Nonviolent Communication (quotes)

Things to think about while helping an angry person:

Nonviolent Communication: A Language of Life by Marshall B. Rosenberg

"Behind all those messages we've allowed ourselves to be intimidated by are just individuals with unmet needs appealing to us to contribute to their well being." (99)

"...messages previously experienced as critical or blaming begin to be seen for the gifts they are: opportunites to give to people who are in pain." (100)

Peace through Poetry

The following are two poems from Peaceful Pieces: Poems and Quilts about Peace by Anna Grossnickle Hines (March 2011), a great book to share during the "One World, Many Stories" Collaborative Summer Library Program . 

The poems are short enough to include one or two in a program and will prompt discussion. (They are good reminders for adults, too!) The last pages give a quote and brief bio from "The Peacemakers" (Mohandes Gandhi, Nelson Mandela, Dorothy Day, Jimmy Carter, Mother Teresa, Martin Luther King Jr., Samantha Smith, and Mattie Stepanek) as well as Hines' creative and quilting processes:

Peace: A Recipe

Open minds -- at least two.
Willing hearts -- the same.
Rinse well with compassion.
Stir in a fair amount of trust.
Season with forgiveness.
Simmer in a sauce of respect.
A dash of humor brightens the flavor.

Best served with hope.

No In-Between

If one is right

the other wrong

how can we ever

get along?

Communicating with (Pessimistic) Patrons

NOTE TO SELF ... TRY THESE PHRASES:

I have noticed that ...
It seems that ...

I wish I could ...
I can ...

Even though I can't ____, I can ______

What questions do you have about ______

How would you like to see this resolved?

You did not receive good service, and I apologize for that failure on the part of our organization.

(I found these in a notebook without a citation.  They are probably from Communication Briefings: http://communicationbriefings.com/)

International Children's Book Day OR One World, Many Stories

Happy International Children's Book Day!

I was reminded of the following resources.  They are also good resources for those following the Collaborative Summer Library Program theme "One World, Many Stories."

Outstanding International Books from the United States Board on Books for Young People:
http://www.usbby.org/outstanding_international_books_list.htm

International Children's Book Day Activities
http://www.usbby.org/icbdideas.htm

International Children's Digital Library
http://en.childrenslibrary.org/

Middle Schoolers: Management and Moon Over Manifest

Here's a great compilation of after school, "tween" crowd control from the members of the Public Libraries: Young Adults and Children (PUBYAC) internet discussion list:

https://docs.google.com/document/d/1HZkbDOz9SrqmxpJHxjf5ahrbPwvjXiD7cpuH1uk-g-o/edit?authkey=CI3Y-7QF&hl=en&pli=1#

Moon Over Manifest
I'm about one hundred pages into the story, which seems pretty telling to me, since the last straight text, fiction book I actually finished reading the old school, physical book way was ... hmmmmm ... (I mostly listen to fiction stories on CD or mp3. I tend to read graphic novels, biographies, graphic novel memoirs, or bits of nonfiction books.)

So far, I'm reminded of the recent past Newbery winners ... the desert dryness in the Higher Power of Lucky (2007) and the magical mystery and importance of writing (letters/notes) and story in When You Reach Me (2010).

Conflict Resolution and Classroom Management

Conflict Resolution with Preschoolers

1. Approach calmly, stopping any hurtful actions.

2. Acknowledge children's hurt feelings.

3. Gather information.

4. Restate the problem.

5. Ask for ideas for solutions and choose one together.

6. Be prepared to give follow up support.


From Real Science in Preschool: Here, There, and Everywhere by Polly Neill.

Classroom Management

1. Reduce a child's agitation. Acknowledge his/her feelings by:
A. Identifying it: "You sound disappointed. It can be upsetting when ..."

B. Accepting the feeling, but not the harmful action: "You are so disappointed that you are ... I can't allow that, but you can ..."

2. Open the line of communication.
A. State your expectations.

B. Describe the problem and your disapproval or reactions/feelings to it instead of accusing.

C. Point out a way the child could be helpful.

D. Instead of criticizing, point out what needs to be done: "All this poem needs now is correct spelling, and it's ready for the bulletin board!"

3. Help the child or student resolve a problem.
A. Brainstorm together. Write down all ideas without evaluating.

B. Give information.

C. Talk about consequences and how to put certain ideas into action.

D. Offer a choice.

4. Reduce desire to misbehave.
A. Look for opportunities to praise the child or put him in a situation where he can view himself differently.

B. Let the child overhear you say something positive about her.

C. Model the behavior you would like to see.

D. Remind the child of past accomplishments.


Adapted from How to Talk So Kids Can Learn: At Home and in School by Adele Faber and Elaine Mazlish