Mangeot,+M.+Regina

Mangeot, M. Regina EDU 640

Here is my bio: Mangeot, M. Regina, I am a Montessori teacher. I started working as a kindergarten teacher in 1977 in Londrina, PR – Brazil. I was working on a degree at Escola Normal. This diploma allows graduates to teach K to 4th grade classrooms. I got married two years later to a wonderful American, Brad L Mangeot, and we moved to Miami, FL - USA. I got a job at a Day Care Center while I completed a BS in Arts and an Early Childhood Certificate. Six years later we moved to Buenos Aires, Argentina, where I worked as a teacher substitute at the Lincoln American School. I also had my first daughter, Tilliann, while living in that country. Three years later we moved to Mexico City where I worked as a kindergarten teacher at the American School Foundation. My second daughter, Nachelle was born in Mexico City. Next we moved to Philadelphia, PA where I worked to complete a degree in Business Administration which all of the cap stone work was done based on a dream school. We moved to Sao Paulo, Brazil in 1996 where I went to work as a second grade teacher at a bilingual school for 6 years. After that, I had the great opportunity to work in a Montessori Program at Graded American School of Sao Paulo, Brazil. I am now in my hometown where we own the wonderful Clover Montessori School of Londrina. I am a great believer that Montessori education strives to bring peace and betterment to the world. I am now a happy grandmother to a girl named Mia. I am sure I will be a better grandmother than I was a mother and that’s because I have learned many important concepts as a Montessori teacher. My family means the whole world to me! I love my dogs and turtles. I enjoy beers from all over the world, Kentucky Bourbon, good simple food, and my old BMW.

I treasure my family and friends for I believe happiness is the result of good relationships.



= = =Clover Montessori School of Londrina, PR - Brasil = = = = = https://edu640-conflict-resolution.wikispaces.com/Independent+Study+Students+Pages = =

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A conflict resolution and peaceable school course should teach practical strategies to help teachers and students on a day-to-day conflicting issues in school. =====

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For instances, teachers need to know what to do with the mother that has restricted ideas on nutrition. Ideas such as “children should not eat chocolate”. For Easter, which in Brazil people exchanges gifts of substantial sizes of chocolate eggs, this mother wants her child’s class to change the party menu for healthier goodies (sugar free/fat free/carbohydrates free and so on). She sends all other mother messages and makes a big deal of the whole situation. At the end she succeeds in making two groups that end up arguing among themselves - forever. The school is the middle of a rope in a tug-of-war. =====

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Another situation is a problem between two teachers whose ideas just don’t quite match, as they are co-teaching. After having a few meetings with the school principal to try to solve their conflict, the result is: two people and/or two unhappy groups lamenting their broken hearts. Trying to work with two conflicting teachers is like having a few extra troublesome students in your class. =====

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Problems between students who are somehow mean and aggressive and they prey on the less assertive children is another issue we are faced with on a daily basis at an early childhood center. =====

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For many years I hoped for a course, a book, a presentation that would give me just what I need. It would give me exactly the right action to take when this or that conflict or problem happens. And if I use the directions accurately I would have good results. In another words I would eat the fruit with out having to eat the whole tree. Perhaps information aiming the direct point is not quite possible! Why do have to write 500 words when I think I have said it all with 300? Why do we have workbooks in school when human beings learn by experimenting? Leaning is sensorial! Why do we have so many rules and laws when respect for ourselves, for others and for the environment could be enough? Just picture if all people learned and practice how to respect self, others and the environment: what would the world look like if respect would be the answer? Maybe this is only a dream! =====

