength & Destructive Weakness
Identifying a Promising PersonIdentifying a Promising Person
How to Develop a Young LeaderHow to Develop a Young Leader

ProfileProfile
ofof
LearnersLearners

0-7 yrs old0-7 yrs old
General Characteristics:General Characteristics:
- Imitating those around them- Imitating those around them
- Absorbs everything & blendAbsorbs everything & blend
themselves in thethemselves in the
environmentenvironment
- Move & playMove & play

- Imitative play; mimicking actionsImitative play; mimicking actions
- Transformative playTransformative play
- (real objects into fantasy)(real objects into fantasy)
- Imaginative playImaginative play
- (how something will look like & plan(how something will look like & plan
how will it become)how will it become)

- picture thinking- picture thinking
- They love storytelling from- They love storytelling from
adultsadults

- Notices that she /he is differentNotices that she /he is different
from the restfrom the rest
- A lot physical & psychologicalA lot physical & psychological
changeschanges
- Interested in cause & effectInterested in cause & effect
relationshipsrelationships
- Beginning of logical thinkingBeginning of logical thinking

- upsurge of sexual drives- upsurge of sexual drives
- Aggressive impulsesAggressive impulses
- Acting out tendenciesActing out tendencies
- Become capable of abstractBecome capable of abstract
reasoning (hypotheticalreasoning (hypothetical
situation)situation)
- Focus of interaction fromFocus of interaction from
family to peerfamily to peer

SummarySummary
 12-14 yrs old > Concern:12-14 yrs old > Concern:
Body ImageBody Image
EstablishingEstablishing
peer grouppeer group
identityidentity
VocationalVocational
&&
RomanticRomantic
identityidentity

Diagnosis ofDiagnosis of
ChildhoodChildhood
Source:Source:
Childhood DisordersChildhood Disorders
byby
Dr. Norman R. BernsteinDr. Norman R. Bernstein

Child PsychiatryChild Psychiatry
(general)(general)
 The approach to the child’sThe approach to the child’s
network of drives andnetwork of drives and
psychological defenses ispsychological defenses is
based on the biopsychosocialbased on the biopsychosocial
modelmodel
 BIOPSYCHOSOCIAL meansBIOPSYCHOSOCIAL means
that the emphasis is upon thethat the emphasis is upon the
child as a developing andchild as a developing and
maturing being in the contextmaturing being in the context
of the social systemof the social system

InnateInnate
TemperamentTemperament
 Studies focus on the inbornStudies focus on the inborn
characteristics of children thatcharacteristics of children that
determine the ways in whichdetermine the ways in which
they will handle problems allthey will handle problems all
throughout their livesthroughout their lives

9 factors in9 factors in
innateinnate
temperamentemperamen
tt

1. Activity Level1. Activity Level
The frequency & speed ofThe frequency & speed of
movement of the child in themovement of the child in the
bath or in the crib in earlybath or in the crib in early
infancy or crawling, walking,infancy or crawling, walking,
or running in lateror running in later
developmental stagesdevelopmental stages

2. Rhythmicity2. Rhythmicity
Biologic regularity or irregularity,Biologic regularity or irregularity,
as seen in such functions asas seen in such functions as
the sleep-wake cycle and thethe sleep-wake cycle and the
timing of hungertiming of hunger

3. Approach /3. Approach /
WithdrawalWithdrawal
 The immediate reaction of aThe immediate reaction of a
child (e.g. acceptance orchild (e.g. acceptance or
rejection) to a new experiencerejection) to a new experience
such as new bed, place,such as new bed, place,
scheduleschedule

4. Adaptability4. Adaptability
 The amount of time requiredThe amount of time required
(short, moderate, long) for a(short, moderate, long) for a
child to adapt to a newchild to adapt to a new
experience or scheduleexperience or schedule

5. Threshold5. Threshold
 The minimum strength ofThe minimum strength of
stimulus required to engagestimulus required to engage
the child’s attentionthe child’s attention

6. Intensity6. Intensity
 The energy expenditure givenThe energy expenditure given
to the expression of moodto the expression of mood

7. Mood7. Mood
 The predominance duringThe predominance during
waking hours of positivewaking hours of positive
mood as opposed to neutralmood as opposed to neutral
or negative mood expressionor negative mood expression

