Recognizing Stuck Points in Difficult Situations
Learn to identify stuck points in challenging situations and how to respond effectively. Practice scenarios where immediate reactions worsen things compared to thoughtful responses. Acknowledge, teach, and analyze responses to various scenarios to distinguish between stuck and not stuck points.
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Presentation Transcript
SITUATIONS: STUCK OR NOT STUCK?
1. DEFINE What is a STUCK POINT? 2. TEACH & PRACTICE Not all situation are stuck! A STUCK POINT IS: 1. Someone else does or says something that bothers me 2. I respond right away without thinking (FAST REACTION) 3. My response makes things worse instead of better A STUCK POINT IS NOT: I have time to think through it and decide what to do (SLOW REACTION) My response doesn t make things worse 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND Let s practice 5. USE DATA
1. DEFINE Stuck or Not? 2. TEACH & PRACTICE Serena gets a quiz in class and didn t study for it. She gets to work right away. 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND NOT STUCK Her reaction didn t make things worse 5. USE DATA
1. DEFINE Stuck or Not? 2. TEACH & PRACTICE Serena has a quiz in class tomorrow. She decides to hang out with her friends instead of study. 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND NOT STUCK She had time to think it through (SLOW REACTION) 5. USE DATA
1. DEFINE Stuck or Not? 2. TEACH & PRACTICE Serena gets a quiz in class and didn t study for it. She spends the time complaining about how unfair quizzes are. 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND STUCK She responded right away Her reaction made things worse 5. USE DATA
1. DEFINE Stuck or Not? 2. TEACH & PRACTICE Shawn is sitting at his desk and his friend is passing licks. He stands up and punches him. 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND STUCK He responded right away His reaction made things worse 5. USE DATA
1. DEFINE Stuck or Not? 2. TEACH & PRACTICE Shawn is sitting at his desk and his friend is passing licks. He takes a breath, tells them That s not cool, and gets back to work. 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND NOT STUCK His reaction didn t make things worse 5. USE DATA
1. DEFINE Stuck or Not? 2. TEACH & PRACTICE Shawn is playing basketball, and someone calls a foul on him, but he disagrees. 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND WHAT WOULD MAKE IT STUCK? 5. USE DATA WHAT WOULD MAKE IT NOT STUCK?
1. DEFINE Stuck or Not? 2. TEACH & PRACTICE Mrs. T tells Serena that she needs to get to work on her assignment, but she has tried and doesn t get it. Many of her friends are almost finished. 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND WHAT WOULD MAKE IT STUCK? 5. USE DATA WHAT WOULD MAKE IT NOT STUCK?
1. DEFINE 2. TEACH & PRACTICE 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND 5. USE DATA
A SCHOOL- WIDE RESET
1. DEFINE 3 Parts of a good RESET 2. TEACH & PRACTICE A good reset 3. ACKNOWLEDGE a)Is easy to do b)Can work almost anywhere c)Slows us down so we can respond in a way that works better for us INSTRUCTIONALLY 4. RESPOND 5. USE DATA
1. DEFINE A School-wide Reset: Take 5 When you are in a Stuck Point, take 5 deep belly breaths before you act. 2. TEACH & PRACTICE 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND 5. USE DATA
1. DEFINE Take 5: A DEEP BELLY BREATH IS 2. TEACH & PRACTICE IS NOT 3. ACKNOWLEDGE A full breath that you can see in your belly 3 seconds in and out Smooth Shallow or just in your chest Too fast or uneven Choppy INSTRUCTIONALLY 4. RESPOND 5. USE DATA
1. DEFINE 2. TEACH & PRACTICE Deep Belly Breathing: Feel your breath like a balloon 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND 5. USE DATA
1. DEFINE Take 5: Let s practice! Sit tall, with your feet on the floor, and put your hand on your belly. 2. TEACH & PRACTICE 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND 5. USE DATA
1. DEFINE Take 5: Let s practice! Let s take 5 deep breaths together. Take them with me while I count. Now, are you able to act in a way to make things better? What would that be? Imagine yourself doing the right thing. If you re still upset, Take 5 again. 2. TEACH & PRACTICE 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND 5. USE DATA
1. DEFINE Take 5 and Growth Mindsets 2. TEACH & PRACTICE Getting stuck is a regular part of life. The trick is not to never get stuck. Instead, the trick is to work to respond better. Taking 5 will get easier the more we practice it. 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND 5. USE DATA
1. DEFINE Did you Take 5? 2. TEACH & PRACTICE Shawn hears somebody is making fun of what he is wearing. He responds by telling a friend, Well, his shoes are wack. 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND Did Shawn Take 5? 5. USE DATA
1. DEFINE Did you Take 5? 2. TEACH & PRACTICE Mrs. T is passing out a worksheet. Serena thinks, This again? We do the same thing every day?! 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND She takes 5 deep breaths. Now, she thinks I can do this. Try the 1st problem, then take another breath. Work with my partner. Or Raise my hand She keeps working on her assignment. 5. USE DATA
1. DEFINE Practice using Take 5 2. TEACH & PRACTICE Serena s friend thinks she didn t do her work and tells the teacher, but she did. Mrs. T corrects Shawn when his whole table is misbehaving (e.g., Shawn, you need to stop talking ). 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND 5. USE DATA
1. DEFINE Big Ideas 2. TEACH & PRACTICE Students have VDPs too: STUCK POINTS! You can teach a school-wide RESET for everyone (students and adults) to use Practice TAKE 5 everyday, before the difficult part of the day 3. ACKNOWLEDGE INSTRUCTIONALLY 4. RESPOND 5. USE DATA