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The first need respect fulfills is to complete the work cycle of every action. To complete the work cycle means to complete a task or the use of universal recourses and make sure all is aligned and plentiful for the next user. ===== = = 5 topics: =Assignment #2 - American History X =
 * 1) How to help students (for the very young 0 to 6 years old) to develop a good/ethical/competent character (that’s to try to avoid most conflicts)
 * 2) How to brain imprint empathy/self-awareness/social fluency/respect (for self, for others, and for the environment)
 * 3) How to help students, teachers, parents and everyone involved in education (I guess that will the whole universe) to develop a strong and competent emotional intelligence (that’s to avoid the broken heart syndrome)
 * 4) How to help students to reform their not so perfect character
 * 5) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Conflict reduction strategies – what to do when or how stop the snow ball – (prevention might be too difficult if not impossible)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">The display of anger throughout the movie makes me realize how fragile are the factors that shape human character. It is disturbing to know that in reality there are many families, societies and organizations that nurture hate. I believe we are not born with a clean slate. I also like to believe that providing the right experiences can nurture and transform nature. I am a kindergarten teacher and I must believe in education. Maybe it was in Derek’s nature to have tendencies to hate but his environment nurtured his tendencies as to escalate hate to an absurd level. It was with the same hatred that Derek shoved the face of this opponent on the concrete curb at the beginning of the movie that he was raped in the prison shower.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">As Derek started to work at the prison laundry his black co-worked did not appeared to him as a black person. It was all most as if the co-worker was some kind of angel. I wonder why he accepts this black man as a human being. What was that made Derek blind color for this person? How absurdly violent Derek killed the black man on his sidewalk curb in the beginning of the movie and now he appears to be displaying almost affection for this black man. The laundry co-worker was a very simple person with simple ideas. Most of his talking was about missing having sex. I tried to listen to his conversation to see if he would say some powerful quote or something strong enough to cause a change of attitude in Derek but nothing. I think this very simple relationship started to shape Derek’s feelings to abandon his ideas as leader of the skinhead group.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Another scary factor in the movie was peer pressure; how come such a negative, hateful, unhappy and violent figure could exerts so much influence. Derek appeared to be an intelligent and confidence full kind of person even though blinded by hatred but his girlfriend and and the other people in their gang appeared like a gang of idiots. They seemed drunk, drugged or both and their display of disregard for any peaceable values was just plain scary. Is that the result of not having empathy and/or self-respect or respect for others? How have they become so blind for what is right or at least for what is tolerable? Unnecessary hostility was their law.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">I believe that Derek’s gruesome rape help him to start to change his attitude. It appears to me that this episode help him to started to develop the concept of empathy. The rape broke his spirit and burned his soul living a deep scar that would keep on poking his memory. What a difficult way to learn!

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">During the movie I was always hoping that Danny would not follow Derek’s footsteps. Danny appeared to have had some kind of idea about what is wrong and what is right. I was quite disheartened when he led the gang to destroy the Asian owned grocery store.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Who would ever thought that spending time in prison could bring positive changes in Derek’s as a person? As we hear often, there are restricted rules and laws among the people in prison. What we do not hear is about prison’s quality to really reform criminals. But did prison time help Derek to learn a valuable lesson about empathy? Did prison time help Derek to realize that when you keep hurting others eventually others will hurt you. It sounds like a quote from a fortune cookie but could that be true?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Assignment #3

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">1.What would a peaceable school or community look like?
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">a. The first concept members of peaceable school or community would understand and practice is collaboration for the greater good rather than for self.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">b. All members of such community would focus on our (school) mission: help learners to develop the competencies to better life in our world. A better life is only possible with peace – Peace is not only the absentee of war but also a decent, dignifying, and rightful access to assets.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">c. Clear communication among all members of this learning community – from gardeners to CEOs

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">2.What elements of communication would be included?
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">a. Clear and effective processes for solving problems by starting with good negotiation between all people involved. Clear communication channels: “ how to do when this or that happens” – all people, including very young young children need to learn that most things can not be exactly the way we want, just because we want. We all need to work for the greater good – Children (and adults should learn how to regulate their frustration level)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">3.What would be tolerated and what would not be tolerated? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">4.What would the rules be? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Respect for self, respect for others and respect for the environment <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">5.What would the expectations be? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Kindness, grace and courtesy <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">6.What would the responsibilities be? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">We all need to be responsible for our own happiness but at the same time we should place great effort to help others pursue their own (happiness)
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">a. Individual rewarding – the best student in the class kind of concept – the world will never be a better place if people work focusing on their individual advancement.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">b. Any thing that would have any resemblances to bullying would not be tolerated
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">c. Everyone do gets a turn: make sure children and all people involved gets a turn for things they want to do – make sure that specially the child that is not so assertive gets that was promised or what is within his/her rights – this is the first lesson in justice. Make promises that are reasonably possible to fulfill.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Do a web search for Oscar Arias (use a minimum of two sites other than wikipedia)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">ws:start:WikiTextRemoteImageRule:192:&lt;a href="http://edu640-conflict-resolution.wikispaces.com/file/view/TeachPeace%20Oscar%20Arias.doc"><img src="http://c1.wikicdn.com/i/mime/32/application/msword.png" alt="" title=""

