Teacher Teacher
Problem Solving Without Bullying
by
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“Before you run off girls, answer a couple of questions for me—O.K.?” They looked at each other, then nodded “yes” to their teacher. So she asked, “Has your problem been solved?” Again they looked to one another-in-this time for assurance—“Yes” they answered as one. “Are you both satisfied with the solution?” questioned the teacher. Each girl checked on her feelings and nodded positively. “Then its settled.” Determined Miss Hanson smilling. The little girls smiled their tanks for their teacher and, anxious to play, ran off, yelling, “Bye Miss Hanson.” As she waved she thought to herself, “I wish the World’s problem could be as easily solved. HMMMM”
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About the Book
Second graders are taught a vocabulary of feelings, words, and colors. Active listening and congruent sending is the model followed. The main sentence taught is this: I feel ________ when ______, and I wish to see ________. Here is an example: I feel hurt when you call me names, and I want you to stop.
About the Author
The author has been interested in children’s behavior since beginning babysitting jobs, then continued through the elementary years as a teacher. Children’s behavior has been a strong interest and following that interest long years of study followed. As she moved up into Jr. High and High school one of her interests was to teach the same problem-solving sentence to the older students. They were appreciative for the skill of “Active Listening” and “Congruent Sending of Messages”. She used that program for her student’s ability to communicate clearly with friends, parents and teachers. The “No Bully” effect