Subject: (posdis) response to workshop
Date: 16 Dec 2003 20:57:18 -0800
This is a multi-part message in MIME format.
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Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
I was hired by the Stanislaus County Office of Education to do a =
workshop on "Discipline". This is a note I just got from one of the =
attendees.
Hi Laurie,
Not sure if you saw me but I was at the workshop you did last Tuesday =
for=20
SCOE on discipline in very young children. I wanted to come up and say =
Hi=20
but I had to leave right at 9:00 and you were still going. Eileen may =
have=20
mentioned that I have a home day care in Salida, I have been doing it =
for=20
about 2 &1/2 years now and I am loving it (for the most part). I have a =
license for 14 and have mostly been full since I started. I have ages=20
ranging from 6 months to 9 years and just about every age in between. I =
wanted to thank you for your presentation, I am so glad I went. I =
couldn't=20
sleep that night after I got home from the workshop because I just kept=20
running all the information through my head. The next day I started =
using=20
different strategies with the kids and have not given one single time =
out=20
since then. My new mantra is NOBODY EVER GETS IN TROUBLE! I realized =
that=20
time outs are just a cop out, an easy way to feel like you are dealing =
with=20
a situation when you are really not accomplishing anything. One of the =
kids=20
who was always getting time outs before was my son Joey (just turned 3 =
in=20
Sept). He has really noticed that he is not getting time outs anymore, =
he=20
keeps saying to me, "Mommy, I don't have a time out, I be good". Every =
time=20
he is being nice or gentle or good in some way he points it out to me =
and he=20
takes so much pride in it, I can see that I had been labeling him as a =
bad=20
boy with all the time outs, and it took only about 2 days for his label =
to=20
change, now he sees himself as a good boy. Anyway, I am sure you are =
busy=20
and I didn't mean to write such a long message. I was wondering if you =
could=20
send me the power point presentation you put on, I know several =
providers=20
who couldn't make it to your workshop and want to have it. SCOE says =
they=20
will make the video of your presentation available in their lending =
library=20
so I plan to check it out and have both my helpers watch it.
Laurie Prusso, Livermore CA 94550
Phone 925-449-7117
FAX 925-443-6225
note: new e-mail address
tchrlaurie@comcast.net
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Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
I was hired by the Stanislaus County =
Office of=20
Education to do a workshop on "Discipline". This is a note I just =
got from=20
one of the attendees.
Hi Laurie,
Not sure if you saw me but I was at the workshop =
you did=20
last Tuesday for
SCOE on discipline in very young children. I =
wanted=20
to come up and say Hi
but I had to leave right at 9:00 and you were =
still=20
going. Eileen may have
mentioned that I have a home day care =
in=20
Salida, I have been doing it for
about 2 &1/2 years now and I am =
loving=20
it (for the most part). I have a
license for 14 and have =
mostly been=20
full since I started. I have ages
ranging from 6 months to 9 =
years and=20
just about every age in between. I
wanted to thank you for =
your=20
presentation, I am so glad I went. I couldn't
sleep that night =
after I=20
got home from the workshop because I just kept
running all the =
information=20
through my head. The next day I started using
different =
strategies=20
with the kids and have not given one single time out
since =
then. My=20
new mantra is NOBODY EVER GETS IN TROUBLE! I realized that =
time outs=20
are just a cop out, an easy way to feel like you are dealing with
a=20
situation when you are really not accomplishing anything. One of =
the kids=20
who was always getting time outs before was my son Joey (just turned =
3 in=20
Sept). He has really noticed that he is not getting time outs =
anymore,=20
he
keeps saying to me, "Mommy, I don't have a time out, I be =
good". =20
Every time
he is being nice or gentle or good in some way he points =
it out=20
to me and he
takes so much pride in it, I can see that I had been =
labeling=20
him as a bad
boy with all the time outs, and it took only about 2 =
days for=20
his label to
change, now he sees himself as a good boy. =
Anyway, I am=20
sure you are busy
and I didn't mean to write such a long message. I =
was=20
wondering if you could
send me the power point presentation you put =
on, I=20
know several providers
who couldn't make it to your workshop and =
want to=20
have it. SCOE says they
will make the video of your =
presentation=20
available in their lending library
so I plan to check it out and =
have both=20
my helpers watch it.
Laurie Prusso, Livermore CA =
94550
Phone=20
925-449-7117
FAX 925-443-6225
note: new e-mail =
address
------=_NextPart_000_0130_01C3C417.3106FFA0--
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From: KellyGlenn@aol.com
Subject: (posdis) Need advice on Brownie Girl Scouts
Date: 19 Dec 2003 08:48:38 EST
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: 7bit
Hi! It's Kelly Pfeifer here.
I'm a Brownie Girl Scout Leader for my daughter's Brownie troop. There are
seven girls in our troop and they are all in second grade. This is the third
year that I have been the leader. Five of the girls have been in the troop
since it began 2 1/2 years ago and the other two are new this year. We've
always had a total of about 8 or 9 girls in the group, but some have moved or
joined other activities and then we've added new girls.
The first year, there were absolutely no behavior problems. The girls were
in kindergarten then. But then last year, when the girls were in first grade,
misbehavior became an issue for me and it seemed that the girls had much more
energy than I did. So for the second half of last year, the troop worked on
badges that involved lots of activity such as the "Sports and Games" badge
---which seemed to help quite a bit.
This year, as I mentioned before, the girls are in second grade and it is a
struggle for me to get through the meetings because of issues that come up.
We have a routine chart that we use each week and the girls all made paper
dolls to represent themselves on the chart and one girl's job is to rotate the
paper dolls on the chart, another job is to be the "opener" for our
introductions, another is to the lead the pledge of allegiance and the promise, another
is to help with snack, etc. We have always done it this way since the first
year. So the first thing we do each week is this routine and now the girls ask
all sorts of questions during the routine - silly questions such as, "Are we
having snack today?" (We've never not had snack.) and "Can I get a drink of
water?"
When there is something to do that happens not to be assigned to someone and
I simply ask one of the girls to do it (such as walk to the supply closet two
doors down to get extra scissors), ALL of the girls suddenly say all at the
same time, "Can I go with her?" and "Can I get the scissors?" or "I want to
get the scissors." My reply is usually, "I asked Cindy to get the scissors."
When I announce a small decision such as, "We are going to move the chairs over
here for the parents to sit in (parents were coming in for a ceremony), I
will have two or three girls saying, "Why don't we put the chairs over here?" or
"I think we should put the chairs this way" and then "I'm writing my mom's
name on this paper and putting it in this chair to save her a seat." I'm glad
the girls want to be involved in everything, but sometimes one person (ME!)
just makes an executive decision because there isn't time to consider
everyone's ideas and vote, etc.
