Do increase the content on whole brain learning. Lots of practical suggestions to implement the theory. Thought provoking theory! Can it work when only one classroom in a huge school changes its approach? If you are lucky, some of your colleagues will notice the success you are having and you can begin to change the way things are done in your school.
In my experience, the real excitement comes when a critical mass or an entire school begin to move towards engaging and inspiring as opposed to rewarding and controlling. I wish you lots of success! This is my first time i visit here. I found so many useful stuff in your website especially its discussion, From the a lot of comments on your articles. I guess Im not the only one receiving the many satisfaction right here! I would like to know which book would be best for a 16 year old girl that recently has been diagnosed with depression.
I am her mother and have been reading, unhappy teenagers a way for parents and teachers to reach them, it has really helped me releave my anxiety about her by my choices of happiness not unhappiness. I think the first 2 chapters would work for her, but if there is a teen book, I want to purchase that for her. Hi Barbara…. I'm glad you have found a resource that you are finding useful for your daughter. Perry Good. If your daughter is receptive to the ideas of choice theory, she will find this a useful tool.
It will help her understand that depression isn't simply something she "has," but something she can manage more effectively.
Used wisely, it will help her feel a greater sense of control in her life. When that happens, she'll discover that her depression "magically" improves. Hope this helps. All the best……bob. Oftentimes I find it hard to accept that the choices my high school students make are pleasing to them in any fashion.
However, remembering that it is all a part of their perception makes understanding come a little more easily. That being said, it leaves a lot of room for misinterpretations. I feel as though my students often are not able to self-evaluate themselves at a level that could be beneficial. It is something I plan on emphasizing more in my classroom this year.
As an example, when we learn new vocabulary and use it in the classroom, I ask the students to rate their understanding on a four point scale. This is an academic example, though I think many could benefit even more from learning personal and social ways of self-evaluation. This is a tough statement to understand as well.
For example, if I knew that if I got all A's, my name would go on a plaque in the hallway, that would be highly motivational to me. It would satisfy my need to feel powerful and my need to belong with the "smart kids.
Am I interpreting this scenario incorrectly? All long-lasting psychological problems are relationship problems. The problem relationship is always part of our present life. What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future.
We can only satisfy our needs by satisfying the pictures in our Quality World. All we do is behave. Dr Glasser explains that all we do all our lives is behave, and is that we choose our behaviour in an attempt to meet one or more of the five basic human needs that are built into our genetic structure.
The five basic human needs. According to Dr Glasser, all behaviour is purposeful. It is our best attempt at the time, given our current knowledge and skills, to meet one or more of our basic human needs, needs which evolved over time and have become part of our genetic structure. These needs are the general motivation for everything we do. The perceived world and the perceptual system.
Dr Glasser explains that the only way we experience the real world is through our perceptual system. Information about the real world comes to us first through our sensory system: our eyes, ears, nose, mouth and skin. Next, these sensations pass through our perceptual system, beginning with what Glasser calls our total knowledge filter, which represents everything we know or have experienced. When information passes through the valuing filter, we place one of three values on it.
If it is something we have learned is the needs-satisfying, we place a positive value on it. If it is something we have learned hinders our ability to meet our needs, we place a negative value on it. If it neither helps us nor hinders us in meeting our needs, we may place a little or no value on it; it remains neutral. Because we all come to every situation with different knowledge and experience, and therefore different values, our perceptions of the real world are different.
Thus, we don't all live in the same "real world. By "values" Dr Glasser means that which is important to us, not necessarily being limited to moral or ethical values.
Often our perceptions are chosen. For example, in driving to work, I might choose to think of the person who just pulled out in front of me as an inconsiderate jerk who is intentionally ruining my morning and feel all the stress that that perception carries with it.
Then I could try to relax so as not to do the same. In choosing our perceptions, it might be a good idea to ask ourselves which perception is better for us to hold.
The quality world. An important part of our perceived world is the quality world. Dr Glasser describes the quality world as a "personal picture album" of all the people, things, ideas, and ideals that we have discovered increase the quality of our lives. While the basic human needs are the general motivation for all human behaviour, the quality world is the specific motivation.
The basic human needs describe what we need, the quality world pictures detail how we meet those needs.
The basic human needs are universal; our individual quality worlds are unique. The comparing place. What you just experienced as you read the last sentence will help you understand the concept of the comparing place. As we experienced life, we are constantly comparing what we want our quality world pictures with what we've got our perceived world. When there is a mismatch, as there probably was when you read the sentence above, you feel a degree of frustration depending on how important the quality world picture is for you.
That frustration signal, as Glasser terms it, is felt as an urge to behave in a way that will help us get more of what we want. As you read the sentence above, you probably felt a slight frustration signal when you read "It is happening as you this. Since the word "read" is missing from the sentence, you may have experienced a frustration signal which may have urged you to go back and reread the sentence.
Once you did that, you probably realised a word was missing and your brain supplied a word that would make sense in that sentence. Glasser likens the comparing place to a set of scales. When your scales are in balance, when what you want is what you have, you continue to do what you've been doing. When your scales get out of balance, you feel the frustration signal , the urge to behave. Total behaviour. One of Dr Glasser's major premises is that "All behaviour is purposeful".
That is, ALL of our behaviour is our best attempt at the time, given the resources at our disposal knowledge, skills, etc. Another way of putting it is all of our behaviour is an attempt at making the real world conform to the pictures in our quality world. Most of the time we choose behaviours that Glasser terms organised behaviours.
Used behaviours are ones that we are familiar with, that we have used before. For example, when I want to meet my need for fun, one of my organised behaviours is to go out to dinner with my partner and another couple. That is a behaviour that has worked firmly in the past.
If we do not have an organised behaviour immediately available, or organise behaviours that have worked in the past are not working in the current situation, we are capable of figuring out new behaviours. Glasser terms this process reorganising ; this is our creativity, which is always going on, whether we decide to use it or not.
All four components are present all the time, and we name our current behaviour by the most obvious component. Like the wheels of a car, if one wheel changes direction or speed, the others follow.
For example, if I am jogging, the most obvious component is the acting component. But while I am jogging, I may be thinking a number of things: "What a beautiful day! Simultaneously, my physiology is pumped up.
My heart rates is up, my muscles are working, and I'm sweating. This would be in my total jogging behaviour.
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