1. If the child has problems,
convert them into skills the child can learn. Remember that a skill
is not the ability to NOT DO the wrong thing but the ability to do
the right thing instead.
with the child which skill he will learn. Let the
child participate in the discussion about what skill
he should learn. Children are often well aware of
what skill they should improve.
3 Let the
child give the skill a cool name. If necessary, help
the child in finding a name for his skill or have
him ask his peers to help him in coming up with a
suitable name for the skill.
4. Let the child choose
himself a power animal or another creature that will help him to learn
the skill. Ask him to draw or get hold of a picture of it and let
him tell you how it will help him in learning the skill.
5. Explain to the child,
and ask others to explain too, what benefits there are for the child
and to other people of him mastering the skill. When he has heard
what other people have to say about the benefits of the skill, let
him add what he himself considers to be the main benefits of the skill.
the child recruit a number of supporters, adults as
well as other children. In school you may want to
divide the children into small groups consisting of
four pupils each, in which the children help each
other to learn their skills. When persons accept to
become the child supporters they can show it by writing
their name onto the child's poster or into his skills
book. Supporting the child means that the supporter
observes the child's progress show admiration for
success and write down notes about observed proficiency
onto the child's poster or into his Skills Book.
7. Tell the child what
makes you and have the other supporters also tell him what makes them,
confident that he will learn the skill. When the child has heard what
others said, let him tell you why he himself is confident that he
will learn the skill.
8. Plan in advance with
the child how you will celebrate when he has learned the skill. When
you are using Kids' Skills with a group of children, it is advisable
to arrange a common celebration for all children where parents will
be invited to take part.
9. In order
for the child to practice his skill you will have
to find a way in which he can demonstrate to you how
skilful he already is. Talk with the child about how
a person who masters that skill well behaves in various
situations and let him show you in a role-play what
that means in practice. This way you and the child
will develop ideas of how he will be able to rehearse
his skill in practice.
the child go public about his skill. You can ask him
to tell everyone about the skill he is learning but
the best way to go public it is to let the child put
up on the wall a poster which, in addition to his
name, tells who his supporters are and what skill
he is presently learning. The poster can also have
a picture of his power animal as well as a list of
the central benefits of the skill. In addition to
the poster, the child should also have a Skills Book,
a notebook about his project that he can show to his
supporters and into which his supporters can write
notes about their observations of his skilfulness.
the child practice his skills, preferably on a daily
basis, by giving him opportunities to show other people
how good he already is at doing his skill while others
respond by showing him their appreciation. For this
purpose you may need to create together with the child
a role-play of some sort with which he can demonstrate
his skilfulness. Another alternative is that you agree
with the child that his supporters will pay attention
to his behaviour and take notes of the times he spontaneously
shows mastery of his skill.
is easier to learn skills than to try to get rid of
problems, but it is still not all that easy. Therefore
talk with the child about what to do should it happen
that he sometimes 'forgets' the skill he is learning
and behaves in the very way he is learning not to
behave. The best way to prepare for these situations
is to let the child tell his supporters how he wants
them to remind him or help him in such a case.
it is time to celebrate, the child is publicly awarded
for having learned the skill or having made substantial
progress in learning it. At this stage you ask the
child how other people have helped him to learn the
skill and let the child tell you in what way each
of his supporters has been helpful. Help the child
find a way to deliver his thanks also to those supporters
who are not present at the celebration.
the child to teach the skill to another child who
also needs to learn the skill.
with the child what skill he will learn next.