Have%20psycho%20T%20ready%20Handouts%20(pic%20

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Have psycho T readyHandouts (pic write-up)

• Between red slides is one hour of session.
• Thomas.mcintyre_at_hunter.cuny.edu

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Do Now Activity

• Think of an argument/battle that you got into
  with someone (student, spouse, colleague) that
  lasted more than a few sentences.
• Did your actions become more heated and forceful
  as the other person failed to give in?
• THEN
• Jot down notes that describe the sequence of
  events.
• What action brought out the 1st negative comment?
• How then did the other person react?
• How did the 1st party respond to that 2nd
  persons action? Etcetera.

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Copy the material from the board.Psycho-T video

• In the short term (and long term), who won?
• Were hearts minds won over?
• Were relationships built trust bonds
  cemented?
• Will the show of force teach the kid a
  lesson?
• Which teacher actions worsened the situation?

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The Beatings Will ContinueUntil Morale Improves.

• Getting tough with persistently defiant,
  non-compliant kids is counter productive.
• These youngsters dont succumb to coercion
• Rather, they are incited by it.
• If our penalties are harsh consistently
  applied, we might possibly be able to subdue
  the rebellion create a non-motivated,
  withdrawn kid (ala Driekurs) a hollow victory
  for educators.

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Why Do Otherwise Caring Professionals Lose Their
Cool With These Kids ? (and colleagues,
supervisors, loved ones)

• Inadequate training in respectful, supportive,
  non- confrontational ways to manage behavior.
• Unappreciated or ineffective efforts drain our
  energy, make us doubt our competence, build
  dislike for persistent offenders.
• Life events lower our ability to handle
  frustration.
• Their actions violate our value system.
• Unresolved personal or professional issues of our
  own.
• These circumstances can cause us to
• strike out at our students when they
• dont quickly fully comply (stage 3) .

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Self discipline isnt taught in obedience school.
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• The ways of tough teachers
• -arent needed with most kids,
• -dont work at all with the difficult ones.
• Skilled, knowledgeable caring educators do
  what theyre paid to do
• Teach
• Inspire
• To promote positive behavior change
  motivation, tough stage-3 teachers must change
  to more effective positive ways.
• However, its hard to convince negative teachers
  of the faults of their ways.
• They commonly respond with

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What ?! Me Change?!

• THEYRE
• the problem.
• (not me).

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It take two to tangle tango
---------------

• Might we be playing a role in
• Recurring situations?
• Escalating battles?
• Lets look at the situation again and break it
  down

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Students Experience
1. 2. 3.
Stressor/Threat or Comforter from Adult
1. 2. 3.
1. 2. 3.
Toward Self or Adult
1. 2. 3.
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Teams Using your Student diagram

• Lets watch the scenario develop again. It
  opens with the students observable action
  (bottom disk on diagram).
• What might have caused the stress (top disk)
  the secondary feelings that then developed from
  it (right side disk)?
• How does the adult react to the observable
  behavior?
• Does the adult reaction reduce or increase
  psychological pressure on the student?

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1. Teacher angrily chastises insults students
failure to copy from board 2. More stress piled
on 3. More stress placed on student 4. Stress
reduced
Psycho-Teacher Students Experience
Stressor/Threat or Comforter from Adult
1. Resentment builds from earlier incident that
resulted in drawing. 2. Resentment increases 3.
Hurt?? 4. Relief retaliation
1. Teacher continues chastisement comparisons
with others 2. Teacher continues insults
reminisces negatively (another time of no work
done. 3. Teacher tells to leave (attempt to
win OR wants escape?)
1. Shows restraint, but remains off task 2.
Student uses aggressive humor (nap) 3. Shuts
out teacher 4. Leave classroom
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End of Part 1

• About 50 min to 1 hour has elapsed to this point.

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Your Do Now Activity(You wouldnt fail to
engage in something that you require your
students to do at the beginning of each class
Would you?)

• Think of a situation in which tension, anxiety,
  surging emotions were part of the scenario,
  but an action or response on the part of
  someone calmed the situation.
• If familiar with the conflict cycle model from
  last session how does your situation fit
  with the model?

