Online dating for people with disabilties
"Perhaps you and the parents can use a school Web site to communicate about schoolwork," says Newberry.
"You will post the assignments, and the parents will check the site to see what's due and sign off on each completed task.
Dad and Mom, eyes wild, barge into your room screaming, "How dare you give Ashley an F?! Success, they agree, depends on moving from confrontation to problem-solving. "Sometimes parents are angry about other things in their lives and choose to take it out on teachers," wrote Leadville, Colorado, sixth-grade science teacher Peggy Pothast.
Our advice comes from experienced teachers we contacted, from NEA members who posted their ideas on an discussion board, and from Jerry Newberry, head of the NEA Health Information Network, who used to train teachers to work with parents.
The funny part about distraction is that it’s a worsening condition.
The more distracted we are, the more likely we are to get distracted.
That may help them feel less defensive when you describe their child's performance in your class. "Don't let the only goals at the meeting be the parents' goals," says Newberry.
Less and less able to pay attention to anything for what used to be reasonable length of times.
"In that case, there is nothing you can do but let them vent." But these techniques can greatly improve your chances of moving beyond the venting.
"I document every time I talk with a parent or a student and keep enough details to answer questions," says Leavenworth, Kansas, elementary school counselor Janice Troyer.
The reason why that’s the case is that when you practice distraction (which is what multi-tasking really is – paying attention to something that distracted you from what you were originally paying attention to), you’re training your brain. Why do most all of us seem to fall prey to these devices even as we know they’re causing a real problem for us? The first is that we’re perfectly mal-adapted, biologically speaking, to these devices. We’re radically over-developing the parts of quick thinking, distractable brain and letting the long-form-thinking, creative, contemplative, solitude-seeking, thought-consolidating pieces of our brain atrophy by not using them. Part II – What are we losing as a result of our short attention span and easy distractability? You’re eating lunch with a friend and they excuse themselves to the restroom. Now, you pull our your phone because being unstimulated makes you feel anxious. We didn’t think gap time and “boredom” were valuable.
You’re training your brain to pay attention to distracting things. When our ancestors, the Geico guys, were sitting out on the savanna and the tree next to them rustled. My favorite summary line on this whole topic comes from Sherry Turkle, an MIT professor who studies technology and society. Digital connections offer the illusion of companionship without the demands of friendship. Now that we’re losing it, we get a sense of just how valuable it was. Besides taking a break from distraction, another step is to ACTIVELY TRAIN your long-form attention and mindfullness. Whatever form it takes, make it a DAILY practice of slowing down. Perhaps the most interesting or provocative approach to solving it, harkens back to that line at the end of the Microsoft commercial – ‘we need a phone to save us from our phones’. There is a small academic movement called Slow Tech.
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Not only will you score points, you'll learn valuable information that will help you to do your job better. Yet often their only source of information is a cryptic conversation with a distracted 12-year-old—or, worse yet, picking through the pile of papers in the bottom of a backpack. ) Communicate with parents through e-mails and maybe a class Web site.