So I have lots of "leader" type girls in the troop, which IS a good thing, I
know. Most of the girls are first borns. Then I have one youngest who does
attention getting behavior much of the time. Yesterday, I came up with the
phrase, 'I'm not taking any questions at this time", which was my reply to their
endless questions, LOL!
I can train most adult groups with ease or with few complications, but groups
of kids seem to exhaust me. When I have volunteered at my kids' school to
lead a science experiment or book reading & activity, I am always shocked at
the behavior of the kids and how disrespectful they are to each other and how
they just start all firing questions at once.
My Myers-Briggs type is INFP and the information on INFP's tells that INFPs
usually do not enjoy working with children, but do enjoy educating at the
adult level. It seems to fit with my own feelings about the subject.
But I do want to be able to work with chilldren for small amounts of time.
What skills do I need?? What will help with the Brownie meetings?
As I was typing, one idea that came to me was to have a sharing time at the
beginning and maybe a compliment time at the end.
The troop only meet twice per month for an hour and a half each time.
I'd appreciate any and all suggestions.
I know many of you are busy with the holidays, so feel free to put this
questions aside for a few weeks. I'll take suggestions at any time.
Kelly
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Hi! It's Kelly Pfeifer here.
I'm a Brownie Girl Scout Leader for my daughter's Brownie troop. =20=
There are seven girls in our troop and they are all in second grade. &n=
bsp; This is the third year that I have been the leader. Five of the g=
irls have been in the troop since it began 2 1/2 years ago and the other two=
are new this year. We've always had a total of about 8 or 9 girls in=20=
the group, but some have moved or joined other activities and then we've add=
ed new girls.
The first year, there were absolutely no behavior problems. The g=
irls were in kindergarten then. But then last year, when the girls wer=
e in first grade, misbehavior became an issue for me and it seemed that the=20=
girls had much more energy than I did. So for the second half of last=20=
year, the troop worked on badges that involved lots of activity such as the=20=
"Sports and Games" badge ---which seemed to help quite a bit.
This year, as I mentioned before, the girls are in second grade and it=20=
is a struggle for me to get through the meetings because of issues that come=
up.
We have a routine chart that we use each week and the girls all made pa=
per dolls to represent themselves on the chart and one girl's job is to rota=
te the paper dolls on the chart, another job is to be the "opener" for our i=
ntroductions, another is to the lead the pledge of allegiance and the promis=
e, another is to help with snack, etc. We have always done it this way=
since the first year. So the first thing we do each week is this rout=
ine and now the girls ask all sorts of questions during the routine - silly=20=
questions such as, "Are we having snack today?" (We've never not had s=
nack.) and "Can I get a drink of water?"
When there is something to do that happens not to be assigned to someon=
e and I simply ask one of the girls to do it (such as walk to the supply clo=
set two doors down to get extra scissors), ALL of the girls suddenly say all=
at the same time, "Can I go with her?" and "Can I get the scissors?"&=
nbsp; or "I want to get the scissors." My reply is usually, "I asked C=
indy to get the scissors." When I announce a small decision such as, "=
We are going to move the chairs over here for the parents to sit in (parents=
were coming in for a ceremony), I will have two or three girls saying, "Why=
don't we put the chairs over here?" or "I think we should put the cha=
irs this way" and then "I'm writing my mom's name on this p=
aper and putting it in this chair to save her a seat." I'm glad the gi=
rls want to be involved in everything, but sometimes one person (ME!) just m=
akes an executive decision because there isn't time to consider everyone's i=
deas and vote, etc.
So I have lots of "leader" type girls in the troop, which IS a good thi=
ng, I know. Most of the girls are first borns. Then I=
have one youngest who does attention getting behavior much of the time.&nbs=
p; Yesterday, I came up with the phrase, 'I'm not taking any questions at th=
is time", which was my reply to their endless questions, LOL!
I can train most adult groups with ease or with few complications, but=20=
groups of kids seem to exhaust me. When I have volunteered a=
t my kids' school to lead a science experiment or book reading & ac=
tivity, I am always shocked at the behavior of the kids and how disres=
pectful they are to each other and how they just start all firing questions=20=
at once.
My Myers-Briggs type is INFP and the information on INFP's tells=20=
that INFPs usually do not enjoy working with children, but do enjoy educatin=
g at the adult level. It seems to fit with my own feelings about the s=
ubject.
But I do want to be able to work with chilldren for small amounts of ti=
me. What skills do I need?? What will help with the Brownie meet=
ings?
As I was typing, one idea that came to me was to have a sharing time at=
the beginning and maybe a compliment time at the end.
The troop only meet twice per month for an hour and a half each ti=
me.
I'd appreciate any and all suggestions.
I know many of you are busy with the holidays, so feel free to put this=
questions aside for a few weeks. I'll take suggestions at any time.
Kelly
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From: ENRICH3726@aol.com
Subject: Re: (posdis) Need advice on Brownie Girl Scouts
Date: 19 Dec 2003 19:50:17 -0500
> HI KELLY - MY RESPONSES ARE IN CAPS BECAUSE I'M ON MY HUSBAND'S WHIZ-BAND FAST COMPUTER!I INTERSPERSED SOME COMMENTS IN YOUR MESSAGE ...
> Hi! It's Kelly Pfeifer here.
>
> I'm a Brownie Girl Scout Leader for my daughter's Brownie troop. There are seven girls in our troop and they are all in second grade. This is the third year that I have been the leader. Five of the girls have been in the troop since it began 2 1/2 years ago and the other two are new this year. We've always had a total of about 8 or 9 girls in the group, but some have moved or joined other activities and then we've added new girls.
>
> The first year, there were absolutely no behavior problems. The girls were in kindergarten then. But then last year, when the girls were in first grade, misbehavior became an issue for me and it seemed that the girls had much more energy than I did. So for the second half of last year, the troop worked on badges that involved lots of activity such as the "Sports and Games" badge ---which seemed to help quite a bit.
>
> This year, as I mentioned before, the girls are in second grade and it is a struggle for me to get through the meetings because of issues that come up.
>
> We have a routine chart that we use each week and the girls all made paper dolls to represent themselves on the chart and one girl's job is to rotate the paper dolls on the chart, another job is to be the "opener" for our introductions, another is to the lead the pledge of allegiance and the promise, another is to help with snack, etc. We have always done it this way since the first year. So the first thing we do each week is this routine and now the girls ask all sorts of questions during the routine - silly questions such as, "Are we having snack today?" (We've never not had snack.) and "Can I get a drink of water?"
