Also, because some students are just building their emotional awareness and vocabulary, offering them some language can be a powerful opening. In fact, asking students “How does that make you feel?” about a happy moment can sound unnatural (“Good, duh”)-or like a TV therapist. “Yes, it does.”Īlthough naming students’ emotions sounds as if it might shut down conversation, it generally has the opposite effect. And then he held my gaze with a well of emotion in his eyes. That must feel so satisfying.” “Yes,” he answered. Instead of answering, “I’m proud of you,” I said, “I know how hard you worked. In my study skills class, I leaned down to talk to a student who shyly shared that he had done well on a test in a class in which he usually struggled. I still remember the first time I used this technique. Instead of telling them I’m proud, I might say, “Wow! That’s so exciting. To support this, I often make a guess about their feelings. Turning your students’ attention to their emotions also helps them more fully inhabit a moment. I also like the way the open-ended phrase gives students control over the details they choose to share. This strategy allows students to relive the moment and magnify their happiness through sharing. Me: “Congratulations! Tell me everything.” Student: “I got my driver’s license yesterday.” Me: “I’m so happy for you! Tell me more.” Student: “I got a solo in the choir show.” My favorite phrase to help students slow down and savor a particular achievement is a simple “Tell me more.” If I have a talkative student and plenty of time to listen, I might even open with a cheerful, “Tell me everything!” As I experimented with how I responded to their achievements, I discovered four simple strategies. I wanted my students to spend more time basking in their accomplishments and taking ownership for their successes. Second, it shifted attention away from the student and onto me, as if my approval were the goal. First, it tended to end the conversation. Learn more about diagnosing and treating and preventing another TIA or severe stroke.In the past, when my high school students shared some good news-they’d aced the interview or made the team-I’d answer, beaming, “I’m so proud of you.” I was genuinely happy for them, but something about my response felt off. If you or someone with you is experiencing these or other stroke symptoms, urgent medical evaluation and treatment are needed. Check the time so you'll know when the first symptoms appeared. Remember "F.A.S.T." to know when to call for help: Most of these later health problems happen within just days or weeks of the TIA, so early interventions to reduce risk are vital. TIAs, which occur before about 15% of strokes, are considered "warning strokes" - they are associated with additional TIAs, full-blown strokes or other cardiovascular problems later. Because most TIA symptoms last from only a few minutes up to 24 hours, they are often dismissed and not taken seriously. TIA is a medical emergency with the same symptoms as ischemic and hemorrhagic strokes. A transient ischemic attack (TIA) is a warning stroke, but is commonly referred to by the public as a mini-stroke.
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