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Its Deja Vu all over again.(Yogi Berra, NY
Yankees Baseball Hall of Fame Catcher)

• For the next 45-50 minutes
• Quick refresher of the Conflict Cycle model
• Adding another part to the model
• Applying the model to the world of EBD kids
  those who work with them (Thats us.)
• Whats coming in our future sessions

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Revisiting the Conflict Cycle

• Looking back at what we covered last time (part
  1)
• Reasons why caring professionals get angry
• strike out at students they are pledged to
  serve
• Problems that escort punishment. Only benefit
• Deterrent for kids who are, at moment, rational
  calm
• Our kids often arent in this state of mind when
  punishment is being threatened or implemented.
• Overview of Conflict Cycle model (minus 1
  important part)
• Application of the model to a video
  (Psycho-teacher)
• (Part 2 of the Conflict Cycle is upcoming)

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Why Do Otherwise Caring Professionals Lose Their
Cool With These Kids ? (and our colleagues,
supervisors, loved ones)

• Inadequate training in respectful, supportive,
  non- confrontational ways to manage behavior.
• Ineffective or unappreciated efforts drain our
  energy, make us doubt our competence, build
  dislike for persistent offenders.
• Life events lower our ability to handle
  frustration.
• Their actions violate our value system.
• Unresolved personal or professional issues of our
  own.
• These circumstances can cause us to
• strike out at our students when they
• dont quickly fully comply (stage 3) .

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Which problems accompanythe use of punishment?

• Emotional (or physical) harm can result.
• The kids
• -Fear you.
• -Dislike you.
• -Think that you dont like them.
• -Avoid you
• -Become sneakier so they dont get caught.
• The punishment may not outweigh the rewards
  brought by the behavior.
• The punishment might actually be a reinforcer.
• Punishment does not teach inner control better
  behaviors, so the same ones keep popping up.

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What ?! Me Change?!

• THEYRE
• the problem.
• (not me).

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See kids as the enemy? OK Lets talk that lingo

• Sun Tzu his principles (The Art of War, 530
  B.C).
• (Previously) Never conduct a frontal attack on an
  opponent who possesses equal or greater force
  (like Psycho-Teacher attempted to do).
• Break the enemy's resistance without fighting.
• It is best to capture the enemy intact (rather
  than destroyed) convince them of your cause
• The greatest victory is to win without having
  battled.
• Sun Tzus practices (in preparation for action)
• Gather information on your adversary.
• Use this information to inform your actions
  reach your goals with minimal loss (to self or
  others).

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• Informed Actions
• Nick Long, Sun Tzu, You
• Please find your Explanation of the Conflict
  Cycle page

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1. Teacher angrily chastises insults students
failure to copy from board 2. More stress piled
on 3. More stress placed on student 4. Stress
reduced
Psycho-Teacher Students Experience
Stressor/Threat or Comforter from Adult
1. Resentment builds from earlier incident that
resulted in drawing. 2. Resentment increases 3. T
comments caused hurt negative self reflection??
4. Relief retaliation
1. Teacher continues chastisement comparisons
with others 2. Teacher continues insults
reminisces negatively (another time of no work
done. 3. Teacher tells to leave (attempt to
win OR escape?)
1. Shows restraint, but remains off task 2.
Student uses aggressive humor (nap) 3. Shuts
out teacher 4. Leave classroom
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How can we intervene professionally at each step?
Stressor/Threat or Comforter from Adult
1. 2. 3.
Toward Self or Adult
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Psycho-Teacher Adults Experience
Stressor/Threat or Comforter from student
1. 2. 3.
1. 2 3.
1. 2. 3.
Student/Peer Reaction
Adults Feelings
Adults Observable Behavior
1. 2. 3.
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Psycho-Teacher

• This time, lets look at the conflict cycle from
  the teachers viewpoint.
• -What is her stressor? (opening moments)
• -What feelings result?
• -What observable action is witnessed?
• -How does the student respond?
• -Is the cycle defused or escalated by the
  student?
• TEAMS On your handouts, identify what occurred
  at each part of the cycle. Go around the cycle
  at least twice.
• Psycho-T video clip here

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Adults Experience
Stressor/Threat or Comforter from student
1. Sees rendition of her 2. Fails to agree
return to task (more stress) 3. Stress piled
on 4. Stress increases 5. MORE OR LESS STRESS?
(Doubt actions or relief from exit?)
1.Student restrains self. So uttered by
him. 2. Witty attack humor 3. Student shakes head
fails to engage in task. 4. Student leaves.
1. Personally professionally offended 2.
Professionally offended 3. Uncertainty
Adults Feelings
Students Reaction
Adults Observable Behavior
1. Chastises ridicules the lack of on-task
behavior. Tells student to copy from board. 2.
Continues to criticize, points out error,
compares to other students. Speaks for class. 3.
Interprets feelings for class, reminisces back to
negatives (another time of no work done),
continues criticism. 4. Tells student to leave
classroom.
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Flip Side

• Teams Last time, we talked about what the adult
  did wrong that escalated the crisis situation.
  Now, lets flip the pancake
• Specifically What could the adult have done to
• Prevent the conflict OR
• De-escalate the situation at various points in
  the escalating battle?
• Come back to our larger group with at least one
  preventer two de-escalators to contribute
  to our discussion.