> MAYBE YOU COULD ASK THEM IF THEY WOULD LIKE TO DESIGN ANOTHER WAY TO DIVVY UP THE WORK - MAYBE A BIT OF BOREDOM WITH THE ROUTINE HAS CREPT IN?? MAYBE THEY COULD HAVE MORE CHOICE IN WHAT THE SNACK IS OR WHEN IN THE ROUTINE YOU SERVE IT?
REMEMBER POWER STRUGGLES' MOTTO... "LET ME HELP, GIVE ME CHOICES"...
> When there is something to do that happens not to be assigned to someone and I simply ask one of the girls to do it (such as walk to the supply closet two doors down to get extra scissors), ALL of the girls suddenly say all at the same time, "Can I go with her?" and "Can I get the scissors?" or "I want to get the scissors." My reply is usually, "I asked Cindy to get the scissors."
HOW ABOUT ASKING "WHO WOULD LIKE TO GET THE SCISSORS?" ALL MAY ANSWER "I DO!" IF SO, THEN SAY "YOU CAN FIGURE OUT BETWEEN YOU WHO WILL GO THIS TIME - I JUST NEED A QUICK HELPER WITHOUT A LOT OF DISCUSSION - LET'S COUNT TO 3 AND SEE IF YOU CAN FIGURE OUT WHO CAN GO THIS TIME!"
When I announce a small decision such as, "We are going to move the chairs over here for the parents to sit in (parents were coming in for a ceremony), I will have two or three girls saying, "Why don't we put the chairs over here?" or "I think we should put the chairs this way" and then "I'm writing my mom's name on this paper and putting it in this chair to save her a seat." I'm glad the girls want to be involved in everything, but sometimes one person (ME!) just makes an executive decision because there isn't time to consider everyone's ideas and vote, etc.
>
> So I have lots of "leader" type girls in the troop, which IS a good thing, I know. Most of the girls are first borns. Then I have one youngest who does attention getting behavior much of the time. Yesterday, I came up with the phrase, 'I'm not taking any questions at this time", which was my reply to their endless questions, LOL!
>
> I can train most adult groups with ease or with few complications, but groups of kids seem to exhaust me. When I have volunteered at my kids' school to lead a science experiment or book reading & activity, I am always shocked at the behavior of the kids and how disrespectful they are to each other and how they just start all firing questions at once.
>
I WONDER SOMETIMES HOW THE TEACHERS PUT UP WITH SUCH DISRESPECT AS I HEAR ALSO - IT'S LIKE WE HAVE A WHOLE GENERATION WITHOUT RESPECT FOR SELF/OTHERS - THEY ACTUALLY NEED ADULTS LIKE YOU, KELLY, WHO NOTICE THE DISRESPECT AND DON'T STAND FOR IT AND DON'T PUNISH THEM EITHER - BUT ALSO YOU ARE AN ADULT WHO IS RESPECTFUL AND WILL MODEL THAT MUTUAL RESPECT THAT KIDS DON'T SEE VERY OFTEN
> My Myers-Briggs type is INFP and the information on INFP's tells that INFPs usually do not enjoy working with children, but do enjoy educating at the adult level. It seems to fit with my own feelings about the subject.
I IMAGINE IT IS THE POWER STRUGGLE PART THAT FEELS SO HURTFUL AND THAT YOU ARE SO CREATIVE AND ORGANIZED I WOULD HATE FOR YOU TO STOP BEING WITH THE GIRLS! SOMEIMTES KIDS THINK THEY CAN ACT UP AT VOLUNTEER EVENTS BECAUSE THERE IS NO RESPONSIBILITY ON THEIR PART TO BEHAVE WELL - MAYBE YOU COULD SHARE YOUR PROBLEM WITH THEM AND ASK FOR HELP SOLVING IT, BECAUSE YOU OBVIOUSLY CARE FOR THEM - MAYBE EVEN JUST ASKING WHAT IS GOING ON WHEN YOU MAKE A 'CORPORATE' DECISION WHY THEY GET SO DISRESPECTFUL??? I HAVE DONE THAT WITH KIDS BEFORE, AND THEY ARE USUALLY VERY APOLOGETIC BECAUSE THEY DIDN'T WANT TO BE BOTHERSOME, BUT DIDN'T KNOW HOW TO TELL ME THEY WERE BORED, OR THAT THEY HAD OTHER IDEAS IN MIND...
>
> But I do want to be able to work with chilldren for small amounts of time. What skills do I need?? What will help with the Brownie meetings?
HAVE YOU THOUGHT OF ASKING FOR AN ASSISTANT LEADER? MAYBE EVEN A HEAD LEADER AND YOU TAKE THE BACK SEAT OR CO-CHIAR FOR AWHILE??
>
> As I was typing, one idea that came to me was to have a sharing time at the beginning and maybe a compliment time at the end.
>
> The troop only meet twice per month for an hour and a half each time.
>
> I'd appreciate any and all suggestions.
>
HANG IN THERE, IF YOU WANT TO - YOU SOUND LIKE A PERFECTLY SUPER BROWNIE LEADER, AND ONE WHO WILL USE PD WITH THE BROWNIES TO HELP THEM WORK THINGS OUT RESPECTFULLY - BUT ALSO, DON'T HESITATE TO BACK DOWN, FIND A CO-LEADER, OR WHATEVER YOU NEED TO DO TO TAKE CARE OF YOU TOO!
> I know many of you are busy with the holidays,
RELAX AND ENJOY YOURS TOO!!!! LOVE, MARY H., OMAHA NEBRASKA ("ON MY HONOR, i WILL TRY ... TO SERVE GOD AND MY COUNTRY, AND TO OBEY THE BROWNIE LAWS....OR SOMETHING LIKE THAT - I USED TO DO BROWNIES MYSELF!!!)
so feel free to put this questions aside for a few weeks. I'll take
> suggestions at any time.
>
> Kelly
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From: JaneNelsen@aol.com
Subject: Re: (posdis) Need advice on Brownie Girl Scouts
Date: 20 Dec 2003 00:26:39 EST
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: 7bit
Hi Kelly, Why to I always think in terms of writing a book. This would be a
good one for you to write (I'd be happy to help) cause there are lots of Scout
leaders out there who are struggling with the same thing. I'm going to put
some of my answers in [brackets and color] so everyone can find them. I would
like to know if the color doesn't show up for some people.