8. Distractibility8. Distractibility
 The ease to which the child’sThe ease to which the child’s
attention is drawn from an on-attention is drawn from an on-
going activitygoing activity

9. Attention span9. Attention span
& persistence& persistence
 Attention span refers to theAttention span refers to the
uninterrupted attention givenuninterrupted attention given
in an activity such as gazingin an activity such as gazing
or playing with toysor playing with toys
 Persistence is the direction onPersistence is the direction on
uninterrupted activity towarduninterrupted activity toward
completion of a task orcompletion of a task or
spontaneous return to taskspontaneous return to task
after an interruptionafter an interruption

SpecialSpecial
evaluationevaluation
issues inissues in
ChildhoodChildhood
 Physical AbusePhysical Abuse
 Sexual AbuseSexual Abuse
 Divorce / SeperationDivorce / Seperation

GeneralGeneral
TreatmentTreatment

 Requires a permissive, non-Requires a permissive, non-
threatening atmosphere in w/cthreatening atmosphere in w/c
an attempt is made to thean attempt is made to the
child understand his/herchild understand his/her
behavior and clarify thebehavior and clarify the
realities of the situation whilerealities of the situation while
providing a climate for theproviding a climate for the
child to continuechild to continue
developmental tasksdevelopmental tasks

 The treatment variesThe treatment varies
according to theaccording to the
developmental stage of thedevelopmental stage of the
child:child:

 Toddlers requires moreToddlers requires more
support in feeding & simplersupport in feeding & simpler
playplay
 Kindergarten benefits bothKindergarten benefits both
from a mixture of play andfrom a mixture of play and
talkingtalking
 School Age kids on drawing,School Age kids on drawing,
reading & sports activities &reading & sports activities &
talk therapytalk therapy

BehavioralBehavioral
TherapyTherapy
 Methods based on conceptsMethods based on concepts
of learning theoryof learning theory

TherapyTherapy
 Focus on undesirableFocus on undesirable
behavior, examine theirbehavior, examine their
frequency & setting upfrequency & setting up
reinforcers & adversive stimulireinforcers & adversive stimuli
to alter the components ofto alter the components of
behavior that are involvedbehavior that are involved
using rewards or punishmentsusing rewards or punishments

TherapyTherapy
 Desensitization has beenDesensitization has been
used to gradually diminish aused to gradually diminish a
negative response such asnegative response such as
fear of classroom; this is usedfear of classroom; this is used
with concurrent relaxation orwith concurrent relaxation or
anxiety reducing methodsanxiety reducing methods

Play therapyPlay therapy
 It encompasses the use of theIt encompasses the use of the
room, pens, pencils, models,room, pens, pencils, models,
crayons, and dolls to evoke &crayons, and dolls to evoke &
express a wide variety of theexpress a wide variety of the
fantasies of the childfantasies of the child
 Enhance the child’s selfEnhance the child’s self
reliance in adaptation to his orreliance in adaptation to his or
her place in the family and inher place in the family and in
societysociety

Family therapyFamily therapy
 Involves an awareness of theInvolves an awareness of the
family context, its culturalfamily context, its cultural
pattern and socio-economicpattern and socio-economic
level, and the particular valuelevel, and the particular value
systems of the child’s familysystems of the child’s family

Back toBack to
InnocenceInnocence
WorkshopWorkshop
SensitivitySensitivity
Exercise 1Exercise 1

AgeAge WriteWrite
down adown a
SignificaSignifica
nt Eventnt Event
in yourin your
life?life?
If youIf you
imaginimagin
e thee the
ShapeShape
, what, what
is it:is it:
SpikySpiky
oror
CurveCurve
dd
WhyWhy
thatthat
shapeshape
??
ExplaiExplai
n inn in
3-53-5
sentensenten
cesces
WhatWhat
is theis the
ColorColor
do youdo you
seesee
whenwhen
youyou
recallrecall
thatthat
significsignific
antant
event?event?
2121
1818
1414
1010
88
55

What was your favorite toyWhat was your favorite toy
when you were 5 yrs old?when you were 5 yrs old?
If you want something badly,If you want something badly,
how do you get it when youhow do you get it when you
were 10 yrs old?were 10 yrs old?

