Benjamin Blooms Taxonomy and Critical Thinking

Blooms Taxonomy divides the way people learn into three domains. One of these is the
cognitive domain which emphasizes intellectual outcomes. This domain is further divided into
categories or levels. The key words used and the type of questions asked may aid in the
establishment and encouragement of critical thinking, especially in the higher levels.

Level 1: Knowledge exhibits previously learned material by recalling facts, terms, basic
concepts and answers.
Key Words: who, what, why, when, omit, where, which, choose, find, how, define, label, show,
spell, list, match, name, relate, tell, recall, select
Level 2: Comprehension demonstrating understanding of facts and ideas by organizing,
comparing, translating, interpreting, giving descriptions and stating main ideas.
Key Words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline,
relate, rephrase, translate, summarize, show, classify
Level 3: Application solving problems by applying acquired knowledge, facts, techniques
and rules in a different way.
Key Words: apply, build, choose, construct, develop, interview, make use of, organize,
experiment with, plan, select, solve, utilize, model, identify
Level 4: Analysis examining the breaking information into parts of identifying motives or
causes; making inferences and finding evidence to support generalizations.
Key Words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine,
inspect, motive, inference, assumption, conclusion
Level 5: Synthesis compiling information together in a different way by combining elements
in a new pattern or proposing alternative solutions.
Key Words: build, choose, combine, compile, compose, construct, create, design, develop,
estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution,
suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete,
theorize, elaborate, test, improve, happen, change
Level 6: Evaluation presenting and defending opinions by making judgments about
information, validity of ideas or quality of work based on a set of criteria.
Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate,
judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret,
explain, appraise, prioritize, opinion, support, importance, criteria, prove, disprove, assess,
influence, perceive, value, estimate, influence, deduct
 Divergent Questioning Models
Paul Torrance

1. Quantity Model:
List all of the . List as many as you can think of. How many
ways can you come up with ?
2. Viewpoint Model:
How would this look to a ? What would a mean
from the viewpoint of a ? How would view this?
3. Involvement Model:
How would you feel if you were ? If you were a what
would you (see, taste, smell, feel)? You are a , describe how it feels.
4. Conscious Self-deceit Model:
Suppose you could have anything you wanted. What ideas could you produce if this
were true? You have all of the in the world. How could you use it to
? You have been given the power to . How will you use it?
5. Forced Association:
How is like ? Get ideas from to improve
. I only know about . Explain to me.
6. Reorganization Model:
What would happen if were true? Suppose (happened), what
would be the consequences? What would happen if there were no ?

7 Ways of Knowing Multiple Intelligences- Howard Gardner

Logical/Mathematical Intelligence: Often called scientific thinking, this intelligence deals

with inductive and deductive thinking/reasoning, number and the recognition of abstract patterns.

Verbal/Linguistic Intelligence: This intelligence, which is related to words and language

written and spoken dominates most Western educational systems.

Intrapersonal Intelligence: This intelligence relates to inner states of being, self-reflection,

metacognition (i.e., thinking about thinking) and awareness of spiritual realities.

Intrapersonal Intelligence: This intelligence operates primarily through person-to-person

relationships and communication.

Visual/Spatial Intelligence: This intelligence, which relies on the sense of sight and being able
to visualize an object, includes the ability to relate internal mental images/pictures.

Body/Kinesthetic Intelligence: This intelligence is related to physical movement and the

knowings/wisdom of the body, of the body, including the brains motor cortex, which controls
bodily motion.

Musical/Rhythmic Intelligence: This intelligence is based on the recognition of tonal patterns

including various environmental sounds, and on a sensitivity to rhythm and beats.
 Conflict Resolution

Types of Conflict
1. person v. person
2. person v. idea
3. person v. nature
4. person v. himself

Causes of Conflict- rumors, arguments, misunderstandings, fatigue, etc.

Conflict can be: positive; negative; neutral

Basic ways to resolve a conflict

1. denial
2. confrontation
3. problem-solving

Steps to Conflict Management

1. identify the problem
2. examine the alternatives
3. fmd and implement a solution
4. evaluate the solution

Barriers to Resolution
- Advice or involvement of others
- One-sided conversations
- Interruptions
- Not telling or admitting the truth
- Not wanting a resolution or unwilling to keep their end of the bargain
 Listening Skills

E.A.R. = Guess what you have two!!