In a message dated 12/19/2003 5:49:21 AM Pacific Standard Time,
KellyGlenn@aol.com writes:
Hi! It's Kelly Pfeifer here.
I'm a Brownie Girl Scout Leader for my daughter's Brownie troop. There are
seven girls in our troop and they are all in second grade. This is the third
year that I have been the leader. Five of the girls have been in the troop
since it began 2 1/2 years ago and the other two are new this year. We've
always had a total of about 8 or 9 girls in the group, but some have moved or
joined other activities and then we've added new girls.
The first year, there were absolutely no behavior problems. The girls were
in kindergarten then. But then last year, when the girls were in first grade,
misbehavior [interesting that we see normal development as misbehavior -- and
I would too. These girls are obviously testing their "power" (not as in "power
stuggles", but as in "how can I prove myself, and what can I do in this
world?"), and are "showing off for each other." I'll say more about this ahead.]
became an issue for me and it seemed that the girls had much more energy than I
did. So for the second half of last year, the troop worked on badges that
involved lots of activity such as the "Sports and Games" badge ---which seemed to
help quite a bit. [Smart thinking.]
This year, as I mentioned before, the girls are in second grade and it is a
struggle for me to get through the meetings because of issues that come up.
We have a routine chart that we use each week and the girls all made paper
dolls to represent themselves on the chart and one girl's job is to rotate the
paper dolls on the chart, another job is to be the "opener" for our
introductions, another is to the lead the pledge of allegiance and the promise, another
is to help with snack, etc. We have always done it this way since the first
year. [More smart thinking, and an excellent procedure to put in "the book."]
So the first thing we do each week is this routine and now the girls ask all
sorts of questions during the routine - silly questions such as, "Are we having
snack today?" (We've never not had snack.) and "Can I get a drink of water?"
[Okay, I have several things to say about all these questions.
1). Are you having "scout group meetings". I'm sure you don't have much
time, but this process could teach them so many things. Is there some kind of
badge (such as communication or social skills) that could be filled by a group
meeting. In PDC I tell the true story of an 8th grade teacher to had her class
for only 45 minutes a day; so, they had class meetings for just 10 minutes a
day -- and would table any item than hadn't been solved. She put the problem
of tooth pick chewing on the agenda. In the past she had scolded, pleaded,
etc., but the toothpick chewing didn't stop. So she put it on the agenad as "her
problem" and asked for their help. The first day the kids didn't find a
solution -- nor the second day. On the third day the teacher said, "We still haven't
solved the problem of toothpick chewing." One of the students said, "Have you
seen anyone chewing toothpicks lately?" The teacher thought about it and
admitted she hadn't. So, the student said, "Well, maybe the problem is solved."
This story makes so many points such as trusting the process, and how much more
interested kids are in solving a problem when it is turned over to them with
the idea that they can be helpful.
During a meeting you could put the problems you mention on the agenda
and let the girls solve it.]
When there is something to do that happens not to be assigned to someone and
I simply ask one of the girls to do it (such as walk to the supply closet two
doors down to get extra scissors), ALL of the girls suddenly say all at the
same time, "Can I go with her?" and "Can I get the scissors?" or "I want to
get the scissors." My reply is usually, "I asked Cindy to get the scissors."
When I announce a small decision such as, "We are going to move the chairs over
here for the parents to sit in (parents were coming in for a ceremony), I
will have two or three girls saying, "Why don't we put the chairs over here?" or
"I think we should put the chairs this way" and then "I'm writing my mom's
name on this paper and putting it in this chair to save her a seat." I'm glad
the girls want to be involved in everything, but sometimes one person (ME!)
just makes an executive decision because there isn't time to consider
everyone's ideas and vote, etc.
[This is a classic example of "telling" instead of "asking" -- or of
assigning a job monitor. I'll start with your first example of asking a girl to get
some scissors. What if you had a job monitor (a job that would rotate). The job
monitors job would be to find someone to do small tasks. So, instead of you
asking someone to get scissors, you would ask the job monitor to find someone.
Re the second example, instead of telling them to move the chairs, how
about asking, "What do we need to do to get ready for the parents who are
coming?" You say there isn't time, but my guess is that these suggestions would take
less time than dealing with the "misbehavior."]
So I have lots of "leader" type girls in the troop, which IS a good thing, I
know. Most of the girls are first borns. Then I have one youngest who does
attention getting behavior much of the time. Yesterday, I came up with the
phrase, 'I'm not taking any questions at this time", which was my reply to their
endless questions, LOL! [How about assigning a person of the day to answer
questions. This could also be a rotating job. If that person doesn't know the
answer, she could first ask if any of the other girls know the answer. If no
one does, then it would be her job to ask you.
When I was an elementary school counselor, the teachers started calling
me the broken record because I had one answer when they would ask me what do do
about a problem. (We also did Teachers Helping Teachers Problem Solving Steps
once a week.) I would say, "Put it on the agenda and let the kids find a
solution."]
I can train most adult groups with ease or with few complications, but groups
of kids seem to exhaust me. When I have volunteered at my kids' school to
lead a science experiment or book reading & activity, I am always shocked at
the behavior of the kids and how disrespectful they are to each other and how
they just start all firing questions at once. [Kids don't have much respect
training these days. Group meetings are a step in that direction.]
My Myers-Briggs type is INFP and the information on INFP's tells that INFPs
usually do not enjoy working with children, but do enjoy educating at the
adult level. [Actually, it sounds to me as though you are doing a great job. You
have givien several examples upon which I base this comment.] It seems to fit
with my own feelings about the subject.
But I do want to be able to work with chilldren for small amounts of time.
What skills do I need?? What will help with the Brownie meetings? [I want to
repeat that you already have a lot of good ideas. Let me know if any of the
above suggestions help.]
As I was typing, one idea that came to me was to have a sharing time at the
beginning and maybe a compliment time at the end. [If you have a ten minute
group meeting, you could spend the first 2 minutes on compliments. During the
meeting you could ask the girls to put problems on the agenda as they come up.
For example, "I'm feeling frazzled by all the questions. Would somone put that
on the agenda so you can help me solve this problem at our next meeting?"]
The troop only meet twice per month for an hour and a half each time.
I'd appreciate any and all suggestions. [These are just suggestions, and may
not be practical. I'm not sure kids can learn the concepts of group meetings
when they practice only twice a month. :-) Jane Nelsen, San Clemente, CA (for
a month).
I know many of you are busy with the holidays, so feel free to put this
questions aside for a few weeks. I'll take suggestions at any time.