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">C. Read the Oscar Arias speech to the international educators at the Tri-Association, found at this link.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Journal Entry #3


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">• Describe how if Hank (your professor) came to your classroom or community he would observe the elements of a peaceable community.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">In a Montessori environment we follow one simple rule that embraces all other rules:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Respect for self, others and the environment

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Respect for self: work hard, be part of the solution, learn to better you life and the lives of your peers, collaborate for the greater good, be honest

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Respect for others: respect all people – it does not mean you have to agree with them or do what they are doing but we need to at least tolerate/or quietly value others positions be them higher or lower. Collaborate: no one gets to greater things by themselves – together we will always be better

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Respect the environment: the universeand its resources were place at our disposition so we could make good use of it but it does not mean it belong to us but it means that we can use it, we can share it, we can make it better and it means that we need to make mends to what ever our usage may cause. Be thankful for all the great resources we have
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">• What evidence would he see?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Children would be choosing challenging work and doing their work in a place of their choice sharing resources and displaying grace and courtesy to others.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Children would be collaborating with each other, with teachers and staff in general while respecting and caring for the environment

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Children would be cleaning after themselves, waiting for their turn

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Teachers would be speaking in a very low tone of voice and kindness to the children but at the same time teachers would make sure that responsibilities toward each other and the environment would be taking place.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">The first way to promote peace is by being a peaceable person. Words and lectures will mean nothing if actions do not follow what we say. Teach collaboration, empathy, fairness, compassion, teamwork, effort, completing the work cycle and order. Assignment #4
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">• How will you promote peace in your community?


 * <span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">Answer Key & Assignment: **
 * 1. The rate of serious violent crime (Homicide, Rape, Robbery & Aggravated Assault) in the United States for the last 30 years has been fairly constant. (T) || **<span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">T **
 * <span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">0 ** || **<span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">F **
 * <span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">5 ** ||
 * 2. Even though the population of the U.S. has increased from 200 to 300 million, fewer people are arrested for violent crimes in the United States now than 30 years ago. (F) || **<span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">4 ** || **<span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">1 ** ||
 * 3. Proportionately fewer violent crimes are solved today than 30 years ago. F 4. The United States is in a period of extreme violence. (F) || **<span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">1 ** || **<span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">4 ** ||
 * 4. The United States is in a period of extreme violence. (F) || **<span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">2 ** || **<span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">3 ** ||
 * 5. The homicide rate in the western world has been steadily decreasing. (T ) || **<span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">2 ** || **<span style="font-family: TimesNewRomanPS,serif; font-size: 16pt;">3 ** ||


 * <span style="font-family: TimesNewRomanPS,serif; font-size: 10pt;">Assignment/Journal entry #4: **

Individual reflection on what you thought, what you learned and be sure to comment on the following specific points. (250 + or -)

The rate of homicide violence has been kept steadily or has gone down in the last 800 years because people in general have more education and/or information. I must believe in education. I also believe when John Medina states that to humans all must be taught and we can teach/learn most concepts. In another words, the human brain can learn and we must teach what is worth to learn. What is worth to learn/teach? As the world changes we might need to know different things but in the end we all need to learn how to be a part of the solution. Violence in general, happens because some people developed/learned all the wrong traits. What can makes a person commit violent crimes? I believe is because deep inside this person knows not what are empathy, collaboration, critical thinking, ethics, and effective communication. We need to help our children to develop emotional strength, to regulate frustration, to put effort on self-development and to enjoy challenging work.

I did overestimate violence in the United States and I believe that it is maybe due to the media. A few years ago we did not have so much information at such a fast rate. Television, Internet and others means of communication are now almost real time. I some times few angry at news reporters that will drill on all that is bad and horrible and in so doing they take way on the real human suffering. Suicide bomber are horrible criminal but worse are the parents that led them on that path. No one is born with the idea of killing and destroy and if we want to be hopeful for a better world we must believe that such criminal were induced to such a gruesome act.

All of my four subject colleagues also overestimated the rate of violence. Maybe for the same reasons that I did. We all are hopeful and working towards a better and more peaceable world. We all believe that right education can make a difference!

This lesson makes me think that maybe things are not so bad and that there is hope for the world. If we follow Oscar Arias suggestions and teach peace as our most valuable resource by prioritizing science rather than weapons maybe we can place ourselves on the path for a better future.

and then....

write a brief (250 word+ or -) report describing what you observed or experienced from session #4.

