I love those segments on the “Today” show featuring David Zinczenko, author of Eat This, Not That. It’s fascinating to me that a few changes in a meal can transform it from gluttonous to good-for-you. It seems that the main idea (based on good, common sense) is to focus on what is nutritious and necessary to the body, and leaving out the excess ingredients that promote disease. By doing this, you end up with a healthy body and a good taste in your mouth.
What a good word-picture for communication about children and families…
When working with kids and families who have special needs, we must choose our words carefully. We want to include accurate descriptions of behavior that inform, rather than judge. Our communication with parents is a time to build up relationships and offer solutions.
A few guidelines:
- Report what you SEE and HEAR, not how you FEEL
- Don’t editorialize; leave your opinions out.
- Focus on working together and finding a solution
- Pray before you speak. Ask God to guide your words
- Remember that parents of kids with special needs are all-too accustomed to hearing negative reports about their children.And it hurts. Try to focus on a positive aspect of the student’s character.
SO…let’s play “Say THIS, not THAT..”
Instead of this…
We were playing a Simon Says game after our Bible story today. Eric didn’t get the first turn to be “Simon” and he just started having a big old fit. He had big crocodile tears running down his face and then he started being a really bad sport about the whole game. It just ruined it for everyone else, so we took him out in the hall. He really needs to learn to take turns…he’s old enough to know how to play a game!
Our class played a game of Simon Says after the Bible story. Another student was chosen to be the first leader. Eric appeared frustrated and started to cry. During the game, he began to yell while the other students were playing. After three minutes, his buddy took him into the hallway. He calmed down after two minutes, and chose to draw a picture instead of playing. I can’t wait to see him again next week; he adds so much to our class’s community!”
Can you see the difference? Same “ingredients” but a much healthier description.
Here’s another example:
Instead of THIS…
“Jillian showed up for tonight’s youth event in a foul mood. During our break-out session, she kept sassing me as I led the discussion. Every time one of the other girls made a comment, she totally trashed what they said. I had to make her leave the group. We really like Jillian, but she can’t keep ruining the discussions for everyone else.”
“When Jillian arrived at youth group, I noticed the expression on her face immediately; it appeared that she had been crying, and her brows were furrowed. During our discussion, she rolled her eyes when other girls made comments, and she also used phrases like “Yeah…I see how you treat people in real life…” or “Seriously?” four times. When I asked her to please be quiet, she said that she doesn’t like following our rules and she doesn’t like church. I asked that she take a walk with one of our other volunteers, which she did. I wonder how we can work together to help Jillian feel more comfortable in our group; she has a tremendous sense of fairness, and that is something some of the other girls need very much.”
The emphasis is on working together, and using the student’s strengths for the Body.