Kelly
Content-Type: text/html; charset="US-ASCII"
Content-Transfer-Encoding: quoted-printable
Hi Kelly, Why to I always=20=
think in terms of writing a book. This would be a good one for you to write=20=
(I'd be happy to help) cause there are lots of Scout leaders out there who a=
re struggling with the same thing. I'm going to put some of my answers in&nb=
sp;[brackets and color] so everyone can find them. I would like to know=
if the color doesn't show up for some people.
In a message dated 12/19/2003 5:49:21 AM Pacific Standard Time, KellyGl=
enn@aol.com writes:
Hi! It's Kelly Pfeifer here.
I'm a Brownie Girl Scout Leader for my daug=
hter's Brownie troop. There are seven girls in our troop and they are=20=
all in second grade. This is the third year that I have been the=
leader. Five of the girls have been in the troop since it began 2 1/2=
years ago and the other two are new this year. We've always had a tot=
al of about 8 or 9 girls in the group, but some have moved or joined other a=
ctivities and then we've added new girls.
The first year, there were absolutely no be=
havior problems. The girls were in kindergarten then. But then l=
ast year, when the girls were in first grade, misbehavior [interesting that we see normal development as misbehavior -- and I woul=
d too. These girls are obviously testing their "power" (not as in "power stu=
ggles", but as in "how can I prove myself, and what can I do in this world?"=
), and are "showing off for each other." I'll say more about this ahead.] became an issue for me and it seemed that the girls had much more=20=
energy than I did. So for the second half of last year, the troop work=
ed on badges that involved lots of activity such as the "Sports and Games" b=
adge ---which seemed to help quite a bit. [Smart think=
ing.]
This year, as I mentioned before, the girls=
are in second grade and it is a struggle for me to get through the meetings=
because of issues that come up.
We have a routine chart that we use each we=
ek and the girls all made paper dolls to represent themselves on the chart a=
nd one girl's job is to rotate the paper dolls on the chart, another job is=20=
to be the "opener" for our introductions, another is to the lead the pledge=20=
of allegiance and the promise, another is to help with snack, etc. We=20=
have always done it this way since the first year. [Mo=
re smart thinking, and an excellent procedure to put in "the book.=
"] So the first thing we do each week is this routine and now t=
he girls ask all sorts of questions during the routine - silly questions suc=
h as, "Are we having snack today?" (We've never not had snack.) and "C=
an I get a drink of water?" [Okay, I have several thin=
gs to say about all these questions.
1). Are=
you having "scout group meetings". I'm sure you don't have much time, but t=
his process could teach them so many things. Is there some kind of badge (su=
ch as communication or social skills) that could be filled by a group meetin=
g. In PDC I tell the true story of an 8th grade teacher to had her class for=
only 45 minutes a day; so, they had class meetings for just 10 minutes a da=
y -- and would table any item than hadn't been solved. She put the problem o=
f tooth pick chewing on the agenda. In the past she had scolded, pleaded, et=
c., but the toothpick chewing didn't stop. So she put it on the agenad as "h=
er problem" and asked for their help. The first day the kids didn't find a s=
olution -- nor the second day. On the third day the teacher said, "We still=20=
haven't solved the problem of toothpick chewing." One of the students said,=20=
"Have you seen anyone chewing toothpicks lately?" The teacher thought about=20=
it and admitted she hadn't. So, the student said, "Well, maybe the problem i=
s solved." This story makes so many points such as trusting the process, and=
how much more interested kids are in solving a problem when it is turned ov=
er to them with the idea that they can be helpful.
D=
uring a meeting you could put the problems you mention on the agenda an=
d let the girls solve it.]
When there is something to do that happens=20=
not to be assigned to someone and I simply ask one of the girls to do it (su=
ch as walk to the supply closet two doors down to get extra scissors), ALL o=
f the girls suddenly say all at the same time, "Can I go with her?" an=
d "Can I get the scissors?" or "I want to get the scissors." My=20=
reply is usually, "I asked Cindy to get the scissors." When I announce=
a small decision such as, "We are going to move the chairs over here for th=
e parents to sit in (parents were coming in for a ceremony), I will have two=
or three girls saying, "Why don't we put the chairs over here?" or "I=
think we should put the chairs this way" and then "I'm wri=
ting my mom's name on this paper and putting it in this chair to save her a=20=
seat." I'm glad the girls want to be involved in everything, but somet=
imes one person (ME!) just makes an executive decision because there isn't t=
ime to consider everyone's ideas and vote, etc.
[This is a classic example of "telling" instead of "asking" -- or of as=
signing a job monitor. I'll start with your first example of asking a girl t=
o get some scissors. What if you had a job monitor (a job that would rotate)=
. The job monitors job would be to find someone to do small tasks. So, inste=
ad of you asking someone to get scissors, you would ask the job monitor to f=
ind someone.
Re the second example, instead of telling them to mo=
ve the chairs, how about asking, "What do we need to do to get ready for the=
parents who are coming?" You say there isn't time, but my guess is that the=
se suggestions would take less time than dealing with the "misbehavior."]
So I have lots of "leader" type girls in th=
e troop, which IS a good thing, I know. Most of the girls a=
re first borns. Then I have one youngest who does attention getting be=
havior much of the time. Yesterday, I came up with the phrase, 'I'm no=
t taking any questions at this time", which was my reply to their endless qu=
estions, LOL! [How about assigning a person of the day to answer quest=
ions. This could also be a rotating job. If that person doesn't know the ans=
wer, she could first ask if any of the other girls know the answer. If no on=
e does, then it would be her job to ask you.
When I was an elementary school counselor, the teach=
ers started calling me the broken record because I had one answer when they=20=
would ask me what do do about a problem. (We also did Teachers Helping Teach=
ers Problem Solving Steps once a week.) I would say, "Put it on the agenda a=
nd let the kids find a solution."]
I can train most adult groups with ease or=20=
with few complications, but groups of kids seem to exhaust me. When I=20=
have volunteered at my kids' school to lead a science experim=
ent or book reading & activity, I am always shocked at the behavio=
r of the kids and how disrespectful they are to each other and how they just=
start all firing questions at once. [Kids don't have=20=
much respect training these days. Group meetings are a step in that directio=
n.]
My Myers-Briggs type is INFP and the=20=
information on INFP's tells that INFPs usually do not enjoy working with chi=
ldren, but do enjoy educating at the adult level. [Actually, it sounds to me as though you are doing a great job. You have gi=
vien several examples upon which I base this comment.] It seems=20=
to fit with my own feelings about the subject.
