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Life Skills

Pesky Problems and How to Solve Them (Ages 7 To 10)

In this one-off class, students will learn strategies to help them cope when faced with problems.
Teacher Jill
84 total reviews for this teacher
1 review for this class
Completed by 2 learners
  There are no upcoming classes.
Class
45 minutes
per class
Meets once
7-10
year olds
1-18
learners per class
per learner

How does aOne-Timeclass work?

Meets once at a scheduled time
Live video chat, recorded and monitored for safety and quality
Great for exploring new interests and different styles of teachers

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Description

Class Experience

This class is taught in English.
You will learn that there is nearly always a solution to our problems and that sometimes we have to look at things another way to be able to see a way out. You will also learn when it is appropriate to ask a safe adult for help. 
I have worked with children and young adults for over 30 years and hold a L5 Diploma in Childhood Studies, plus a L3 Certificate in Understanding Autism, and a L3 Certificate in IAG (how to provide Information, Advice and Guidance). Pre-pandemic, in school, I was the lead interventions person which meant that I set up and ran several intervention groups for children who were struggling with personal issues which affected their work and were falling behind. As a result, I found myself dealing with a vast array of issues and what had become habitually reactive behaviours that the children had developed because they didn't know how to deal with their problems. Speaking from personal experience, my own daughter (now an adult) is neurodiverse. She struggled throughout her childhood and beyond with knowing how to deal with everyday problems in a healthy way. Over the past 16 years, I have researched and studied and learned many, many different ways to try to help her (and subsequently, the other children I have worked with) but the IDEAL approach was one that worked consistently for all because it allows them to take a step back from whatever problem is bothering them, to figure out why it bothers them, and then to think of ideas as to how they can deal with it and put their ideas into action. Incidentally, my daughter is now in her second year of university and still using this method. She's doing really well! The approach can help children understand that they have the power to make their situations better by taking a step back and following the IDEAL approach. This is not an immediate 'fix' - but if practised each time a problem occurs it becomes an ingrained way of dealing with things and is empowering - especially when they see good results and realise that their habitual reaction (anger, crying, withdrawal etc.,) isn't doing anything to help other than being a valid release of their emotions. It is best to wait until these reactions have calmed before asking them to use the IDEAL approach. 
45 minutes per week in class, and maybe some time outside of class.
As outlined above, we will be looking at the IDEAL method of coping strategies for different problems that children may face. I will not talk about specific problems but about general, everyday problems that occur, such as sibling rivalry; feelings of being treated unfairly; failing to understand - or being afraid to try to complete - schoolwork; or health problems. By giving these examples and asking the children to use the IDEAL method to help the 'pretend person' with their problem, there will be no need for them to talk about themselves. The aim is that they will begin to see how they can use the method for themselves. If a child should mention that this is similar to their problem, I will ask them to use the IDEAL method after class and suggest that they speak to a trusted safe adult for support. 

Teacher

Teacher Jill
🇬🇧
Lives in the United Kingdom
Learning through fun!
84 total reviews
119 completed classes

About Me

Hi! 

Welcome to my profile and thank you for visiting!

*Note* I am on vacation from Monday 15th August to Friday 2nd September, inclusive.

I've worked in primary education for more years than I care to think about. Yes, I'm probably somewhat... 
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