E = Eye Contact
A = Attentive Physiology
R = Reiterate Important Points

G.A.B.S.
G = Grab the Glory
A=Advise
B = Belittle
S = Side Step
Thank you for not getting the gabs!!

Communication Skills

O.T.F.D. = OPEN THE FRONT DOOR

o = Observation
T=Thought
F = Feelings
D = Desire
Apologizing
A.A.M.R. = All About My Relationships

A = Acknowledge
A = Apologize
M = Make It Right
R=Recommit
 Coping Skills

1. Play Music
Play music that uplifts and focuses on the positive.
2. Exercise or do something active
Engage in a highly engaging activity. Take a walk, dance, etc.
3. Call Someone
Reach out to others; call a supportive friend or family member.
4. Exercise your faith.
Pray, meditate, etc.

5. Take one step at a time.

See the solution as a series of steps. Take one at a time and learn to celebrate each small success.

6. Be Aware of Your Emotions

Notice the emotional response to a situation and remember that emotions are neither right or
wrong; good or bad. Just because the emotion is there, doesnt mean that it needs to be acted on.
7. Breathe Deeply
Take several long, deep breaths. Do this for a few minutes before returning to solving the
problems.

8. Take a Warm Bath or Shower

Relax. Add some bath salts or aromatic soaps.
9. Do something that makes you laugh.
See a movie or listen to a comedian.
10. Help someone else.
Volunteer to serve others in the community.

CreatingaCopingClimate

Dr.GaleK.Gorke
KidsKanInc.
 Objectives
Bytheendofthistrainingparticipantswill:

1. Gainanunderstandingofclassroomandgroup
managementtechniquesthatfosteranenvironmentthat
teachesresiliency,selfregulation,andcopingskills;
2. Learnstrategiestoutilizeactivitiesthatcombinekey
programelementssuchasadolescentpregnancy
preventionandcopingskills;and
3. Developtheskillstouseactivelearningtoteachand
practicethelifeskillsthatdeveloppositivecommunication,
increasedselfesteem,conflictresolutionandproblem
solving.
 TwoDayOverview
TheWHAT,HOW,andWHYofClimateCreation
CopingSkills
CommunicationSkills
ManagingGroups
ClassroomManagementandSelfRegulation
Techniques
StrengthbasedLearningTechniquesand
Strategies
ManagingChangeWhileMaintainingaCoping
Climate
 TheWHAT,HOW,andWHYof
ClimateCreation
Environment
Music
Furniturearrangement
Personalspace
Etc.
Interaction
Withadults
Withpeers
Content
Consistency
Diversity
Expectations
Fun
StudentLead
 CopingSkills
Helpustakeresponsibility
Increaseselfmanagement
Takescourage
Improvesqualityoflife
 CopingSkills
1.PlayMusic
2.Exerciseordosomethingactive
3.CallSomeone
4.Exerciseyourfaith
5.Takeonestepatatime
6.BeAwareofYourEmotions
7.BreatheDeeply
8.TakeaWarmBathorShower
9.Dosomethingthatmakesyoulaugh
10.Helpsomeoneelse
.
 CommunicationSkills
E.A.R. eyecontact,attentivephysiology,
reiterate
G.A.B.S. grabtheglory,advise,belittle,side
step
O.T.F.D. observation,thoughts,feelings,
desire
A.A.M.R. acknowledge,apologize,make
amends,recommit
 DealingwithConflict
TypesofConflict
CausesofConflict
StepstoResolvingConflict
BarrierstoResolution
 ManagingGroups
Movementfromactivitytoactivity
Groupingandteamselection
Leadershipopportunities
Debriefingactivities

Form,Storm,Norm,&Perform
 ClassroomManagementandSelf
RegulationTechniques
CharlieApplestein
JamesLehman
 StrengthbasedLearningTechniques
andStrategies
SensoryPreferences
MultipleIntelligences
BloomsTaxonomy
Torrance DivergentQuestioning
Kohlberg TheoryofMoralDevelopment
Maslow HierarchyofNeeds
ManagingChangeWhileMaintaining
aCopingClimate
ChangeCharacteristics
Individualized
WhatdoIhavetogiveup?
Maintainpressure
PlanningforChange
ImplementingChange
 OrganizationalAikido:
ImplementingChangeWithoutaFight

Weonlychangewhenweunderstand
whyitisimportant.

