Hi All, Jennifer Sullivan here... I just had to get home to have a hot chocolate and two chocolate chip cookies before the book study. :-)!! #LostAtNPS
Q1: In step 2 of Plan B, Defining Adult Concerns, itâs challenging 2 resist jumping into problem solving mode. What words would U use to âseek to understandâ vs. problem solve here? Student says: âI canât do it. Iâm bad at projects. I just hate it. Nothing works.â #LostAtNPS
A1. I remind my kids that they just don't get it YET. Honestly, I have these YET conversations AT LEAST a few times a week.
https://t.co/Sd7ONW0DqQ#LostAtNPS
A1: Head nod, + 2 seconds of silent pause + "I hear you. Can you point to the part that is hard for you?", or "Okay, what is the thing you hate the most?" #LostAtNPS
A1 I understand that you donât think that you are able to complete the project because you havenât succeeded in the past. My concern is how to figure out with you what makes it hard and how to give you the opportunity to learn how to get better at completing projects.#LostAtNPS
A1: I go into toddler mode and ask why. A LOT. it is so easy to try to adult and take over but really taking the time for the student to answer what they are not understanding or confused by is key, even if it takes a while. #LostAtNPS
A1: Lots of pauses, listening, and patience... the less we talk, the more authentic the studentsâ answers will be. Also, asking the question why? to narrow down the problem to be as specific as possible #LostAtNPS
A1: when seeking information from a student wording and trust are key. If a student says he/she âcanâtâ do something, I typically ask what it is they are struggling with. I also try to help them break down the situation in smaller pieces. #LostAtNPS
Q1: In step 2 of Plan B, Defining Adult Concerns, itâs challenging 2 resist jumping into problem solving mode. What words would U use to âseek to understandâ vs. problem solve here? Student says: âI canât do it. Iâm bad at projects. I just hate it. Nothing works.â #LostAtNPS
Pause, take a deep breath, ask S to do the same, validate their feelings "I heard you say ...." Can you tell me more? I want to understand... #lostatnps
I would use the 5 W's strategy to engage the student into clarifying "it", types of projects, what doesn't work---repeating after their reply (hopefully there is one) to clarify and move on
#LostAtNPS
Working toward a common understanding of how a student is going is key. Them hearing that you get it is a solid place to start as you move toward plan B. #LostAtNPS
Q1: In step 2 of Plan B, Defining Adult Concerns, itâs challenging 2 resist jumping into problem solving mode. What words would U use to âseek to understandâ vs. problem solve here? Student says: âI canât do it. Iâm bad at projects. I just hate it. Nothing works.â #LostAtNPS
A1 Asking the student to point out to me what parts are hard for them with the assignment in front of us, giving them time to respond, problem solving together how we can make it easier, more visuals, auditory devices, #LostAtNPS
Q1 A1: I would listen to concerns, share what I have heard from the student, then ask what part of Project DID you know how to do? They are surprised at how much they DO know! #LostAtNPS
A1 I typically ask, "How is that for you?" then, "Can you tell me more?" and "Is there anything else?" also... "Is there anything you left unsaid?" Then, I try to be quiet and make eye contact to see if they are done and feel heard. #LostAtNPS
#LostAtNPS How do you get to a student who shrugs and you donât want to put words in their mouths- like a Plan A? Current student that I am trying to help
Breaking situations of challenge into smaller step is a great strategy to keep Ss from feeling overwhelmed while trying to explain where they are stuck! #LostAtNPS
A1: when seeking information from a student wording and trust are key. If a student says he/she âcanâtâ do something, I typically ask what it is they are struggling with. I also try to help them break down the situation in smaller pieces. #LostAtNPS
Q2: Extending invitations to Ss to open up in discussion, as we see in step 3 of Plan B, can be like walking on eggshells. As educators, we do best when we have a toolbox to draw from. Please share âinvitation languageâ (phrases/sentence) that has worked for you. #LostAtNPS
"I hear you say...", "Tell me more..." very helpful lead ins to understanding what a student is challenged with and letting them know you care. #LostAtNPS
Pause, take a deep breath, ask S to do the same, validate their feelings "I heard you say ...." Can you tell me more? I want to understand... #lostatnps
A2: Okay, how about if you take 3 minutes, I'll come back over to listen & we see what happens." I've also learned that sometimes invitations delivered while "taking a quiet walk" together may be more readily accepted. #LostAtNPS
A2. "I have some ideas of how we can work on this, but you know you a lot better than I know you. So, why don't you share some of your ideas with me on how we could make this less painful for you." This is something that I would try - or some version of this. #LostAtNPS
A2 When Iâm talking 1-on-1 with a student - of all ages - I always start off by saying, âYouâre not in troubleâ! Even if it IS a more serious conversation, thatâs usually the first place their mind goes - and they may automatically shut down #LostAtNPS
A2: Iâd love to hear whatâs happening with you. If you donât want to talk, I could guess, but Iâd rather hear from you in your words to help me understand #LostAtNPS
Q2: Extending invitations to Ss to open up in discussion, as we see in step 3 of Plan B, can be like walking on eggshells. As educators, we do best when we have a toolbox to draw from. Please share âinvitation languageâ (phrases/sentence) that has worked for you. #LostAtNPS
A2: You seem stressed. Why donât you take a break and we can chat when you get back.- sometimes a break is all a student needs to be ready to attack the problem! #LostAtNPS
A2: Summarize the issues the student has presented and then ask what they think? I have some thoughts about this but want to hear what you think. #LostAtNPS
When you need to try something new to understand the challenges a student is facing, try using some visuals or auditory supports! #OutsideTheBox#LostAtNPS
A1 Asking the student to point out to me what parts are hard for them with the assignment in front of us, giving them time to respond, problem solving together how we can make it easier, more visuals, auditory devices, #LostAtNPS
I wonder- if there is a way to make it easier for you to get started; -to keep working; -to complete your work; -Do you have any ideas? A2# LostAtNPS #LostAtNPS