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Backing up the bus

• What do we the students bring to the table?
• What factors influence our responses when were
  under stress?

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Blowing away the smoke tossing aside the
mirrors

• Despite what was initially evident to Dorothy
  her escorts during a powerful, attention drawing
  event

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• DO pay attention to the man behind the curtain!
• Attempt to gain an understanding of the factors
  that have influenced this students response to
  events (i.e., Behavior pattern).

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Rousseau, Freud, God, others

• Whether you believe that were born
• Tabla rosa (blank slate, waiting for society
  to write upon you)
• Inherently evil (Hobbes Freuds view original
  sin Biblical view)
• Inherently good (John Locke, Rousseau),
• all of the views have a point in common the
  recognition of the massive influence of society
• (parents, teachers, media) on who one becomes.
• -loyal, friendly, trustworthy, cooperative
• versus
• -disloyal, manipulative, untrustworthy,
  uncooperative
• Kids become what society has trained them to
  be.
• Systematically versus Haphazardly
• Informed positive guidance versus Badly winging
  it due to incompetence, misinformation, or lack
  of information.

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(1st rectangle of cycle) Many Kids Have Low Self
Esteem Negative Self Concepts Due To?

• Rotten childhoods filled with negative
  experiences.
• Abuse, neglect, and/or consistent messages of
  rejection.
• Inconsistency due to multiple care-takers using
  very different practices, and/or giving very
  different messages.
• Inconsistent caretaking from primary adults who
  are
• alcoholic/substance addicted
• mentally ill (unmanaged)
• manic-depressive (unmanaged)
• negatively oriented authoritarian personalities
• incompetent due to lack of childrearing knowledge.

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Rotten Childhoods (continued) Reiterated
negative labels messages

• You rude little son of a b----. When I catch
  you, Ill
• You little criminal. Youre going to end
  up dead or in jail someday.
• Man, youre strange.
• Why dont you use your head once in a
  while? Stupid!
• Whats wrong with you, anyway? Get outta
  my face before I
• You little loser. Why cant you be like Fran?
• You evil little beast! Ill beat the devil out
  of you!
• Client to psychologist friend of mine when the
  parent was asked what he does when his 10 year
  old son acts up
• I tell him hes an a- -h-le.

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Due to those painful or unpredictable childhood
experiences, irrational beliefs form about
oneself others(2nd rectangle in the Cycle)

• Based on their inconsistent /or negative history
  of happenings, they interpret happenings
  differently than most people.
• They view those events through a distorted lens.
• Their (re)actions reflect those misperceptions.

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Next Time Rest of the Year

• Effective strategies for
• Avoiding conflict
• Escaping conflict
• Promoting cooperation compliance
• Bonding connecting to relationship-resistant
  kids

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Your Do Now Activity(You wouldnt fail to
engage in something that you require your
students to do at the beginning of each class
Would you?)

• Consider the upcoming holidays.
• Most families report some level of stress
  accompanying the joy.
• Given that EBD kids are more likely than other
  kids to come from dysfunctional homes, is their
  anything that educators can do to
• Help kids prepare
• Help kids cope

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(No Transcript)
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In the beginning Life at home

• Among kids with EBD, there is an unusually high
  occurrence of childrearing that is
• Disorganized (No clear life lessons regarding
  civility proper deportment)
• Inconsistent (Lack of boundaries life lessons
  taught)
• Harsh (Models aggression towards others)
• Wrongly practiced (Supportive talk phrased
  incorrectly)
• In a future session Counterproductive phrasing
  of
• Expectations
• Praise
• Criticism
• References to a childs character traits by
  teachers too

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The Perceptions That Might Develop From
Maltreatment, Neglect, Rejection

• My parents treated me badly. (Fact)

• I cant count on my parents to care for me or
  treat me well. (Fact)

• I was treated badly because I am a bad person.
  Because Im BAD, no one could ever like
  me, care for me, or treat me well.
  (Distorted/Irrational belief)
• You say that you want to help me, but I know
  adults When I show you why Im not likeable,
  youll quickly reject hurt me like my parents
  (and past teachers).
• (Usually plays out that way, further ingraining
  the identity reaction pattern)
• You say youre different While I hope that is
  true,
• youll have to PROVE IT!
• (over over again as I seek
  reassurance that you really are different).

• Brick. Waco M. