Tags » Classroom

"Isabella's Garden" by Glenda Millard

“Isabella’s Garden” by Glenda Millard explores life cycles, seasons and nature through telling the story of a small seed that grows and blooms in a garden. 83 more words

Classroom

SlideShark is Sweet!

As an instructor at the university level, I often need to use presentations to guide my own lecture as I share information with my students. A presentation can help keep me on a straight path.   358 more words

EdTech Ideas

Handling Difficult People in Training Audience

Every training course, every event, every workshop – there’s always at least one person in the audience who presents a verbal challenge to the person or team speaking to the audience. 298 more words

Adult Learning

ADHD and Your Child: ADHD Experts Address Your Questions

Following our free “ADHD and Your Child” webinar last spring, we received a number of questions from parents and teachers alike on understanding and supporting persons with ADHD. 1,409 more words

Teaching

The Secret Life of Bees: A Student Review

I know I’m a bit late with a Teen Read Week blog post with this being the first day after Teen Read Week and all, but the weekend offered me lots of food and friends, and as I like to eat (a bit too much), I decided to spread two teen guest blogs into this week. 548 more words

The Busted Lesson

When the shit hits the fan.

Let’s face it. Lesson planning takes time, effort, attention to detail, and long hours of thinking about all the ways it could blow up in your face. 631 more words

Education

快樂來自於內心?

快樂來自於內心?

某天,班上有位女同學跑老問我聯絡簿上的一篇佳文選讀『我們追求的不是快樂,而是享樂』短文要如何寫好心中的省思,因為她已經被導師要求重寫的五次了.我回答:「快樂,是來自於內心且要懂得知足才能感受到快樂。」以頂新集團魏董黑心油的事件為例,儘管他的事業版圖再大,但只要一時的貪心吃掉良心,這樣的快樂不是真正的快樂,這樣的快樂維持不了多久(公訴罪定讞被羈押).其實我覺得每個人對快樂的定義不同,當然經歷過不同的人事物後,對“快樂”又會有新的見解。也許現在13歲學生的年紀,他們對於快樂的感受是表面上的、立即性的.譬如我今天單字考了90分我很快樂;今天不用寫聯絡簿上的小日誌,我好開心(快樂)。對我來說“快樂”兩個字是由個人的價值觀、態度和對事情的投入程度有關係。

前幾天,做了一個超深沈的夢,老師丟給我一個主題式reading,看我要怎麼教,並限時完成。我自信的回說這根本就是piece of cake .可是夢的潛意識告訴我。其實我害怕的要死,我很差勁,準備上台被拿放大鏡檢視和砲轟。

假使我的夢魘證實了貝克(Aaron T. Beck)的認知治療法(Cognitive Therapy)裏所產生的典型症狀”認知扭曲”和”謬誤” 的話,那麼我就必須矯正個案錯誤的訊息處理,修正那些維持不適應行為及情緒的假設使個案能以較客觀的理智態度來面對他人和自己。如下,我希望不管我上了台還下了台都能金光閃閃,蓄勢待發。這樣的我就不會被說害羞沒自信,說話沒邏輯了。

本週五,我回母校和老師、同學們聊聊相見歡,課堂上請來本中心畢業的現任輔導老師兼 學姐,座談一開始就開門見山法的問大家:「到目前為止你對於實習,你的情緒滿意分數打幾分(1~10分)?」某位同學毫不思索地回答滿分,我仔細想想,為什麼別人可以快樂地去面對一些我覺得很懊惱,繁雜的事情呢? 為什麼我給我自己情緒滿意分數只打5分呢? 是不是我常常把那些不好的事情想得很糟,所以當它發生時,我得接受悲觀預期和悲慘事實的雙重打擊? ( If you fixate on the worst-case scenario, and it actually happens, you’ve lived it twice.Unknown.)

如果我用一個比較健康、正面的想法告訴自己,我是最棒的、對於所有迎刃而來的挑戰和難題我是準備好的;站在教室的講台上我是從容不迫的教學者;人在行政處室裡有效率的完成交代事項、禮貌的對待老師長官們。快樂來自於內心,快樂來自於誠心得投入某件事情。如果這樣的話,也許會帶來正面的吸引力法則吧! 我的快樂情緒指數也會升高吧! (完) Appirio

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