What was your favorite role in aWhat was your favorite role in a
play when you were 8 yrs old?play when you were 8 yrs old?
What is your role in your peerWhat is your role in your peer
group “barkada” when yougroup “barkada” when you
were 14 yrs old. How do theywere 14 yrs old. How do they
call you or see you?call you or see you?

 What was your initial reactionWhat was your initial reaction
when you were reprimandedwhen you were reprimanded
by your elders when you wereby your elders when you were
18 yrs old?18 yrs old?
 What was your secret wishWhat was your secret wish
when you were 21 yrs old?when you were 21 yrs old?

WHAT ISWHAT IS
MEANT BYMEANT BY
LEADERSHIPLEADERSHIP
??
Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children R

Leadership is theLeadership is the
ability toability to
influence theinfluence the
activities of anactivities of an
individual or groupindividual or group
toward thetoward the
achievement of aachievement of a
goal.goal.
The definition has evolved from theThe definition has evolved from the
idea ofidea of
a leader beinga leader being
a born leader or simply "one whoa born leader or simply "one who
leads"leads"
to a more complex view ofto a more complex view of
how a person exerts influence.how a person exerts influence.

leaders can beleaders can be
influential as:influential as:
task-orientedtask-oriented
leadersleaders
oror
relationship-relationship-
orientedoriented
leaders.leaders.

leadersleaders
excels atexcels at
establishingestablishing
well-definedwell-defined
patterns ofpatterns of
organization,organization,
channels ofchannels of
communication,communication,
and ways ofand ways of
getting tasksgetting tasks
accomplishedaccomplished

The relationship-The relationship-
oriented leader,oriented leader,
leads byleads by
maintainingmaintaining
personalpersonal
relationshipsrelationships
between membersbetween members
of the group byof the group by
opening upopening up
communication,communication,
providingproviding
emotional supportemotional support
and usingand using
facilitatingfacilitating

Both task-orientedBoth task-oriented
and relationship-and relationship-
oriented leadersoriented leaders
are necessary forare necessary for
effective groupeffective group
functioningfunctioning

Another helpfulAnother helpful
way to identifyway to identify
and nurtureand nurture
leadership is thatleadership is that
ofof
the activethe active
versusversus
the reflectivethe reflective
leader.leader.

The active leaderThe active leader
exerts influenceexerts influence
over the groupover the group
through the forcethrough the force
of his or herof his or her
personality.personality.

The reflectiveThe reflective
leader, on theleader, on the
other hand, isother hand, is
influential throughinfluential through
the force of his orthe force of his or
her ideasher ideas

HOW CANHOW CAN
TEACHERSTEACHERS
IDENTIFY THEIDENTIFY THE
LEADERSHIPLEADERSHIP
ABILITIES OFABILITIES OF
GIFTED ANDGIFTED AND
TALENTEDTALENTED
STUDENTS?STUDENTS?

 --Nomination and/or rating by--Nomination and/or rating by
peers, teachers, self, orpeers, teachers, self, or
community group memberscommunity group members
 --Observation of simulation--Observation of simulation
activitiesactivities
 --Biographical information on--Biographical information on
past leadership experiencespast leadership experiences
 --Interviews--Interviews
 --Personality tests--Personality tests
 --Leadership styles--Leadership styles
instrumentsinstruments

Ten Ways to IdentifyTen Ways to Identify
aa
Promising PersonPromising Person

to distinguishto distinguish
between the skill ofbetween the skill of
performance and theperformance and the
skill of leading theskill of leading the
performanceperformance

1.1. Leadership in the past. The bestLeadership in the past. The best
predictor of the future is the past.predictor of the future is the past.
2.2. The capacity to create or catchThe capacity to create or catch
vision.vision.
3.3. A person who knows how to askA person who knows how to ask
the right questionthe right question
4.4. A person who feels the thrill of aA person who feels the thrill of a
challengechallenge
5.5. A constructive spirit of discontentA constructive spirit of discontent
6.6. Have Practical IdeasHave Practical Ideas
7.7. Willingness to take responsibilityWillingness to take responsibility
8.8. Completion factorCompletion factor
9.9. Peer respect & Family respectPeer respect & Family respect
10.10.Holding Court (people listen toHolding Court (people listen to
them)them)

Points to Consider:Points to Consider:

It's not enough forIt's not enough for
people to havepeople to have
leadership potential;leadership potential;
they must havethey must have
character and thecharacter and the
right setting in whichright setting in which
to grow.to grow.

