Austin’s Butterfly Inspiration: 3 Ways to Keep Children Making Progress

Recently, I came across a classic PBL project-based learning demonstration video \”Butterflies in Austin\”. How can we guide children to do better step by step without causing resistance? In the video, the teacher showed us a classic case. In the video, the teacher and several children aged 6 to 10 help a first-grade classmate draw a \”Tiger Swallowtail Butterfly\” using precise scientific drawing methods. With the joint suggestions of other students, after six revisions, the butterfly he drew went through the following process, and finally made everyone exclaim. If we just look at the final draft, it would be hard for us to believe that it was drawn by a 6-year-old child, but after looking at the revision process, we will understand how this child did it. The teacher in the video constantly guides the children, creating a more relaxed learning atmosphere through tone and expression in seemingly ordinary exchanges, and delivers clear instructions to the children, which not only makes the children happy to accept them, but also encourages them to continue trying. And clarify the direction of the next revision, and finally deliver a satisfactory work. This process seems simple, but it is not easy for many parents to do. When we guide our children to do something better in study or life, it often turns into a process of being reasonable, unable to see the improvement of the child, and finally getting angry. So, how did the teacher in the video do it? The key is that he provides students with effective and positive \”helpful feedback\” every step of the way. This feedback should meet three criteria: be well-intentioned (and honest), be helpful, and be specific. At the same time, feedback should be strict on content but tolerant on people. How exactly is such feedback implemented? How to get your children to say goodbye to procrastination? 15 lessons on efficient time management to stimulate children’s drive mp3 [Tools + Methods + Concepts] Atmosphere is very important, pay attention to children’s emotions, empathize in time, and establish a sense of emotional connection with children. In the video, the children are sitting on the ground casually. , the teacher is not aloof, but forms a circle with the children. Such an environment will make children feel safe and make it easier for them to express their thoughts. American psychologist and communication scientist Albert Merabian once proposed a famous law of interpersonal communication – the 55387 law, that is, body language accounts for 55% of communication, tone of voice accounts for 38%, and content accounts for only 7%. %. When communicating with children, the effectiveness of communication depends more on the state of our speaking, including body language, tone, speaking speed and the emotions we express. If we express with bad emotions, the children may not be able to listen to what we say at all, and will more likely engage in emotional resistance. One of the most effective ways to educate a child is to make him feel that you are his comrade and will fight alongside him. Therefore, when we help our children with their homework or discuss with them the difficulties they encounter in their studies, it is best to start it like a normal chat, and the children will be more receptive. Moreover, we must understand that when a child faces something he or she does not know, his first reaction is to collapse internally, and then refuse to complete it. As an adult, you really need to remind yourself from time to time not to be affected by your child\’s emotional breakdown, and to help him overcome difficulties bit by bit.Express positive feelings more, affirm the child, and build the child\’s sense of accomplishment. We can see that the first version of the child\’s painting in the video is indeed far from the original photo. However, when the teacher gave feedback to the students, he did not directly deny it. Instead, he constantly used an expectant tone to guide the children to continue trying and modifying. The translation here is wrong. The teacher should have said: \”This is what he drew, and it\’s not bad.\” Then he made a suggestion, \”But if we compare it accurately, it actually doesn\’t look like it.\” Next, the teacher continued to encourage the children to try. He said: \”Then you draw another one, and you have to do it better. Then you do the third one, and you draw it better. You can step by step be more like this one.\” Painting; you did a good job, they know this is a good start…\” Be more affirmative towards your children. Even if you make a mistake, you must first appreciate his efforts and let him know that his efforts are seen. This can give children a lot. confidence. But when we usually see a child doing something bad, we can\’t help but point out his problem immediately. Our original intention is to hope that he can correct it as soon as possible, but the result may be that the child\’s self-confidence is hit, and he doesn\’t want to hear it. The Lord spoke. Why don\’t we try it in a different way? Next time, try saying: \”You have done a good job. It would be even better if you could do more…\” Specific, effective and timely feedback and guidance allow children to see the direction of progress. In addition, many times the encouragement we give children does not work, perhaps because it is too vague. Children are very sensitive in their hearts and can easily tell whether an adult\’s praise is sincere or not. If you do not have a deep understanding of your child\’s actual progress and give general praise, not only will your child not feel happy, but they will also develop stress and anxiety because they have been unable to improve their level. If we can turn expectations into specific requirements or guidance, it will be easier for children to do it, have a greater sense of accomplishment, and be more motivated. In the video, the teacher does the same thing. When other friends give suggestions to the children, the teacher always guides the children to be more specific. When the friends said, \”Here is a corner,\” he asked the children to point out where the corner was. When the friends said, \”The drawing should be longer here,\” he would continue to ask, \”Where should the drawing be longer, and where should it be stretched?\”, making every suggestion specific enough to be implemented. A mother has personally experienced the benefits of specific guidance when it comes to her child\’s calligraphy practice. She found that simply praising a child for good handwriting will make the child proud within a few days, and when the child is told that the handwriting is not good, the child will become very depressed. And when she praises the child for writing a specific word or stroke well and observing carefully, the child is more willing to cooperate. Moreover, when the child cannot write well, she encourages the child to compare the difference between his own handwriting and the copybook, and practice again. The child is not only willing to take the initiative to write, but also begins to recognize more words and actively study the structure of the words. Specific guidance and feedback can not only establish a real sense of accomplishment for children, but also teach children learning methods, allowing children to actively use them to help themselves improve and gain more sense of accomplishment. In the process of communicating with children, we tend to be reasonable.It is easy to lose control of your emotions when you talk too much and don\’t listen. In fact, what children are most exposed to during the entire conversation are adults\’ emotions and attitudes, and they absorb less than 10% of the truth. If we can try our best to understand our children, create a safe and relaxed environment, and provide specific guidance and positive feedback, I believe that every child will be willing to make progress.

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