1.Whoeverfights,loses
2.Whenpushed,pull
3.Wordswithoutpracticehavelittlemeaning

Preston,DavidR.JournalforQuality&Participation;Sep/Oct99
 SupportingSustainableChange
TheactionlearningconceptwasdevelopedbymanagementexpertReg
Revans,whobelievedthatpeoplebegintolearneffectivelyonlywhenthey
canreflectonwhattheydoeveryday(Revans 1982)

Bridges(2003)identifiesthreekeyprocessesdescribingthehuman
dimensiontosuccessfulchangeimplementation:

1. Articulatingthereasonforchangeandtheadvantagesforadoptingit
2. Providinganenvironmentthatisconducivetochange,promotingattitudes
andbehaviorsthatenablechange,andvaluingandsupportingcreativity
andinnovation
3. Involvingstaffatalllevels

BridgesW(2003)ManagingTransitions:Makingthemostofchange.
Secondedition.Brearley,London.

Revans R(1982)Whatisactionlearning?
JournalofManagementDevelopment,1,3,6475.
 Dr.GaleK.Gorke
(951)2331646
gkgorke@aol.com
P.O.Box1181
Calimesa,CA92320
 SensoryLearningPreferences

Onewaytodecidethatbestwaytoenhanceyourstudentsreadingskillsistodeterminetheir
individuallearningstyle(s).Mostchildrenhaveapreferenceforthewaytheyreceiveand
respondtoinformation.Oftentimes,thiscanbedeterminedbythebehaviorpatterns
manifestedinyourclass.

VISUALLEARNERS:
65%ofstudents

BehaviorPatterns
Enjoys;colors,T.V.,puzzles,notices;thingsintheirplace,changesintheenvironment,puts
thingsbackwheretheybelongorsotheycanfindthemquickly.Looksatothersworkoroffinto
space.

ReadingErrors
Makessubstitutions;"road"for"street",reads"saw"as"was"

SpellingErrors
Reversesletters"b"for"d",usesGestaltortheshapeoftheword,"like""lotr"

Learnsbestwith:
sightwordapproach
"looksay"method
visualizing
imagingscenes
attendingtopicturesandcontextclues

AUDITORYLEARNERS:
25%ofstudents

BehaviorPatterns
Enjoys;radio,stereo,poems,beingreadto,music,learnssongseasily,learnslanguageandhas
fullvocabularyearly,actsthe"boss",hasmanyexcuses,imitatessoundsandvoices.Sub
vocalizeswhenworking;verbalizesactionswhenplaying.

ReadingErrors
Readsslowlyandlaboriously,tendstodeepsoundingoutwordsseenbefore,poormemoryof
whatwasjustread.

SpellingErrors
Spellsphonetically,"muther"for"mother","sed"for"said"

Learnsbestwith:
phonicsapproach
listeningandrepeating
subvocalizing,movinglipswhenreading
engagingindialogue

TACTILE(KINESTHETIC)LEARNERS:
10%ofstudents

BehaviorPatterns
Touchesthingsashe/shewalksby.Useshandsorfiststosolveproblems.Takesthingsapart.
Taps,thumps,orwiggles.

ReadingErrors
Usuallyanonreader

SpellingErrors
Perseverates,"pample"for"picture","pami"for"quite","palle"for"lamb"

Learnsbestwith:
multisensoryapproach(FernaldorSlingerland)
highactionstories
actingoutstories
roleplayinganddoingsimulations

Knowingwhatstylestudentshaveapreferenceforcannotonlyhelpinthedeliveryofthe
lesson,butalsointheselectionofactivities.
 Maslows Hierarchy of Needs

The humanist psychologist Abraham Maslow theorized that basic needs motivate human behavior. He identified and
clarified the interactions between internal needs and external satisfactions.