I was quite surprise that Brazil is ranked almost as safe as the USA. Again I felt that things might not be as bad as we think. There is hope for the world and I think the adjustments needed to make this world a better place maybe is rested on education or soul transformation by shifting our priorities.

We all understand that education throughout the world is in urgent need of reform. What do people need to do or know to better in general life in our world? What do we need to know and to do? Is it possible for parents and teachers of suicidal bombers shift their discourse to a better life rather than an honorable death? Is it possible for 12-year-old drug dealers in the slums of Rio de Janeiro, Brazil to shift their motive? Most criminals in Brazil blame their fate to government corruption, criminal parents or lack of parents, poverty, color, and lack of opportunities to better their life. Can we shift their fate with education alone? I believe we can provide a better education as long as we support parents also. Parents and teachers need to be in the same page so we can work together to better the lives of our children and their world. We all need to be believers! We cannot change the present for the parents but maybe together we can change the future for the child. Like Oscar Arias, I believe that if we incorporate teaching peace as a value, give children clear and consistent rules of respect, hard work as a life goal, self-regulating frustration gauges and the solid believe that we are responsible for our happiness as well as the happiness of the ones around us (to certain extent), then we have hope for a better world.

Assignment #5 Amygdala is a part of the brain’s limbic system, which is responsible for our emotions, survival instinct and memory. The amygdala is also responsive for the way our brain responds to our emotions such as anger, fear, and sadness. The amygdala makes us fear things that are out of our control and also controls how we react to it. Amygdala hijack is a term used by [|Daniel Goleman] in his 1996 book //Emotional Intelligence: Why It Can Matter More Than IQ//. [1] It is a term that describes emotional responses from people at situations, which are immediate and overwhelming. For example it can trigger anger when we are faced with an emotional fear such as dog fear. The situation can make us freeze. It can also be when we react to something by getting unnecessarily anger and fight back or we get so overwhelmed that we try to scape. Somebody cuts us in traffic or you see somebody litter. We can get so unnecessarily angry at certain situations. Example: My niece helps my little nephew hide from dogs. He is afraid of all dogs. I get upset when I see that happening because I think my niece should help the child to overcome his fear ratter than helping the child to scape. I think that my nephew’s brain is hijacked by the amygdala whenever he sees any dog. He freezes, hides and screams with fear. There must be a way we can help this child understand that not all dogs are going to harm him. Actually he was never harmed by any dog but somehow he learned to fear all dogs.

Amy Cuddy speech is quite enlightening! Our actions affect how other perceives us. It can also make actually changes on hormone levels in our brain. Testosterone is a hormone that brings about positive feelings/attitudes. Cortisol is a hormone that can bring about unwanted feelings/attitudes. Changing our body posture for about two minutes can manipulate the levels of such hormones in the brain. Our brains will coach/drive our body language and our body language will affect how others see us. Amy Cuddy is a social psychologist that suggests the use "power posing" or standing is a posture of confidence will affect your testosterone level in the brain. The opposite, standing in a small, lower down posture may raise your cortisol level. If the cortisol level is high your posture will show negative vibes. Standing in a confident manner will make your brain think that you are powerful and consequently your body language will show power. Others will see power (positive things) and they will be more likely to accept you. This may increase your chances to be successful. I watched the video with my daughter, my niece and my husband and it was interesting to see what they were showing in their body language. After watching the video and as we discussed the concepts I thought I could notice many power poses. Did I just make my brain see that?

I was so glad I saw that speech. I do believe our brain can do amazing things but that was great. I actually tried it this morning at school when I had to work with yet another crying 2-year-old boy. We understand about separation anxiety and we know for sure that this particular child is not suffering from that. Some children cry at school because that’s how they get their need and wants fulfilled at home. So our school has to recondition children that have been conditioned to cry as a means of communication. It is a tiresome job. This particular child has great communication skills when he is not crying. It appears to me that whether he needs or wants something he will get it at home crying. At Clover Montessori School we want to help little ones to develop their communication skills so we really work so children will stop crying and will start to verbalize. I was talking to this child for almost 20 minutes when I remember Amy Cuddy’s video and I said to my self “this kids brain is now soaked with cortisol lets pump some testosterone into it.” I laughed thinking I was going out of my mind. I was sitting in front of this kid trying to reason with him. I jumped up and said, “Let’s make a superman, very strong pose like this: I made the //wonder woman pose”// and he watched me and copied. I could see a glimpse of a smile. He stopped crying and we went on making different strong poses. I don’t know if the child was too tired of crying since he is new to school and has been crying for a week every single day. I had to keep on coaching him throughout the day making superheroes’ poses but somehow it worked for today. I will let you know about tomorrow.

