فقر عاطفی در تمام جمعیت‌ها - چگونه خشم، اضطراب و خشونت را در کلاس درس کاهش دهیم

Address anger, anxiety, and violence in the classroom with strategies and best practices that work in classrooms. Under-resourced students, wealthy students, and students in all demographics can benefit from calming and healing techniques Ruby Payne, author of A Framework for Understanding Poverty, shares in this book. Provides understandings of origins of anger, anxiety, and avoidance Gives a language to talk about brain regulation, integration, and emotional competence Provides tools for educators to address and reduce anger, anxiety, and avoidance Helps educators manage the classroom dance that occurs between the educator and the students Provides the tools to motivate good behavior Identifies the differences in male and female emotional processing It was one of the most riveting speeches I have ever heard you give, and it gave us a sense of reassurance we all desperately needed. People cannot wait to get your book on emotional poverty. The information you provide can and will save the lives of so many children. Jimmy C. Stokes, Ed.D. Georgia Association of Educational Leaders Athens, Georgia Winner of a 2019 IPPY award! "If only they were motivates, if only they were not so angry, if only I felt safer." School safety is now a primary concern for educators, who are increasingly frustrated by confrontations over students' disruptive and unproductive behaviors. But information about the emotional sources of this behavior is lacking, as tools for managing behavior. Consequences will always be needed. But we can change the approach. In Emotional Poverty, brain and developmental science change the conversation. Payne discusses what motivates good behavior and the underlying emotional causes of unsafe/disruptive behavior. Educators will learn to: Create safer classrooms by reducing "less than" and "separate from" experiences for students, teach students about a regulated, integrated brain and how to calm themselves, help build stronger inner selves in students through validation, identify and address insecure, emotionally unbonded students, and to be aware of our own emotional realities as we promote the safety and well being of students