Without With
NOT REACH FULL POTENTIAL: 5 5. SELF-ACTUALIZED:
Unmet needs keep from use of full potential. Full use of talents.
LACK OF SELF-WORTH: 4 4. SELF-WORTH:
Feelings of insecurity and Confidence in oneself to master Confidence in oneself to master ones world. Need for
inferiority. Anxiety about personal worth. achievement and competence. Recognition of status from
others.
UNLOVED-ISOLATED: 3 3. BELONGING-LOVE:
Feelings of loneliness, rejection, and alienation. Risk reaching out for affection, friends, and acceptance.
LACK OF STABILITY: 2 2. SAFETY:
Feelings of fear due to chaos and disorganization. Order, structure, limits. A stable, routine, predictable
environment from which to reach out.
LACK OF BASIC NEEDS: 1 1. BASIC NEEDS:
Preoccupation with survival. Physical suffering. Food, shelter, air, and sleep.

A Summary of Lawrence Kohlbergs

Stages of Moral Development
Kohlberg believedand was able to demonstrate through studiesthat people progressed in their moral reasoning (i.e., in
their bases for ethical behavior) through a series of stages. He believed that there were six identifiable stages which could
be more generally classified into three levels. Kohlbergs classification can be outlined in the following manner:

Level Stage Social Orientation

Pre-Conventional 1 Obedience and Punishment
2 Individualism, Instrumentalism, Exchange
Conventional 3 Good/Bad Boy/Girl
4 Law and Order
Post-Conventional 5 Social Contract
6 Principled Conscience

The first level of moral thinking is that generally found at the elementary school level. In the first stage of this level,
people behave according to socially acceptable norms because they are told to do so by some authority figure (e.g., parent
or teacher). This obedience is compelled by view that right behavior means acting in ones own best interests.

The second level of moral thinking is that generally found in society, hence the name conventional. The first stage of
this level (stage 3) is characterized by an attitude which seeks to do what will gain the approval of others. The second
stage recognizes the need for law to prevent chaos. Here is also where the question of letter of the law versus spirit of
the law is asked. Approximately 85% of the population does not move beyond level four.

The third level is reflects those in society who are willing to sacrifice their own needs for the needs of others.
 Picking Teams Painlessly
By Dr. Gale K. Gorke

Being the last one picked is just no fun. What if the last words you heard before you became a
team member was Alright, I guess we have to take you? The first play hasnt been made and
already, you feel like a failure. For some students, the mere act of picking teams is so difficult
they simply choose not to participate in physical activity, thus avoiding the stress. The emotional
safety of our students is as essential as the physical safety and it can begin with the act of picking
teams painlessly. I recommend the use of a two-step approach: 1) Form small groups, and then 2)
break them into teams.

Step One: Forming Small Groups

1. Play a grouping game. One that is very effective is The Captain is Coming.

The Captain is Coming

(Modified from and used with permission Teambuilding Odysseys- Odyssey Teams,
Chico-CA)

Purpose: This is a great game to get team members working together in order to
accomplish a specific series of tasks. They will need to get out of their regular group of
friends to stay in the game. This will really help get students mixing and laughing.

Set Up:
* You are the Captain of a pirate ship. Teach all your team members the series of
motions. Show them one motion and then have everyone model it back to you. You
are the Captain. Arrgh!
* One person for swab the deck. (pretend to mop the floor)
* If the Captain says "The Captain is Coming" All members are to freeze and stand at
attention.
* Two for all hands on deck (two people connect hands above their heads).
* Three people for person over board (two people link arms like a life preserver and the
third stands in the middle).
* Four people for man the lifeboats (form a life boat, two in front, two in back and do
rowing motions).
* Five people for grub time (four act as if you are grubbing from a plate around one
person as the table).
* The captain calls any of the commands and the team members scramble into groups and
act out the motion called.
* The words The Captain is Coming can be used at any time to get the groups to stand
quietly and salute.
 2. Grouping Ideas. The must be several hundred ways to group students. Here a just a few:
- Number of letters in their first or last name.
- Playing Cards- each student gets a card and then groups by suit or value.
- Whistle Blows- Students move around, honoring personal space. Whistle blows
indicate the number in each group.
- Musical Groups- Like musical chairs, only when the music stops students form
groups of the number indicated by the number of fingers the leader holds up.
- Birth Months, length of hair, tallest to shortest, shoe size, etc. are all good ways to
get students to group.
- Form A Band. Each band must have a drummer, guitar player, keyboard player and
singer. Then they mime out their band, complete with air instrumentation.
- Form A Sports Team- pitchers, catchers, hitters, outfielders and hot dog salespeople.
- Hair Bands on Wrists- They fit perfectly and can be easily reused. Give each student
a band and form teams based on color.