Assignment #6 Part A
 * __ A conflict is __** a situation where people do not agree on an issue. It is when two people or a two groups think that their idea complete a task is the right and ethical way to solve it. People will struggle to reach to the end with their idea or strategy intact. Most of us have this feeling that we are //right//. In another words most of us have a strong idea that we are always right. We all want things done our way, regardless if it is the right/ethical way or not. Conflicts are basically generated by our ego. Our ego will //die// to be right. Whenever I see showings of whole cities or countries totally destroyed by war I think to my self that in that situation everybody lost but both side will continue to fight because they want that somehow/somebody will need to make a declaration that they are “right”. In a conflict that is not solved everyone loses something. There are never real winners.


 * __ Conflict resolutions __** are strategies to solve disagreements. It is the use of efficient strategies to decrease conflict escalation by facilitating the process to end disagreement and to establish peace. In a conflict resolution members’ intentions and believes need to be taken into consideration. Conflict resolution needs to engage all people involved into a collective negotiation. People need to realize that in a collective negotiation everyone needs to make an effort and to give something to achieve peace. When we disagree very seldom a single part is totally correct. The peace process needs to be very collaborative and it means that everyone will need to give in something or a part of something. A peaceable ending does not necessarily means a peaceable process. Nor it is a painless process for members involved in the process.
 * Fr. James Keller however said, “ A candle loses nothing by lighting another candle.” What he means by that is that even if we give a small part of us the end will be greater and justifiable. **

It is natural for people to have different opinions or different approaches to certain situations. This initial difference or** [|disagreement] may be solved if both opposing part are willing to give in something. If we all realize that we need to give something and that the world cannot and will not ever be exactly what we want it to be then the peace process will have a happy ending. We need to mediate our needs and wants and decelerated our ego. **

"Hijacked Brain" At Clover Montessori we have a __rescue rule__. That’s when a teacher can rescue another co-worker if she noticed that such a teacher is loosing her coolness. We call this rule “breaking point.” As we work with very small children and sometimes these children are in an environment where they are the sole ruler. For example, some children cry for everything they want because their home environment praises this kind of behavior. They can be 2 or 3 years old and have a very good ability to communicate verbally but will cry for almost everything they want. One of the Montessori goals is to make children independent by helping the process of turning criers into to speakers. This process is like to recondition the child by letting the child cry in a separated area of the school by coaching this child into speaking. This process most times happens at the same time we are dealing with separation anxiety. It is a very stressful process that last about no more than two weeks. The traits of this process is to speak to the child in a very low and affectionate tone of voice and reassure that he/she will be alright but that he needs to stop crying and tell us what can we do to help him. We usually can get results with in a few days but some children are so conditioned to cry for everything at home and that will make the process longer. Needless to say the teacher that is directly trying to recondition the child to become a speaker rather than a crier has a very good chance of loosing her coolness and be hijacked by all the cortisol being dumped in the amygdala. So before that happens the other teachers are randomly observing for sings of a possible Hijacked Brain. It would be very smoothly if we all did not have //egos//. Sometimes the teacher about to have her //hijacked brain// episode gets offended that the rescuer teacher offered help. It is the typical case of “ I am ok really!! (But not really). Last week teacher P. was working with a kid and sort of grab the kid by the arm and said in a sort of harsh voice, “be quite now”. Teacher L. rushed in took the child while saying to teach P. “ you are reaching you //breaking point//”. They started to argue in the middle of the room, one teacher accusing the other of being on their limit. Teacher P. came into my classroom crying and complaining about being terribly offended. Teacher L. stated, “ I was just trying to help”. Needless to say I needed to ask both to go back to their room and settle down until we had a proper chance to discuss the episode. As I analyze the situation they were both under seized by cortisol and I were just about to get in the same situation. After a few meetings it seems to me that the conflict solved but the scars seems to be there lingering.

Part B

Does cursing reduce stress?