But I do want to be able to work with chill=
dren for small amounts of time. What skills do I need?? What wil=
l help with the Brownie meetings? [I want to repeat th=
at you already have a lot of good ideas. Let me know if any of the above sug=
gestions help.]
As I was typing, one idea that came to me w=
as to have a sharing time at the beginning and maybe a compliment time at th=
e end. [If you have a ten minute group meeting, you co=
uld spend the first 2 minutes on compliments. During the meeting you could a=
sk the girls to put problems on the agenda as they come up. For example, "I'=
m feeling frazzled by all the questions. Would somone put that on the agenda=
so you can help me solve this problem at our next meeting?"]<=
/DIV>
The troop only meet twice per month fo=
r an hour and a half each time.
I'd appreciate any and all suggestions. [These are just suggestions, and may not be practical. I'=
m not sure kids can learn the concepts of group meetings when they practice=20=
only twice a month. :-) Jane Nelsen, San Clemente, CA (for a mon=
th).
I know many of you are busy with the holida=
ys, so feel free to put this questions aside for a few weeks. I'll tak=
e suggestions at any time.
Kelly
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-------------------------------------------------------------------------------
From: Sadhunathan Nadesan
Subject: Re: (posdis) Need advice on Brownie Girl Scouts
Date: 20 Dec 2003 04:45:41 -0800
At 12:26 AM 12/20/03 -0500, you wrote:
I'd
appreciate any and all suggestions.
[These are just
suggestions, and may not be practical. I'm not sure kids can learn the
concepts of group meetings when they practice only twice a month.
:-) Jane Nelsen, San Clemente, CA (for a
month).
Hi Kelly,
Sorry I don't have much in the way of suggestions, never having done a
meeting with 2nd grade girls, except that in the situations I have
done meetings in, I've found that compliments (but I've taken to
calling them 'acknowledgements') works best at the
beginning. I go by the suggestions in chapter 9 of the cpda
manual such as the one below. There is a guideline for class
meetings too. It seems to be pretty adaptable to any situation, but
perhaps we could develop a series of guidelines for different types of
groups? Office staff, class rooms, girls scouts, etc.
I'd like to share that my birth family has recently started weekly family
meetings. Meaning, my mom (81), my dad (86), and my brother, my
sister, and I (and we are not exactly spring chickens).
Kind of opposite ends of the scale, eh? Todlers to senior
citizens. It's working out really well. My dad said, we
should have done this years ago! So add senior citizens to the list
of guidelines needed, chuckle!
And Jane, your variation on colors and fonts for inserted comments worked
for me.
Aloha,
Sadhu
TRAINING MANUAL
Section 9.3.17 1 - 800 - 456 - 7770
Last revised: October 2002 Author: Jane Nelsen, Ed. D.
Permission to copy with credits granted
Do's and Don'ts for Successful
Family Meetings
by Jane Nelsen
DO:
1. Remember the long-range purpose: To develop perceptions of belonging,
significance, and
capability =8C and to teach valuable life skills such as communication
skills, problem-solving skills, thinking
skills, accountability, and cooperation.
2. Post an agenda in a visible place and encourage family members to
write problems on it =8C or
anything that needs to be discussed by the family =8C as they occur.
3. Start with compliments so family members learn to look for and to
verbalize positive things
about each other.
4. Brainstorm for solutions to problems. Start with wild and crazy ideas
(for fun) and end with
practical ideas that are useful and respectful to all concerned. Then
choose one suggestion (by
consensus) and try it for a week.
5. Calendar a family fun activity for later in the week =8C and all sports
and other activities (including
a chauffeur schedule).
6. Keep family meetings short 10 to 30 minutes, depending on the ages of
your children. End with a
family fun activity, game, or dessert.
DON'T
1. Use family meetings as a platform for lectures and parental
control.
2. Allow children to dominate and control. (Mutual respect is the
key.)
3. Skip weekly family meetings. (They should be the most important date
on your calendar.)
4. Forget that mistakes are wonderful opportunities to learn.
5. Forget that a family meeting is a process that teaches valuable life
skills =8C not an exercise in
perfection. Learning the skills takes time. Even solutions that don't
work provide an opportunity to go
back to the drawing board and try again =8C always focusing on respect and
solutions.
6. Expect children under the age of four to participate in the process.
(If younger children are too
distracting, wait until they are in bed.)
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-------------------------------------------------------------------------------
From: JaneNelsen@aol.com
Subject: Re: (posdis) Need advice on Brownie Girl Scouts
Date: 20 Dec 2003 09:28:12 EST
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: 7bit
In a message dated 12/20/2003 4:45:58 AM Pacific Standard Time,
sadhu@nadesan.org writes:
So add senior citizens to the list of guidelines needed, chuckle!
What a great idea. Jane
Content-Type: text/html; charset="US-ASCII"
Content-Transfer-Encoding: quoted-printable
In a message dated 12/20/2003 4:45:58 AM Pacific Standard Time, sadhu@n=
adesan.org writes:
So add senior=
citizens to the list of guidelines needed, chuckle!
What a great idea. Jane
-
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-------------------------------------------------------------------------------
From: ENRICH3726@aol.com
Subject: Re: (posdis) Need advice on Brownie Girl Scouts
Date: 20 Dec 2003 21:42:29 EST
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: 7bit
In a message dated 12/20/2003 6:45:58 AM Central Standard Time,
sadhu@nadesan.org writes:
Meaning, my mom (81), my dad (86), and my brother, my sister, and I (and we
are not exactly spring chickens).
Oh, Sadhu, you make me smile! Isn't it something - we are never too young to
learn more respectful ways of doing "family business"!
Kelly - I'm afraid I wasn't strong enough in my "acknowledgements" (I also
think this is a great title for compliments in many situations) to you about how
you are involving the girls and your patience with them - I was anxious to
get some encouragement off to you before I left for the day - they are fortunate
to have such a caring leader... AND, Jane's idea of a book would be fabulous
- sounds as though you and Sadhu may have some writing to do about
"Reflections on how to do 'class meetings' when the group isn't in the classroom!" mary
h. (Omaha)
Content-Type: text/html; charset="US-ASCII"
Content-Transfer-Encoding: quoted-printable
AOL Email
In a message dated 12/20/2003 6:45:58 AM Central Standard Time, sadhu@n=
adesan.org writes:
Meaning, my m=
om (81), my dad (86), and my brother, my sister, and I (and we are not exact=
ly spring chickens).
Oh, Sadhu, you make me smile! I=
sn't it something - we are never too young to learn more respectful ways of=20=
doing "family business"!