3. Use incorporations. An incorporation is a small group of students that are grouped by

something in common and are given the name of an object. Using only the members of
their group they are to create that object. Examples: A) You need a group of 4, who were
born in the same month, and you are to create a washing machine. B) You need a group of
three, who have the same last digit in their phone number, and you are to create an
elephant. C) You need a group of 5, who use the same flavor toothpaste, and you are to
form a pentagon. Have your students create new incorporations with different
commonalities and objects. They will see how many things they really do have in common
and how easy it is to work together.

Step Two- Forming Teams from Small Groups

Now comes the fun part. The games are used to break students into small groups by using
various commands or incorporations. Once you have the small groups created, have one
member from each group raise their hand and then move to another place in the play space.
Then do the same with each remaining member. A small group of two would then create two
teams, a group of three, three teams and so on. The same technique can work when the small
groups have different members, like Form a Band. Here all the drummers go to one group,
all the singers to another, etc.

Why does this work?

These methods eliminate partner picking and clicks. Students are grouped and ungrouped so
often, they begin to worry less about who is in their group and more on completing the task. No
one is the last one picked and everyone gets equal chance to participate.

You will still have those students who are joined at the hip of their best friend, however, the
more these types of activities are used, the less that becomes a problem. Students come to know
and work better with other members of the group they would not ordinarily interact with.

Remember- Every minute a student feels success in participating in physical activities helps to
build a positive, lifetime attitude towards fitness. Every minute they spend in your program is a
teachable moment and that includes the time spent picking teams. Lets make every minute
count!
 Strength-Based Beliefs & Terminology
Charlie Appelstein, M.S.W.

Life isnt what you see, its what you perceive!

Reframing= involves taking a seemingly negative behavior and reframing it in a positive

way.

Pejorative Label Positive, Hope-Based Reframe

Obnoxious Good at pushing people away

Rude, arrogant Good at affecting people

Resistant Cautious

Lazy, un-invested Good at preventing future hurt or failures

Manipulative Good at getting needs met

Just looking for attention Good at caring about and loving yourself

Close-mouthed Loyal to friends and family

Different, odd Under appreciated

Stubborn and defiant Good at standing up for yourself

Tantrum, fit, outburst Big message

Learning disability Roadblocks

Strength-Based Practice
Emphasis is on:
- Strength building rather than flaw-fixing
- Doing rather than understanding
- Believing in youth not believing is seeing

Begins with the belief that every youth have strengths and that past successes can be utilized to
stop troublesome behavior.

Goal:
Change rather than insight and awareness.

Solution-focused, not problem-focused.

- Does not assume that ownership of guilt is somehow curative.

- Does assume that change is inevitable, not uncertain.
- Does not assume that large problems require large efforts for solutions
1
 - Does assume that small changes can ripple out to bring resolution.

REFRAMING
For example: Youth appears hyperactive.
You have lots of energy. You can probably do more things in an hour than most of can. I
wish I could move like you.

A youth who
1. is always looking for attention:

2. wont talk about his/her feelings:

3. acts rudely:

4. makes funny noises at the wrong time:

5. acts in a stubborn manner:

6. tattles:

7. frequently swears:

8. is bossy with peers:

9. acts in an antagonistic manner:

10. is difficult to engage:

Solution Focused Approaches

The Language of Hope and Possibility

Historical: How many kids have been, or are, in a similar situation? How
many succeeded? So can you! What steps did they take to
succeed? How will we celebrate when you get there?

Qualifiers: I hate this subject! > So youre saying you hate this subject
right now.

Past Tense: Im stupid! > So you havent been feeling real smart lately.

When & Will: Ill never pass that test! > When you do, what will it be like.

Scaling Questions: On a scale of one to ten, ten being youll be doing well a year
from now, one you wontwhat number do you think you are at
now? What number will it be in three months?