I personally think that cursing can reduce stress. Obviously, as a kindergarten teacher I am not allowed to swear while at work. I do have to admit that when I am at home and away from kids sometimes I swear just for fun. It was interesting reading about cursing as a stress reducing technic. I read that swearing release adrenaline and that can work as an analgesic effect. We also know that stress it self-releases adrenaline too and too many releases of adrenaline can be harmful. Swearing is probably the work of our ego, the devil. It maybe makes us feel powerful just by having a bold reaction to a conflict or unpleasant situations. If we think of Amy Cuddy speech we can can also say that cursing can release stress because it probably send a bit of testosterone to the amygdala.

When we swear we maybe feel power because we are actually having a reaction to a situation rather than just being a punching bag. I think that maybe some people swear to impress others, such as to say, “See I don’t take home any bitterness I will release it right now and right back to you”. For some people swearing is sort of equivalent to punch a “bad ass”. Whichever way I look I see that our ego is doing that swearing and if it work in a positive way for some people than “why not or what the hell”.

Assignment #7
I messages

Corrective (Montessori teacher for a 4 year old child that will not put his activity orderly in the shelf)

“When you place the activity that you finished back in the shelf and it is not ready for the next user (behavior) your friends will not be able to do their work properly (consequence) and I feel that is not nice/fair for the next friend that wants to work with that activity.”

Positive:

“When you place the materials back on the shelf and it is organized and ready for the next/user friend you make it very nice for the next user/friend to complete that activity and you make me so proud/happy that your are a collaborator.”

“When you speak softly in our classroom you make it easier for your friends to concentrate on their work and everyone can enjoy our work place. I and all your friends feel very happy that your are collaborating.”

Corrective

“Gigi, when you borrow things from my home without asking first I get very confused when I can’t find them or have no idea of what happen. I feel a bit of discomfort when my stuff is taken with out my knowledge”

Positive

“Gigi, when you ask me to lend you something before coming into the house first and taken it then I know that you have borrowed something. This action makes me feel secure that you are not taken any thing from my house without my knowledge. This way my boy friend and I feel that our privacy is being observed. “

Assignment #8
A I think there is probably at least one difficult child in every classroom. This school year I have a 4-year-old boy that has a challenging behavior in my classroom. He will hit, kick, pull hair and finger pinch the other kids at no apparently reason. He laughs when one tries to talk to him. We use lots of negotiation talks/contracts and for most this strategy will work but I am having a bit of trouble with this child. He is able to stay on task for great periods of time but as soon as he has a chance he will disturb other children and gets into a power struggle.

So this is the contract we make for everyone in our classroom. Actually //respect// is our classroom main and only rule. Respect is the one rule in most Montessori Classrooms.

** To learn and change for the better I need to: ** I am doing great ||  I can do better || I am doing great ||  I can do better || I am doing great ||  I can do better ||
 * Self-respect: I respect myself when I always do my best for a better me ** ||
 * ** Respect others: I collaborate/help my friends and teachers because together we are better ** ||
 * Respect for the environment: I take care my classroom to make my universe a better place for everyone ** ||

I made the following rubrics contracts for children age 5 to 7 in 2011: 1 Rubrikids **__ Writing Sentences __** I write good sentences. ** Upper case – who – action - how - what – period- space ** ** I write good sentences. **
 * __ My name and date __**

** Upper case to start ** ** C D F G U V W X H J P Q ** ** L M A E R S I O U B K T Y N ** || happy face || sad face || ** Who? **   **__ Noun __**** : ** ** Thing Place Person ** ||  ||   ||  ** Being ** ** Doing ** ** Action ** **__ Verb __** ||   ||   || ** How ** ** Way of doing ** ** Adjective ** ||   ||   || ** Ending Punctuation ** ** ? . ! **  ||   ||   ||  ** Space after each word **  ||   ||   ||

** To learn and change for the better I need to: ** * **// think to do my best //** || ** happy face ** || ** sad face ** || * **// read good books everyday //** ||  ||   || * ** to follow directions ** ||  ||   || * ** collaborate ** ||  ||   ||
 * 2 Rubrikids **
 * ** use my imagination for **
 * great creations and solutions ** ||  ||   ||
 * ** respect others and the world ** ||  ||   ||

