We all want to connect with our children on a deeper level. Understanding the needs and wants of our kids is a short cut to connecting. The 5 Love Languages is a tool to elicit what best translates to love for that individual. Using the short activity questionnaire (below) you can easily do (in a half hour) with your kids to find out a little more about how they tic.
5 Love Languages A) Words of affirmation – These are the ways you express your gratitude, and even your needs to someone else in a positive manner, such as: “I appreciate your help running skit lines when I was sick;” “I really appreciate you doing such a good job with your small groups.” • Verbal compliments – “Your enthusiasm in the mornings at orientation has been excellent;” “Thank you for answering my questions about Mason. I’m really excited about coming here in the Fall;” “I’m sure your small group members really love you.” • Encouraging words – “I know you’ll do great;” “You’ve got great potential;” “Keep it up” • Kind words – Said in a kind and gentle tone of voice: “I care about you;” “I hope we can learn from this experience;” “You’re not a failure just because you failed;” “I know you can” • Humble words – Making requests, not demands: “I really liked it when you were on time for PL training, do you think you can do it again;” “Do you think it would be possible to swap duties farther in advance next time;” “I’d really like it if we could talk about this and find a solution.” B) Quality Time – Time spent with another person with your undivided attention focused on them. This can happen in groups, but it is a little more difficult. Togetherness (focused attention) and Quality Conversation (focused not on what you’re saying, but what you’re hearing) are 2 types of Quality Time. • Sitting around and talking (TV off) – Maintain eye contact; don’t listen and do something else at the same time; listen for feelings; observe body language; refuse to interrupt • Taking a walk or going somewhere together • Playing games • Doing something you mutually enjoy C) Receiving Gifts – A gift is any tangible item that reminds you that someone was thinking of you when they gave it to you. These gifts don’t have to cost any money or take a lot of time to create. They just have to show thoughtfulness and remind them that you care. • A handmade or store-bought card • Candy • Flowers • Snack or a meal D) Acts of Service – This is a way of expressing love or care for someone by serving them, doing something for them, or helping them to accomplish a task without expecting anything in return. Sometimes, actions can speak much louder than words. • Bringing someone coffee • Cleaning up a mess • Putting up someone else’s posters • Volunteering when someone is asking for help or input
Book
The link below is to Gary Chapman’s Book on the 5 Love Languages
Recently, I had a student diagnosed with MSUD. It was the first time I had heard of the disease. This post will review all that I learned about MSUD.
Defined
Maple syrup urine disease is an inherited disorder in which the body is unable to process certain protein building blocks (amino acids) properly. The condition gets its name from the distinctive sweet odor of affected infants’ urine. It is also characterized by poor feeding, vomiting, lack of energy (lethargy), abnormal movements, and delayed development. If untreated, maple syrup urine disease can lead to seizures, coma, and death.
Maple syrup urine disease is often classified by its pattern of signs and symptoms. The most common and severe form of the disease is the classic type, which becomes apparent soon after birth. Variant forms of the disorder become apparent later in infancy or childhood and are typically milder, but they still lead to delayed development and other health problems if not treated. Source
MSUD means that the person’s body is unable to break down protein in the usual way. This condition is a rare, non-contagious condition, which, left untreated, can result in irreversible brain damage. Fortunately, the condition can be treated by a special diet, medications and careful management during illness.
Dozens of lesson plan ideas, activities and Times materials for exploring the causes and consequences of this assault on democracy in the United States.
Sigal Ben-Porath, an expert in civic education at the University of Pennsylvania Graduate School of Education and fellow at the Center for Ethics at Harvard, says teachers should not ignore yesterday’s historic events.
But they have to be prepared for the conversation. Ben-Porath suggests starting with these areas of focus:
The facts about the democratic process: according to grade and knowledge levels, discussing the roles of voters, electors, the courts, state legislative bodies, and Congress. The older the kids are, the more detailed the conversation can be, and more opportunities for independent research should be offered.
The events that happened yesterday. Look at diverse and reliable news sources, and apply critical digital literacy skills to social media posts that come from unverified sources. Focus on local news and on public media (such as NPR) to support a habit of consuming reliable news.
Discuss the reality of living in historic moments. This can be compared to the lives of people in other crucial moments for democracy. Students can talk about where they were, what they did, what others who were nearby might have felt, etc.
Teachers holding class online because of the pandemic will also have to think about how the platform might have to change the conversation. The country is clearly polarized. In an online setting, parents can potentially hear the discussion. Students might feel uncomfortable engaging if they know their parents, or many of their classmates’ parents, would hear them disagreeing with the parents’ beliefs.
The goal: finding ways to develop together true knowledge about the events. What happened, and why it matters, are the key questions.
The process has to include the students, so that they create this knowledge together. The only way to overcome our current polarization is by learning to share the facts, to have a shared understanding of reality. The source of a lot of this chaos is the rift in the facts we have (who won the election, what body has what constitutional role, etc). If students can learn to rely on each other, on their teachers, and on reliable sources, to understand events around them, we can start building the path back to democracy.
NASP developed election resources to assist adults helping youth navigate feelings of uncertainty and strong emotions, understand hate-based violence, and cope with cope with threatening actions or speech.
“I suspect that the most basic and powerful way to connect with another person is to listen. Just listen. Perhaps the most important thing we ever give each other is our attention. And especially if it’s from the heart.” –Rachel Naomi Remen
Round 1
Let’s do a check-in. Are you mad, sad, glad, and/or afraid today? What is that mostly about?
Yesterday was a BREAKING NEWS day in the United States. When reflecting on what happened at the United States Capitol as Congress was working to verify the election…
Round 2
I am going to put on on some calm music for one minute, while you take that time to draw a picture of how you are feeling right: mad, sad, glad, afraid. We will take time for everyone to share their drawing.
Round 3
It’s okay to disagree with others, but what would it look like, sound like, or feel like to have a peaceful disagreement?
Round 4
Do you think that YOU need to be a better listener? Why or why not?
Round 5
Is there anything else you want to add to the circle about yesterday’s events that we did not talk about?
Close the Circle
Let’s take a couple of minutes to close our circle with a mindful breathing activity. (Choose your classes favorite breathing strategy-Box breathing, Figure 8, Breath in-Breath-Out).
Community Circle Flow for January 7, 2021 for Middle School and High School
Building Momentum in Schools 