Kelly - I'm afraid I wasn't str=
ong enough in my "acknowledgements" (I also think this is a great title=
for compliments in many situations) to you about how you are involving=
the girls and your patience with them - I was anxious to get some encourage=
ment off to you before I left for the day - they are fortunate to have such=20=
a caring leader... AND, Jane's idea of a book would be fabulous - sounds as=20=
though you and Sadhu may have some writing to do about "Reflections on how t=
o do 'class meetings' when the group isn't in the classroom!" mary h. (Omaha=
) |
-
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-------------------------------------------------------------------------------
From: KellyGlenn@aol.com
Subject: Re: (posdis) Need advice on Brownie Girl Scouts
Date: 21 Dec 2003 07:09:36 EST
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: 7bit
Thanks for the wonderful ideas and advice about my Girl Scout Brownie
meetings.
I always think it is interesting that whenever I sit and start typing out a
question to you all --that it immediately gets me thinking of solutions right
off the bat. Then you all are so supportive and have such great ideas.
I do think that girl scouting is such a good program because it reflects the
same ideas as PD. The four main program goals in girl scouting are:
a) Girls will develop to their full potential
b) Girls will relate to others with increasing understanding, skill and
respect
c) Girls will develop a meaningful set of values to guide their actions and
to provide the foundation for sound decision making
d) Girls will contribute to the improvement of society through the use of
their abilities and leadership skills, working in cooperation with others
Jane, many of your ideas were very helpful and yes, there IS a communication
badge. Also each leader is encouraged by the scouting program to use her own
gifts to best benefit the girls so I as a leader can go more in depth with any
badge or issue that I think will benefit the girls especially when it relates
to one of the four main programs goals. Troop/group meetings using problem
solving fits in perfectly with all four goals!!
I have also decided to change the routine and jobs a bit to better reflect
their abilities at their current age. Also at the suggestion of another scout
leader, I am going to have some social time at the very beginning of the
meeting. These girls only get together as a group twice a month (or three times if
we have a special hike or other activity planned) and I'm sure they want and
actually NEED -developmentally to socialize a bit
Thanks again everyone and more suggestions are always welcome!
After reading your responses and ideas, I'm now excited about changes in our
scout meetings starting in January. I think the girls will really like the
new changes. And yes, I agree with your acknowledgments (thank you, by the
way) that I am being effective and I like the parts that have developed so far, I
was just starting to dread the meetings and I want to enjoy more of my time
with the girls. I think the new changes will make a huge difference.
Hugs to all!
Kelly Pfeiffer
Content-Type: text/html; charset="US-ASCII"
Content-Transfer-Encoding: quoted-printable
Thanks for the wonderful ideas and advice about my Girl Scout Brownie m=
eetings.
I always think it is interesting that whenever I sit and start typing o=
ut a question to you all --that it immediately gets me thinking of solutions=
right off the bat. Then you all are so supportive and have such great=
ideas.
I do think that girl scouting is such a good program because it reflect=
s the same ideas as PD. The four main program goals in girl scouting a=
re:
a) Girls will develop to their full potential
b) Girls will relate to others with increasing understanding, ski=
ll and respect
c) Girls will develop a meaningful set of values to guide their a=
ctions and to provide the foundation for sound decision making
d) Girls will contribute to the improvement of society through th=
e use of their abilities and leadership skills, working in cooperation with=20=
others
Jane, many of your ideas were very helpful and yes, there IS a communic=
ation badge. Also each leader is encouraged by the scouting program to=
use her own gifts to best benefit the girls so I as a leader can go more in=
depth with any badge or issue that I think will benefit the girls especiall=
y when it relates to one of the four main programs goals. T=
roop/group meetings using problem solving fits in perfectly with all four go=
als!!
I have also decided to change the routine and jobs a bit to better refl=
ect their abilities at their current age. Also at the suggestion of an=
other scout leader, I am going to have some social time at the very beginnin=
g of the meeting. These girls only get together as a group twice a mon=
th (or three times if we have a special hike or other activity planned) and=20=
I'm sure they want and actually NEED -developmentally to socialize a bi=
t
Thanks again everyone and more suggestions are always welcome!
After reading your responses and ideas, I'm now excited about changes i=
n our scout meetings starting in January. I think the girls will reall=
y like the new changes. And yes, I agree with your acknowledgmen=
ts (thank you, by the way) that I am being effective and I like the par=
ts that have developed so far, I was just starting to dread the meetings and=
I want to enjoy more of my time with the girls. I think the=
new changes will make a huge difference.
Hugs to all!
Kelly Pfeiffer
-
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-------------------------------------------------------------------------------
From: JaneNelsen@aol.com
Subject: Re: (posdis) Need advice on Brownie Girl Scouts
Date: 21 Dec 2003 10:42:10 EST
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: 7bit
In a message dated 12/21/2003 4:10:37 AM Pacific Standard Time,
KellyGlenn@aol.com writes:
I think the new changes will make a huge difference.
Kelly, Be sure to keep us posted. :-) Jane
Content-Type: text/html; charset="US-ASCII"
Content-Transfer-Encoding: quoted-printable
In a message dated 12/21/2003 4:10:37 AM Pacific Standard Time, KellyGl=
enn@aol.com writes:
I think the new changes will make a h=
uge difference.
Kelly, Be sure to keep us=20=
posted. :-) Jane
-
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-------------------------------------------------------------------------------
From: ENRICH3726@aol.com
Subject: Re: (posdis) Need advice on Brownie Girl Scouts
Date: 21 Dec 2003 10:58:50 EST
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: 7bit
In a message dated 12/21/2003 6:10:37 AM Central Standard Time,
KellyGlenn@aol.com writes:
I'm now excited about changes in our scout meetings starting in January.
I'm excited to think of the huge impact your taking the time to think through
it will have on this group (and on you, as a leader). Let us know how this
all works out! Happy pre-new year! mary
Content-Type: text/html; charset="US-ASCII"
Content-Transfer-Encoding: quoted-printable
AOL Email
In a message dated 12/21/2003 6:10:37 AM Central Standard Time, KellyGl=
enn@aol.com writes:
I'm now excited about changes in our=20=
scout meetings starting in January.
I'm excited to think of the hug=
e impact your taking the time to think through it will have on this gro=
up (and on you, as a leader). Let us know how this all works out! =
;Happy pre-new year! mary |
<=
/BODY>
-
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-------------------------------------------------------------------------------
From: Mary Jamin Maguire
Subject: (posdis) Meetngs out of the classroom....