Let's take a walk, why don't you take a walk and when you come back we can chat. Anything that gets themup and away from the situation, to gain some insight to how they are feeling #LostAtNPS
A2: The invitation phrasing can always be tricky! I try to be casual and in a 1 to 1 situation ask if anythingâs going on or on their mind lately thats distracting or affecting their focus per se! #LostAtNPS
Jen, I always love when you use the 'how was that for you?". It really opens up the opportunity to hear from the students from whatever angle they choose- academic, emotional, etc. #LostAtNPS
A1 I typically ask, "How is that for you?" then, "Can you tell me more?" and "Is there anything else?" also... "Is there anything you left unsaid?" Then, I try to be quiet and make eye contact to see if they are done and feel heard. #LostAtNPS
A1. Iâd start by pointing out the times when the student was successful with a similar task and then Iâd ask whatâs making it hard for you to ...Do you have an idea that would make this easier? #LostAtNPS
A2: Letâs try to do the first part together or letâs try to break down what the question is asking us to do. i like to add inclusion so we are in the same boat #LostAtNPS
#LostAtNPS Sometimes we tend to feel uncomfortable with silence and try to fill it with our own jabbering. Just be patient and wait. They just might start talking.
What have you done so far in this project that has worked for you? I wonder if there is a way to work together to help you continue with this activity or project? What are your thoughts or ideas? #LostAtNPS
A2 When Iâm talking 1-on-1 with a student - of all ages - I always start off by saying, âYouâre not in troubleâ! Even if it IS a more serious conversation, thatâs usually the first place their mind goes - and they may automatically shut down #LostAtNPS
If a student shows resistance to participating in class, the conversation usually consists of "what activities do you like and how can we get you involved in class." PE is about moving and be healthy for a lifetime-no need for kids to hate moving and being active #lostatnps
Q3: Dr. Greene suggests the benefits of Plan B can reach far beyond solving problems at school but can be generalized to help Ss face real world problems.(p. 102) Share 1 real world problem a S would be better equipped 2 handle wPlan B experience under his/her belt. #LostAtNPS
A2: You seem stressed. Why donât you take a break and we can chat when you get back.- sometimes a break is all a student needs to be ready to attack the problem! #LostAtNPS
Q1/A1. So how about forgetting the problem/task and working with what student does know! Skill development is not about an answer, itâs about useless no strengths to improve weaknesses #LostAtNPS
A3: For HS Ss who may be gainfully employed for the 1st time, it may help them to handle demanding customers knowing that is is okay and acceptable to collaborate with a supervisor for guidance in answering a customer's Q. #LostAtNPS
A3. Having a way to identify and work though difficult situations can help Ss with any number of real world problems. This is giving Ss skills, not just a solution to one situation. It also teaches that it is okay to reach out for help and to accept offered help. #LostAtNPS
A2: Summarize the issues the student has presented and then ask what they think? I have some thoughts about this but want to hear what you think. #LostAtNPS
A.2 #LostAtNPS I'm literally writing notes 2 kids I'm struggling 2 connect/communicate with. It seems 2 take the "fear" of a face 2 face discussion away. 2nite as I talked with parents-1 parent mentioned her child now has begun 2 write notes 4 her of what he can't verbalize âş
A3 #LostAtNPS
I think that knowing someone is behind you and there is no such thing as failure but learning from their mistakes is important. A key here is also perseverance which will follow Ss throughout their life
Q3: If plan B was used to help Ss to learn to work in various groupings with their peers, this would help them transfer well into adulthood when collaborating with co-workers in their future careers! #LostAtNPS
Helping students to breakdown and identify problems and solutions will benefit them long after they leave your class. Also knowing when and how to ask for help is an important life skill. #LostAtNPS
A2. Sometimes students need a little silence and time to think. If I have a student who normally needs 5-10 seconds wait time, I increase it by at least 2 times if they seem stressed. #LostAtNPS
I wonder- if there is a way to make it easier for you to get started; -to keep working; -to complete your work; -Do you have any ideas? A2# LostAtNPS #LostAtNPS
A3: I hope that would help Ss if feeling left out of friend groups because thatâs the worst! Lots of times they donât know how to advocate for themselves #LostAtNPS
A3 For students who plan on going to college - I was using plan B all the time without knowing it! Rigorous, long-term group projects, high stakes group presentations, jobs, difficult roommates, etc. #LostAtNPS
Q2 I often ask if we can break down an assignment into steps and sit with them and ask them to tell me what is the first step. Then, I ask them can I write a #1 on your paper and tell them this helps me if we make a list. Then, I keep going... #LostAtNPS
A3: communication and knowing themselves more by communicating with themselves through figuring out how they work and finding answers to their problems through questions #LostAtNPS
I love the asking of permission to share an idea... it gives them the seconds needed to make space to receive the language, concepts etc. Mental shifting is made easier this way. #LostAtNPS
A3: Plan B teaches skills/strategies to help student with communicating and solving problems together...this is a life skill! I work with a S that does not like group work, we are gently guiding him toward participating and sharing his ideas #lostatnps
A#Better able to discuss-verbalize a challenge or concern (skill) and think about several alternative solutions before trying one. Not give up if the first method is not successful. Already knowing that it is a process with several steps before a solution to a problem. #LostAtNPS
A3: Identifying where the issue/trouble is is part of the way to the solution. Helping ss to talk through theyâre feelings of distress will help them to better identify what they need to do to overcome it. This can be used with most things in life #LostAtNPS
#LostAtNPS :A3: Learning to work through matters in a collaborative way, especially when confronted with a multitude of potential obstacles, is a tremendous and worthwhile life skill any student would benefit from having its real world merits pointed out and modeled.
