A fresh, effective program that creates and maintains harmonious classrooms, improves learning and social interconnections and assures positive choices and good behavior. Revive and thrive!
The manual and life puzzle tool:
Below is my first A Life in Pieces school puzzle (on the right) – discovering the importance of knowing word definitions, such as good, fair and bright. The multiple words found and inscribed on the puzzle pieces lead to great success as they actually affect the brain and behavior and create respectful character. On the left is an example of a blank puzzle that grows in, and with your class. The manual guides users to success with suggested words and activities to initiate ideas. Manuals are divided by age – pre-school/elementary and junior high/high school, engaging age appropriate words and activities.
Describing A Life in Pieces
Your 13 piece blank puzzle comes alive with words and creations and “lives” in your classroom, igniting the senses and brain of students and teacher. See it! Feel it! The above puzzle quadrants were centered with a heart; an eye; an ear; and hands. This symbolizes the connection between A Life in Pieces and children/youth who plead for adults to “please do what is right – get to know me, talk to me, listen to me, and most of all believe in me…..I want to feel love and be trusted.” My response is – “I connect with you (hand); I see you (eye); I hear/listen to you (ear); I protect you and believe in you (heart).” Scattered around the symbols are the numerous words describing respect, honour, trust and more. Grow with words like FRIEND and realize a classroom of model citizens; leaders of the school.
The 13 puzzle pieces used by the teacher and students to inscribe carefully chosen, clearly defined words like kind, bright and helpful, signify innate virtues. The puzzle pieces connected represent a concrete understanding of calm, and conversely when the pieces are apart, a sense of frustration. This visual generates feelings of happiness and remorse assisting students with the development of self-discipline and self-control. A teacher’s role has simplified as good students prevail!
The life puzzle, concentrating on word definitions, demonstrates and defines feelings and intentions that explain behaviors more easily. ie. “I know I am fair (intention = to be kind), therefore I can share.” (action/behavior = showing the intent, which is to be kind)
The life puzzle is simple to use for all ages – children, youth and adults alike. It utilizes adjectives beginning with “I am”, a goal enhancer. ie. “I am helpful and I am respectful, therefore I can, and want to co-operate.” With such positive, “owning” words, the brain works its natural excretion of hormones that create loving, respectful relationships. This is an unconscious processes that assures rules are obeyed (i.e. listening) and children are kind.
A Life in Pieces is non-judgmental, working with all children, including those afflicted with Fetal Alcohol Spectrum Disorder, Post Traumatic Stress Disorder (victims of abuse), Oppositional Defiance Disorder, Conduct Disorder, Obsessive Compulsive Disorder, Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, bi-polar and depression.
The Process Involves
Becoming more sensitive to the meaning of words like “eager” and “happy,” or conversely, “bad” and “oppositional.” Discover how “BE GOOD!” has the power to frustrate and how, conversely, “I AM GOOD!” has the power of success. Becoming more aware of the brain, information resulting in success because the brain is behavior and the brain’s functioning is dependent on the environment. Create healthy, harmonized environments, live in balanced, peaceful classrooms.
Channeling negative acts (ie. bullying) to more positive through the understanding of words and the examination of the brain.
100% child participation as they lead themselves through a concrete journey of self-discovery and awareness, becoming confident in identifying their feelings and actions more clearly. ie. “I am eager, but patient with a sharp brain, so I understand I can sit through class.”
Increasing student’s understanding of themselves, as they literally see the individual pieces representing component parts of “them.” Witness self-confident, calm students waiting not only to learn, but also to teach.
ie. “I am helpful and a good partner, so I will be there for others if they need me. I am heartful and warm, therefore I will not hit.”
Creating word masterpieces and activities to help children differentiate between enraged, aggressive characteristics and their own virtuous, innate characteristics. Build positive associations allowing for the growth of healthy brains, therefore healthy classooms.
The Outcome Successes
Managing difficult behavior, decreasing stress and reducing conflict and bullying.
Improving social interconnections, making co-operation and compatibility a part of each day.
Improving the ability to listen and learn because of positive, interactive environments. Learn to listen to your self.
Long term transformation in the student’s and adult’s thoughts about themselves. Find happiness and self-pride in your life puzzle.
Physiological changes that directly effect behavior, such as an increase in oxytocen and decrease in adrenalin.
A greater understanding of the consequences of trauma and a build in confidence working with children victimized by bullying and abuse. In the picture to the left, youth, through self-examination of demands such as “be good!”, examine and record feelings of sadness and despair from such an expectation; one clearly stating “I am never good enough.” They, and adults as well, work through ways to lessen the frustration and anger generated from statements creating feelings of helplessness, anger and so much more. Adults learn to eliminate such commands as “BE FAIR!” and succeed prefacing these goals with “You already are fair.”
contact: firstname.lastname@example.org (780) 242 – 7076