Date: 22 Dec 2003 16:56:20 -0600
> This message is in MIME format. Since your mail reader does not understand
this format, some or all of this message may not be legible.
--MS_Mac_OE_3154956981_9139059_MIME_Part
Content-type: text/plain; charset="US-ASCII"
Content-transfer-encoding: 7bit
When Pearley Jett and I did meetings in after school programs we called them
"Community Meetings." Mary J. Maguire
on 12/20/03 8:42 PM, ENRICH3726@aol.com at ENRICH3726@aol.com wrote:
In a message dated 12/20/2003 6:45:58 AM Central Standard Time,
sadhu@nadesan.org writes:
Meaning, my mom (81), my dad (86), and my brother, my sister, and I (and we
are not exactly spring chickens).
Oh, Sadhu, you make me smile! Isn't it something - we are never too young to
learn more respectful ways of doing "family business"!
Kelly - I'm afraid I wasn't strong enough in my "acknowledgements" (I also
think this is a great title for compliments in many situations) to you about
how you are involving the girls and your patience with them - I was anxious
to get some encouragement off to you before I left for the day - they are
fortunate to have such a caring leader... AND, Jane's idea of a book would
be fabulous - sounds as though you and Sadhu may have some writing to do
about "Reflections on how to do 'class meetings' when the group isn't in the
classroom!" mary h. (Omaha)
--MS_Mac_OE_3154956981_9139059_MIME_Part
Content-type: text/html; charset="US-ASCII"
Content-transfer-encoding: quoted-printable
Meetngs out of the classroom....
When Pearley Jett and I did meetings in after school programs we called the=
m "Community Meetings." Mary J. Maguire
on 12/20/03 8:42 PM, ENRICH3726@aol.com at ENRICH3726@aol.com wrote:
In a message dated 12/20/2003 6:45:58 AM Central Standard Time,=
sadhu@nadesan.org writes:
Mean=
ing, my mom (81), my dad (86), and my brother, my sister, and I (and we are =
not exactly spring chickens).
Oh, Sadhu, you make me smile! Isn't i=
t something - we are never too young to learn more respectful ways of doing =
"family business"!
Kelly - I'm afraid I wasn't strong enough in my "acknowledgements"=
; (I also think this is a great title for compliments in many situations) to=
you about how you are involving the girls and your patience with them - I w=
as anxious to get some encouragement off to you before I left for the day - =
they are fortunate to have such a caring leader... AND, Jane's idea of a boo=
k would be fabulous - sounds as though you and Sadhu may have some writing t=
o do about "Reflections on how to do 'class meetings' when the group is=
n't in the classroom!" mary h. (Omaha)
--MS_Mac_OE_3154956981_9139059_MIME_Part--
-
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-------------------------------------------------------------------------------
From: JaneNelsen@aol.com
Subject: Re: (posdis) response to workshop
Date: 27 Dec 2003 13:53:35 EST
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: 7bit
In a message dated 12/16/2003 8:57:44 PM Pacific Standard Time,
tchrlaurie@comcast.net writes:
I was hired by the Stanislaus County Office of Education to do a workshop on
"Discipline". This is a note I just got from one of the attendees.
Laurie, Would you believe I haven't had time to read this til now. How nice.
As soon as you complete your CPDA, you can send a bio and a picture for the
website. This statement would be nice to include. I hope to find time to get on
the NAEYC presentation soon. We should all do small ones too. :-) Jane
Content-Type: text/html; charset="US-ASCII"
Content-Transfer-Encoding: quoted-printable
In a message dated 12/16/2003 8:57:44 PM Pacific Standard Time, tchrlau=
rie@comcast.net writes:
I was hired by the Stanislaus County Office=
of Education to do a workshop on "Discipline". This is a note I just=20=
got from one of the attendees.
Laurie, Would you believe=20=
I haven't had time to read this til now. How nice. As soon as you complete y=
our CPDA, you can send a bio and a picture for the website. This statement w=
ould be nice to include. I hope to find time to get on the NAEYC presentatio=
n soon. We should all do small ones too. :-) Jane
-
To unsubscribe to posdis, send an email to "majordomo@xmission.com"
with "unsubscribe posdis" in the body of the message.
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-------------------------------------------------------------------------------
From: "Laurie Prusso"
Subject: Re: (posdis) response to workshop
Date: 27 Dec 2003 11:22:41 -0800
This is a multi-part message in MIME format.
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Content-Type: text/plain;
charset="iso-8859-1"
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Thanks Jane!
Laurie Prusso, Livermore CA 94550
Phone 925-449-7117
FAX 925-443-6225
note: new e-mail address
tchrlaurie@comcast.net
----- Original Message -----=20
From: JaneNelsen@aol.com=20
To: posdis@lists.xmission.com=20
Sent: Saturday, December 27, 2003 10:53 AM
Subject: Re: (posdis) response to workshop
In a message dated 12/16/2003 8:57:44 PM Pacific Standard Time, =
tchrlaurie@comcast.net writes:
I was hired by the Stanislaus County Office of Education to do a =
workshop on "Discipline". This is a note I just got from one of the =
attendees.
Laurie, Would you believe I haven't had time to read this til now. How =
nice. As soon as you complete your CPDA, you can send a bio and a =
picture for the website. This statement would be nice to include. I hope =
to find time to get on the NAEYC presentation soon. We should all do =
small ones too. :-) Jane
------=_NextPart_000_0046_01C3CC6B.BDA1F260
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Thanks Jane!
Laurie Prusso, Livermore CA 94550
Phone 925-449-7117
FAX=20
925-443-6225
note: new e-mail address
Sent: Saturday, December 27, =
2003 10:53=20
AM
Subject: Re: (posdis) response =
to=20
workshop
In a message dated 12/16/2003 8:57:44 PM Pacific Standard Time, =
tchrlaurie@comcast.net =
writes:I was hired by the Stanislaus =
County Office of=20
Education to do a workshop on "Discipline". This is a note I =
just got=20
from one of the attendees.
Laurie, Would you =
believe I=20
haven't had time to read this til now. How nice. As soon as you =
complete your=20
CPDA, you can send a bio and a picture for the website. This statement =
would=20
be nice to include. I hope to find time to get on the NAEYC =
presentation soon.=20
We should all do small ones too. :-) =20
Jane
------=_NextPart_000_0046_01C3CC6B.BDA1F260--
-
To unsubscribe to posdis, send an email to "majordomo@xmission.com"
with "unsubscribe posdis" in the body of the message.
For information on digests or retrieving files and old messages send
"help" to the same address. Do not use quotes in your message.