Intervention Strategies for Educators
1. Encourage children to set realistic goals and test their own abilities in and out of class/school.
2. Help children identify personal competencies (“I am good at….”)
3. Develop group problem-solving strategies based on co-operative learning. This is likely to enhance mutual respect.
4. Teach children active learning, monitoring and self-evaluation strategies.
5. Define roles and responsibilities based on clear rules and expectations.
6. Encourage diversity, inclusion, collaboration, and provide a rational for doing so.
7. When re-directed, make sure that the child does not feel rejected by you as an individual.
8. Help children/youth develop self-management techniques by discussing those in class frequently, and noting efforts made by individuals and groups.
9. Set aside time to express appreciation for group work and positive communication.
10. When children need correction, find time to meet with them alone since they are likely to be sensitive to peers’ reactions.
11. Send home positive notes/emails which detail the child’s work or behaviour (“I was pleased to see how well Jim worked with his math group today…”).
12. With impulsive children, use a special signal to remind them of certain expectations without having to reprimand them in front of others.
13. Use story writing, story telling, music and art as vehicles for self expression in a safe classroom environment.
14. Provide regular opportunities for individual conferencing which validate the children/youth’s experiences and work.
15. Invite parents and community members to share their cultural customs in order to validate the link between home and school.
16. Encourage welcoming of new students by assigning buddies and providing them with frequent contact and feedback.
17. Practice conflict resolution skills in order to minimize bullying, blaming or name calling.
18. Use stories and role-playing, with children, to explain values such as trust and respect.
19. Discuss the importance of equity and social acceptance. Ask children/youth for examples related to their school community.
20. Listen to children’s expression of stress, note your compassion and concern when it is called for.
* This summary is based on publications over the years including those by NASP, CJSP, APA, and CPA. Consultations with and psychologists, and school communities continue to enhance our understanding in this realm, and are acknowledged with thanks.