A1. Iâd start by pointing out the times when the student was successful with a similar task and then Iâd ask whatâs making it hard for you to ...Do you have an idea that would make this easier? #LostAtNPS
A3: I saw this and had to jump on it. Having taught in an inner city alternative high school, sometimes we have to allow Ss to stumble, fall and even fail to allow applicable real-world learning. I know this isnât a notorious twitter chat-positive flowery answer #LostAtNPS
A3: Plan B happens all the time in the PE world during game play. Also, in health we are talking about healthy relationships...friends, family, coworkers, etc. Plan B plays a big role in those situations as well. #lostatnps
A:3 #LostAtNPS Plan B is the real world in general...You must learn how to approach & communicate with everyone u meet...this is a non- threatening tool that we're modeling & giving to them to use in the future.
A3 I overheard a student talk to another student about comments they made at lunch as being hurtful to him he then said, "Have you thought about the problems that could bring you? Have you thought about what behaviors would help you to be a success?#LostAtNPS
A3. For me itâs understanding the value of empathy and problem solving at a young age. It allows them to take a step back and be more objective and share their feelings. This will help with ALL relationships throughout their life experiences #LostAtNPS
YES! Ss can use their strengths and what they do know to get to strengthen what challenges them and to grow new strategies and skills in the process! #LostAtNPS
Q1/A1. So how about forgetting the problem/task and working with what student does know! Skill development is not about an answer, itâs about useless no strengths to improve weaknesses #LostAtNPS
#LostAtNps Thank you everyone for joining the chat tonight! It is amazing what we learn together! See you next week as we discuss: Week 5 (3/9-3/15): Chapter 5- Bumps in the Road, pp. 120-154.
A3 avoiding vague statements-I canât, I give up, itâs too hard - forces us to direct our statements and our thoughts in a more productive manner. Address the why, and work towards bettering the area or resistance will build our skills the emotional and cognitive result #LostAtNPS
#LostAtNps Thank you everyone for joining the chat tonight! It is amazing what we learn together! See you next week as we discuss: Week 5 (3/9-3/15): Chapter 5- Bumps in the Road, pp. 120-154.
As s student becomes more experienced with Plan B, he/she may begin to prob solve more on their own. They may start to see that problems CAN be solved in the real world. It is just figuring out HOW....and that they have support of others if needed. #LostAtNPS
A3 #LostAtNPS
I think that knowing someone is behind you and there is no such thing as failure but learning from their mistakes is important. A key here is also perseverance which will follow Ss throughout their life
A2. Sometimes students need a little silence and time to think. If I have a student who normally needs 5-10 seconds wait time, I increase it by at least 2 times if they seem stressed. #LostAtNPS
Ways Plan B can help in developing skills that will make real world experiences & challenges run more smoothly and turn out more successfully! #LostAtNPS
A3 For students who plan on going to college - I was using plan B all the time without knowing it! Rigorous, long-term group projects, high stakes group presentations, jobs, difficult roommates, etc. #LostAtNPS
Being part of a team is a life experience most people are part of on more than a few occasions. Plan B helps Ss be prepared for how to work within the team culture and navigate team nuances. #LostAtNPS
Plan B helps Ss to become more prepared for the challenges we can often encounter in sports. Collaboration and flexible thinking go a long way when perspectives and allegiances vary! #LostAtNPS
A#Better able to discuss-verbalize a challenge or concern (skill) and think about several alternative solutions before trying one. Not give up if the first method is not successful. Already knowing that it is a process with several steps before a solution to a problem. #LostAtNPS
#LostAtNPS A3-part 2 (another đ I just had) Many students come from homes where plan B language is not modeled. We must be the models and show them effective ways to communicate their problems & come up with solutions.
