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Materials to give kids
Posted by Christian Abarca on 12/2/2006
In Reply To:Materials to give kids Posted by Lees Stuntz on 11/27/2006
Lees
In recent years I realized that I can't do nothing with my kids if they were unmotivated, that means if you work with a motivated or self-motivated kid, you will do a good job as a teacher and they as kids with desires. (important word: triggering)
So I do the following (in a class with kids).
Create a rapport, a confidence and visual contact and posture (Taibi Kahler, a good communication stuff).
Begin talking about needs, objectives, goals, desires... and put a stock in the whiteboard, with a sketch of a balance in equilibrium (Stock:
Equilibrium, Balance, Homeostasis, as you will)
Tell them in a seductive manner, that there are a lots of exogenous variables the cause our equilibrium to shift, sometimes hard and sometimes because we decide it.
Now talk about (connect) the needs, objectives, etc.
with their balance, and ask about what "move" them as kids. This stage is to make an insight, You are your decisions made about internal and external variables.
Make examples: relationships, flirting, sports, things they need and want, etc. Talk about You are in control.
Then explain that every movement begins with equilibrium, we precise a clear belief about what is to be in equilibrium. And then connect a desire with a
movement: a development (so you create or give a new
task: reinforcement).
Positive and negative feedback loops! They are in one or in other; they choose so they are in control. Make examples with common things... ask for own examples.
(In this stage, the kids are self-motivated, they are thinking in objectives, needs and action... and their control about it... just simple things)
Now a new element: anguish state: a critical stock...
Do they manage a certain amount of anguish? We need this stock because it causes a great new stock to
develop: Decisions taked.
Every time we establish a desire, a need, we can feel an anguish state... that can freeze us or can triggering us to make something... if they make a decision, they begin to learn... yes, learn.
So the work here is that every child must understand that if they have a desire, they must act, they take a decision and they learn something about.
In this stage, you are transferring the task into your students... a lot of variables and stocks they can understand and manage. Ask them to diagram it, as they will.
Note: an anguish state is directly connected with the amount of adrenaline we throw inside your arteries.
So they recognize that adrenaline is not only present in bungee or surf, they can feel it in a new relationship, in a new mathematical problem, or feeling the same anxiety that Hamlet was feeling about what to do with his father's death. What should I do!?
Make a decision about your desires! Learn: get insights!
With these exercise you can have people active, looking for more.
Now you can do everything you want and they want. They are self-motivated to learn and to deal with complexity. They have drawn own causal loops.
If you work with language... you can ask relationships problems... and what to do... In wich moment they are feeling anguish... what kind of decisions can you make?
If you work with social studies... you can ask for a political situation... what to do... what is the objective in this situation... what is the anxiety state they feel about. Draw diagrams, botgs.
If you work with mathematics... solve a situation, a bridge, a financial problem with poverty or credits.
Draw diagrams, ask to feel the anxiety of the problem and to make decisions.
Begin with botgs, ask them to draw ones.
Thats all. It's my own adventure dealing with childs.
(Please, sorry about my english, I am not a native speaker).
As Lees says... Take care.
Christian Abarca
www.academiaiquique.cl
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