What will this personWhat will this person
dodo
to be liked?to be liked?
It's nice to be liked,It's nice to be liked,
but as a leader itbut as a leader it
cannot be thecannot be the
controlling factor.controlling factor.
The cause must beThe cause must be
thethe
prime motivator.prime motivator.

Does this personDoes this person
have a destructivehave a destructive
weakness?weakness?
There are only twoThere are only two
things I need tothings I need to
know about myselfknow about myself
as a leader:as a leader:
my constructivemy constructive
strength and anystrength and any
destructivedestructive
weaknessweakness

A destructiveA destructive
weakness may, forweakness may, for
example, be anexample, be an
obsession.obsession.
An obsessionAn obsession
controls us;controls us;
we don't control it.we don't control it.
It only grows worseIt only grows worse
over time.over time.

Can I provide this personCan I provide this person
the environment tothe environment to
succeed?succeed?
An environment thatAn environment that
threatens our sense ofthreatens our sense of
security or well-beingsecurity or well-being
splits our concentrationsplits our concentration
from the cause.from the cause.
Young leaders need anYoung leaders need an
environment in which theyenvironment in which they
can concentrate oncan concentrate on
leading.leading.

Dimensions ofDimensions of
Sustaining LeadershipSustaining Leadership

Partnership and voicePartnership and voice
Vision and valuesVision and values
Knowledge and daringKnowledge and daring
Confidence and persistenceConfidence and persistence
Personal qualities (passion,Personal qualities (passion,
humor, and empathy strength ofhumor, and empathy strength of
character, general maturity,character, general maturity,
patience, wisdom, commonpatience, wisdom, common
sense, trustworthiness,sense, trustworthiness,
reliability, creativity, sensitivity)reliability, creativity, sensitivity)

Individual ClubsIndividual Clubs
Work PlanWork Plan
WhWh
enen
JulJul
yy
2929
JulJul
yy
2222
JulJul
yy
1515
JulJul
y 8y 8
JulJul
yy
0101
JuJu
nene
2424
JuJu
nene
1717
WhWh
oo
WhWh
atat
ActiActi
vityvity
WhWh
ereere
--
VenVen
ueue
Wh

Work PlanWork Plan
WhWh
enen
AuAu
gg
55
AuAu
gg
1212
AuAu
gg
1919
AuAu
gg
2626
SeSe
ptpt
22
SeSe
ptpt
99
SeSe
ptpt
1616
WhWh
oo
WhWh
atat
ActiActi
vityvity
WhWh
ereere
--
VenVen
ueue
Wh

Work PlanWork Plan
WhWh
enen
SeSe
ptpt
2323
SeSe
ptpt
3030
NoNo
vv
44
NoNo
vv
1111
NoNo
vv
1818
NoNo
vv
2525
DeDe
cc
22
WhWh
oo
WhWh
atat
ActiActi
vityvity
WhWh
ereere
--
VenVen
ueue
Wh

Work PlanWork Plan
WhWh
enen
DeDe
c 2c 2
DeDe
cc
99
DeDe
cc
1616
DeDe
cc
2323
DeDe
cc
3030
JaJa
nn
66
JaJa
nn
1313
WhWh
oo
WhWh
atat
ActiActi
vityvity
WhWh
ereere
--
VenVen
ueue
Wh

Work PlanWork Plan
WhWh
enen
JaJa
nn
2020
JaJa
nn
2727
FeFe
bb
33
FeFe
bb
1010
FeFe
bb
1717
FeFe
bb
2424
MarMar
ch 3ch 3
WhWh
oo
WhWh
atat
ActiActi
vityvity
WhWh
ereere
--
VenVen
ueue
Wh

Work PlanWork Plan
WheWhe
nn
MarMar
chch
1010
MarMar
chch
1717
MarMar
chch
2424
MarMar
chch
3131
WhoWho
WhaWha
tt
ActivActiv
ityity
WheWhe
rere
--
VenVen
ueue
WhyWhy
--

TheThe
CatholicCatholic
LeadershipLeadership

What isWhat is
youryour
Sense ofSense of
ConvictioConvictio
nn
to theto the
CatholicCatholic
Faith?Faith?