Assignment #9

I agree with the results of my Personality Profile test even if being a Practical Manager is not as glamorous as being a People Person as I believed to be. I thought I had all the traits of a People Person such as creating harmony, colorful, good social skills, and attention to others feelings. The only People Person trait I do not have is the lack of organization. The Creative Problem Solver and Learned Expert really did not match my profile despite the fact that they sound more glamorous than Practical Manager. The Learned Experts do not have anything to do with me. I am not necessarily knowledge nor do I like to make or even to be around theories and models. I would love to have a better vocabulary and to be able to be competitive at debates. But I am quite afraid to speak in public. In addition to that I am a kind person even to people whose ignorance bothers me. I am really a practical Manager for I love to make and follow sequential schedules. I make rules for almost everything and I think the universe do need some rules. I love to know exactly what I do have to do and what is expected of me because I will do exactly that. I deeply believe the world needs order and order is crucial to bring us harmony. My 30-year-old daughter also did the profile test and she is also a Practical Manager who believed that she was a People Person.

Assignment #10

A

1.The role of nurture by the families of the two main characters, Derrick and Homer.


 * Derrick’s home was a typical environment where his father called the shots and the mother was supposed to support the father. Even in jail he would be telling his family what they needed to do. In the scene of the basketball we see clearly how his father just demand an action from Derrick to just go and “finish with them”. Derrick’s father wants his boy to be a winner and to stand for what belongs to him because he is “white” and therefore he should have advantages over other races. || Homer’s family was basically a decent family. They had good values. His parents appeared to love and to care for their children. Homer was a nice and hard working kid but his dreams did not match what his daddy wanted and hoped for him. Homer’s daddy wants him to follow his footsteps because he was proud of his accomplishments at the mining. John believed that he did well in life and that one of his sons must do the same. ||

2.The role of the mother in the development of each of the two main characters Derrick and Homer.


 * Derrick’s mother was a powerless person facing her children’s violent and disrespectful actions. Derrick believed that after his daddy died he was going to call the shots as he did. He did not respect his mother or sister. He just wanted to impose his power by threating everyone with his violent ways. || Homer’s mother was a kind and gutsy lady. She believed in education and was willing to confront her husband when at dinner table she told John that Homer needed to go back and finish high school. His mother did nurture his dream and recognize the need for education. She also was the one that convinced her husband to help Homer when the equipment disappeared at the Science Fair. ||

3.The role of the teacher Murray in Derrick’s life and the role of Miss Reilly in Homer’s life.


 * I am not sure teacher Murray had any influence over Derrick. He would talk to Derrick and would try to defend justice and peoples’ rights but Derrick was way to violent and threatening. I believe that maybe Murray was too scared to confront his student. || Miss Reilly had great positive influence in Homer. She was passionate about following dreams. She plays a very important role in Homer’s life. She was courageous in defending Homer and the other boys, as she was also a good and effective teacher. She was upset when Homer agreed to work in the mine. Miss Reilly was a great motivator for Homer to pursue and to succeed rocket building. One can imagine that at that time and at that town the only way a boy could deviate from the fate of working in the mines would be by getting a sports scholarship. Rocket building would be a crazy path to pursue in that environment at that time. ||

4.The role of the two principals in the lives of Derrick and Homer.


 * Derrick’s principal, Mr. Sweeney is a good man and he did managed to make a good influence on Derrick’s and on Danny’s life. Mr. Sweeney’s guidance and deep reflections on the American History X paper positively influence Derrick’s to change and to become tolerant to human diversity. When Mr. Sweeney visits Derrick in prison he offers him support and good arguments for Derrick to change his way of life. || Homer’s principal, Mr. Turner is also a good man even though at the beginning he was very restricted about the idea of rocket building. He did not become a positive influence until Homer proved his innocence on the forest fire. After fact Mr. Turner had a very important role on Homer’s success. ||

5.The role of the community in the lives of Derrick and Homer.


 * Derrick community had diversity but no tolerance for it. The tension between al the groups was intense and it brought about a lot of hate and violence and no empathy what so ever. The change in Derrick happened because (I believe) after his gruesome rape in prison he started to see people in a different light. For the first time he was hopeless against violence. || Homer’s community life was about coal mining. Not a lot of diversity but this coal mining community did support Homer’s group rocket building. The tension in Homer’s community was only between the mining company and the union. Homer almost became a coal miner but at the end his community supported his dreams to build rockets. The coal-mining town saw in Homer’s group something different than sports scholarship and coal miner. ||


 * Both movies are trying to show us that as teachers and as people we do make strong influence in others people’s lives. I know things are not always black and white but as teachers we need to make sure on what and how to influence our students so they can have the competence to make this world a better place for themselves and for everyone. ||