Teacher’s Corner

Three things about students who say “No”

1. Students first learned about saying no when they were very young  –  18 months to three-years-old.

2. Students revisit the “terrible twos” – that dreaded “no” stage – many times as they grow up  because it is hard to wait and not get what you want when you want it.

3. Students can learn valuable lessons as a result of your responses to their  “no’s.” They can learn to:

   • know what they want

   • think for themselves

   • plan for what they want

   • be persistent

Writing Prompts and Discussion Topics 

The following are based on the blog, “Teaching Kids to Wait – Part 2. “

1. Two-year-old children are often said to be going through the terrible two’s. What do you think is meant by the “terrible” two’s? Do you agree that this is a terrible age? Why or why not?

2. Two-year-old children are often said to be going through the terrific two’s. What do you think is meant by the “terrific” two’s? Do you agree that this is a terrific age? Why or why not?

3. Little children often say no with temper tantrums. Give some examples of how students say no.

4. Children at every age  who say “no” can learn valuable lessons based on the responses of adults around them. Discuss what positive things they could learn and what specific adult responses would help them learn those things.

Teachers, you can use this blog in classrooms. Here are two ideas about how.

1. For middle or high school parenting or child development courses:

• Use the blog for discussion topics

• Require students to research the topics and agree or disagree with what the blog is suggesting.

2.  For all courses, especially English Language Arts:

• Use the blog for writing prompts for paragraphs, theme papers, journal entries, class starters, etc. Have students read the blog and respond to:

  • Do you agree with what is being said about kids? Do kids really act, think or feel that way?

  • Do you agree with what is being said about parents, grandparents, teachers and child caregivers? Do or should they act, think or feel that way?

  • What would be your advice on this topic?

  • What was left out of this article?

  • If you were a parent, would you use any of this information? How?

Why can this blog be a useful teaching tool?

• Students that see connections between their coursework and their lives do better in school.

• Most students will either be parents one day or have children in their lives that they care about, so the topical information can help them build their knowledge about children and parenting and develop a positive image of the type of parenting they want to do.

• The new core literacy standards adopted by most states call for frequent writing in all courses.

• Newly developed end-of-course assessments to be used by many states will require that students demonstrate that they can think critically. These prompts help students practice critical thinking.

• Newly developed end-of-course assessments to be used by many states will require that students demonstrate that they can analyze what they read. These prompts help students practice analysis.