CatholicCatholic
LeadershiLeadershi
pp

Term 1 – focus onTerm 1 – focus on
SELFSELF
 ““Good leadership is truthful andGood leadership is truthful and
trustworthy. Leaders can acttrustworthy. Leaders can act
more confidently if they have amore confidently if they have a
strong sense of their own innerstrong sense of their own inner
truths and are resolute intruths and are resolute in
upholding positions that may beupholding positions that may be
unpopular but congruent withunpopular but congruent with
the leader’s values.”the leader’s values.” (Kevin(Kevin
Treston)Treston)
 their own faiththeir own faith
experience/spiritualityexperience/spirituality
 their knowledge andtheir knowledge and
understanding of their faithunderstanding of their faith
 their own valuestheir own values

CONTEXT.CONTEXT.
 This is the vision which shapes theThis is the vision which shapes the
daily life of a Catholic school as adaily life of a Catholic school as a
community in which faith iscommunity in which faith is
expressed and shared through everyexpressed and shared through every
aspect of its activity.”aspect of its activity.”
 How their personal vision impacts onHow their personal vision impacts on
their present schooltheir present school
 How they would want their personalHow they would want their personal
vision to impact on any future leadershipvision to impact on any future leadership
role in a schoolrole in a school
 The distinctive vision/mission of aThe distinctive vision/mission of a
Catholic schoolCatholic school
 Evaluating the Catholic nature of aEvaluating the Catholic nature of a
schoolschool

TASKTASK
“ …“ … be clear that providingbe clear that providing
leadership and management forleadership and management for
a Catholic school is totallya Catholic school is totally
compatible with the ‘standardscompatible with the ‘standards
agenda. The requirement toagenda. The requirement to
improve the quality ofimprove the quality of
educational provision and pupileducational provision and pupil
achievement needs to beachievement needs to be
understood and interpretedunderstood and interpreted
within the setting of an ethoswithin the setting of an ethos
rooted in the Catholic Churchrooted in the Catholic Church
and Gospel values.”and Gospel values.”

Spiritual Needs:Spiritual Needs:
FaithFaith
HopeHope
LoveLove

Material Needs:Material Needs:
SexSex
MoneyMoney
PowerPower

How do weHow do we
reconcilereconcile
Material NeedsMaterial Needs
&&
Spiritual Needs?Spiritual Needs?

 John Paul IIJohn Paul II stated “[Opusstated “[Opus
Dei] has as its aim theDei] has as its aim the
sanctification of one’s life,sanctification of one’s life,
while remaining within thewhile remaining within the
world at one’s place of workworld at one’s place of work
and profession: to live theand profession: to live the
Gospel in the world, whileGospel in the world, while
living immersed in the world,living immersed in the world,
but in order to transform it,but in order to transform it,
and to redeem it with one’sand to redeem it with one’s
personal love for Christ.personal love for Christ.

 John Paul IIJohn Paul II
 "All the"All the faithfulfaithful, whatever their, whatever their
condition or state, are called bycondition or state, are called by
the Lord, each in his own way, tothe Lord, each in his own way, to
that perfect holiness whereby thethat perfect holiness whereby the
Father Himself is perfect (MtFather Himself is perfect (Mt
5:48)." "It belongs to the laity to5:48)." "It belongs to the laity to
seek the kingdom of God byseek the kingdom of God by
engaging in the affairs of the worldengaging in the affairs of the world
and directing them according toand directing them according to
God's will."God's will."

AchievingAchieving
PerfectionPerfection
isis
Working forWorking for
HolinessHoliness

To reconcileTo reconcile
Faith to achieveFaith to achieve
PowerPower
Hope to AchieveHope to Achieve
Wealth / MoneyWealth / Money
Love to AchieveLove to Achieve
PhysicalPhysical
SatisfactionSatisfaction

BreathingBreathing
ExerciseExercise
Meditation PrayerMeditation Prayer

Coaching Guidelines for Teachers of Young Children and Ways to Handle Bullying by Amb Juan

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