Identifying In-Between What will be the first sign that youve turned the corner?
Change:

2
Million Dollar Question: How come youre not doing worse?

Basic Verbal Interventions

Supportive Interventions
You seem really upset.
Repeating or paraphrasing with qualifiers (yet, at this moment, now, etc)
Youth: I hate this place.
Adult: Youre saying you hate this place right now.
Feelings Update
How do you feel about that?
Sandwich Approach
You made a bad decision to throw the paper, but Im really pleased about how you
walked away from that area.
Praise and Encouragement (praise the action versus the child)
Way to go! That was fantastic! I like the colors you selected.
Humor (said with a smile)
To a fifteen-year-old: Youre acting like a teenager.
Apologizing
Im sorry for raising my voice with you.
Reasoning Responses
What if we let everyone
Connecting Statements
Its not me against you. Im on your side.
Empowering Interventions
What could you have done differently? What do you think we should do?
Surface Clarifications
Let me make sure I know why youre upset.
Explorative Responses (psychological)
You dont usually get this upset. Could something else be bothering you?
Explorative Responses (historical)
Have you ever completed such a difficult assignment?
Have you ever gotten this angry before and not hit someone?
Explorative Responses (reflective)
Is that behavior working for you?
Plan Making
Can we make a plan to handle this situation better next time?

Change is inevitable, not uncertain.

3
 Successful Activities
Dr. Gale K. Gorke

When selecting activities, ask these questions:

1. Is the activity adaptable? Can it be played inside or out, with or without equipment,
with a large or small group, or various ages?
2. Is the activity available? Does it require specialized equipment or facilities? Is it safe?
Does it fit within the rules, beliefs, or framework of the partner organization?
3. Where is the disguised learning? What other lessons can be gained by playing the
game?
4. Is it inclusive? Can anyone play regardless of ability? Does anyone get eliminated or
left out? Does it foster stereotypes or biases?
5. How do students react to the activity? Do they enjoy it and ask to repeat it?
When the activity is finished, debrief to help the participants focus on the lessons learned.

i Avoid asking why questions. They are often seen as aggressive questions and usually
solicit one of two answers: because and I dont know. Ask what questions instead.
Rather than asking, Why did you do that? ask What just happened that caused you to
make that choice?

i Ask questions that help youth identify their feelings and their thoughts. Help them
personalize the activity by relating it to something in their experiences, such as
relationships, school, or home life.

i Use Benjamin Blooms Higher Order Thinking Skills (H.O.T.S.). Blooms hierarchy of
questioning strategies is designed to move from simple to more thought-provoking
questions. Too often, the questions we ask come from the lower three levels of
knowledge, comprehension, and application. This, however, is only the beginning of
encouraging participants to think about what they are learning. Questions that require
analysis, evaluation, and synthesis of new ideas are far more difficult to answer but
provide the greatest depth of learning.

i Ask open-ended questions that help participants take a stand, devise a plan, offer an
opinion, and support their views with facts, not just feelings.

Below are some questions designed to focus learning outcomes on positive skills and behaviors.

i What about this activity would help you make better choices regarding who and where
you spend your free time?

i What in this experience reminds you of the challenges you face as you problem solve in
your life?
i How does this activity demonstrate the effect your peers have on your decisions?

i How did this activity reveal your character strengths and areas where you may struggle or
lack confidence or skills?

i What did this activity teach you about communicating with others and making your
relationships more productive/supportive/fulfilling?

i What helped you and your group be effective and how do those skills translate into real-
life situations?

Type of Activity Description and Use

Ice Breaker Creates a positive atmosphere and helps participants relax and get to know
each other. Can also be used to energize and motivate students and break
down social barriers.

Teambuilding Helps groups acknowledge, accept, and work with a variety of people. Can
vary in intensity and usually has a specific tasks to complete. Is often used
as a precursor to the more complicated problem-solving, decision-making,
and communication activities.

Problem-solving/ Goes beyond working together and incorporates analysis, evaluation, and
Decision-making decision making. More open-ended than teambuilding in how a task is
completed. Requires formulating a plan, following through to
implementation, and evaluating the effectiveness of the choices made by the
group. Often requires accomplishing the goal(s) with limited or restricted
resources.

Communication Gets the group talking. Can involve role-playing and/or answering
questions that place participants in certain situations, paradoxes, or
dilemmas.
 ActivityResources
Ice Breakers, Fun Games, and Group Activities
http://www.icebreakers.ws/

ELT Resources
http://www.eslflow.com/ICEBREAKERSreal.html

Find Games
http://www.playworksusa.org/make-recess-count/games

Confidence and Team-Building Games

http://www.usscouts.org/usscouts/games/game_t.asp

Group Games
http://www.group-games.com/

Ice Breakers, Warm-Ups, and Deinhibitors

http://wilderdom.com/games/Icebreakers.html

Great Group Games: Your Ultimate Group Game Resource

http://www.greatgroupgames.com/

Youth Group Games

http://www.jubed.com/youth_ministry/

Ultimate Camp Resource

http://www.ultimatecampresource.com/

Fun and Games

http://www.funandgames.org/

Youth Group Games: Games for Large Groups

http://www.youthgroupgames.co.uk/games-for-large-groups.html

After-School Exchange Activities and Tips

http://www.thirteen.org/edonline/After school/activities/index.html

Activities Center
http://fun.familyeducation.com/activities-center/toddlers-preschoolers-K12children/

Team-Building Games
http://www.oakharborcheer.com/TeamBuildingGames.html

Team Builders, Ice Breakers, Songs, Name Games, and Other Fun Games
http://www.residentassistant.com/games/

Team-Building Games
http://www.deca.org/pdf/teambuildinggames.pdf

Training Games
http://www.thiagi.com/games.html
AfterSchoolProgrammingResources
Concept to Classroom
Workshops: After-School ProgramsFrom Vision to Reality
http://www.thirteen.org/edonline/concept2class/afterschool/implementation.html#btpp

AfterSchool.gov
http://www.afterschool.gov/

National Youth Violence Prevention

http://www.safeyouth.org/scripts/facts/afterschool.asp#1

After-School Alliance
http://www.afterschoolalliance.org/

After-School Investments
http://nccic.acf.hhs.gov/afterschool/

National Institute on Out-of-School Time

http://www.niost.org/

Charles Stewart Mott Foundation

http://www.mott.org/ourissues/afterschool.aspx

SEDL National Center for Quality After-School

http://www.sedl.org/afterschool/
http://www.sedl.org/afterschool/toolkits/

Pew Partnership for Civic ChangeWhat We Know Works

http://www.pew-partnership.org/resources/whats_works.html

National Research on Positive Youth DevelopmentExecutive Summary

http://books.nap.edu/openbook.php?record_id=10022&page=1
 Characteristics & Practices of Children
With Disrespectful, Obnoxious, Abusive Behavior
James Lehman- The Total Transformation

1. Victim Stance- Youth sees himself as the victim. Rejects the idea that any of the problem is his
responsibility.
2. Injustice- Youth constantly sees that things are unfair. Makes that the focus and reason for
breaking rules.
3. Uniqueness- Claims no one ever understands him. Your lack of understanding is the problem, not
his behavior.
4. One-Way Boundaries- Demands his boundaries are met, but routinely violates the boundaries of
others.
5. Concrete Transactions- Rules are obstacles. Relationships are vehicles. Relationships are often
used to get around the rules and rights of others.
6. Pride in Negativity- Youth takes pride in knowledge of negative behavior. Use of knowledge
gives him a secret life and negative power.
7. Anger with an Angle- Youth who lose control often end up controlling the situation by their
behavior. Adults change their behavior in order not to set him off into another episode.
8. One-Way Training- Youth trains adults about what will happen if he is resisted or opposed by
using a variety of inappropriate behaviors. He resists all efforts to train him to use appropriate
methods to get what he wants.
9. One-Way Role Models- Overly susceptive to negative role models (peers or other adults), but
completely non-responsive to positive one.
10. Wishing- Faulty thinking or unrealistic view of himself when forced to change behavior. Goals
and commitments are avoided, resisted, or rejected.
11. Put Offs- Youth avoids doing things that interfere with what they want to do at the moment.
Pressure to respond is met with inappropriate behavior, inattention, or silence.
12. Casing- Youth sizes-up the power, vulnerability, or usefulness of others. Rejects those who
pose a threat.
13. Dishonesty and Misinformation- Dishonesty has many forms- vagueness, confusion, pretending
to misunderstand, omission, concealment, distortion, lying, etc. Dishonesty is used to avoid
situations or justify their actions. Tells others what he thinks they want to hear. Half-truths and
secrets are common. Says yes even when they dont mean it.
14. False Apologies- Does not acknowledge wrong doing even if they apologize. Im sorry, but
15. Turn Around- Puts others on the defensive when confronted. Forces adult to do the explaining.
Its not fair.; You dont care about me.
16. Partialization- Completes the part of the task that is the easiest and demands full credit and full
rewards. Becomes indignant or defiant.
 One Minute Turn Around

1. Assume Control- Self-confidence without hostility- Give directions, instead of making

requests- rights to decent treatment- Where are you supposed to be-go there! Dont justify,
argue, or defend, dont ask for excuses. Acting out kids train adults to talk in a tip-toe around
me way. Bad attitude- kid thinks he is in control and entitled to things he is not.
2. Disconnect- Cut-off communication once child becomes disrespectful, obnoxious, abusive. Stop
the show, dont keep the conflict going. Dont talk to me that way, I dont like it. Turn and
walk away.
3. Script it for the next time- During the lulls, discuss with the student what will happen the next
time there is inappropriate behavior. Casual and low-key. What they can do the next time.
Student repeats what will happen next time. Our goal is that next time..how can we make that
happen.
4. No speeches- Adults try to justify themselves, morally, socially, they make rationales. Maybe
hell understand, maybe hell like him. Adult is trying to get the kid not to blame him. If their
being rude, dont have a discussion with them. Its your responsibility
5. Focus on behavior that is occurring nowbe specific- Not on attitudes or emotions. Attitudes
are formed by expectations and perceptions. Not looking for the student not to be angry, we are
looking for him to change impulsive behavior. Whether the student is resentful or not, now is the
time for them to what they are directed to do. Whether they are angry or not, you dont call me
names. Want what is going on now to stop and do what they are supposed to do regardless if they
are angry. Feelings make adults uncomfortable. Cannot change their feelings, can only direct
them to change their behavior. Be more comfortable with the student bad feelings and attitudes
and instead focus on inappropriate behavior.
6. Halt over-stimulation- Deal with students without an audience or other distractions. Work
with other kids, when you are disciplining one child, get others involved and remove them as an
audience. How can you help me when a student is having a hard time? Do not try to argue or
make sense in front of a crowd. Over stimulates them and they cannot communicate or respond
effectively. Time out is to reduce over-stimulation. Dont talk to them or lecture them during that
time.
7. Use strategic recognition and affection- Remind the student how they handled a similar
situation or link a recent success to the current conflict. No butsonly ands! Get the kid to listen
louder.
8. Self disclosure- Tell the student what you are feeling. Its impossible to talk to you when you
are being rude to me. Or Its very frustrating to help you solve this problem when you are
blaming me. Or I cant help you solve a problem when you are so negative about every
solution. Let them know. Self disclosure reflects how the students behavior reflects you. Tells
them how their behavior is affecting your ability to communicate and problem solve with them.
Two benefits: A) emotions dont build on the part of the adult; B) clarifies whose problem it is-
its theirs. Adults often take responsibility for both the problem and the solution.
9. Do, not say!- Children pay much more attention to what adults do, not what they say. Follow
through is essential. If you need time to compose yourself, before you deal with a child, take that
time! Do the thing you want the child to do. Yelling, being sarcastic, or being disrespectful to a
child is not the same as them yelling, being sarcastic, or disrespectful towards you. Know what
you are going to do ahead of time, dont be reactionary. Role model the behavior you want the
student to do. If you want them calm, be calm!
10. Accept bad moods and bad days- Bad times of the day Less communication in these times
cuts down on conflicts. You seem to be having a bad time right now, why dont we take a break
and then start over. Kids need to know they can start over. Im sorry youre having a bad day,
but you dont need to take it out on me. Check back in with them. Gives them a sense of
accountability. Support the environment that provides for them to be successful.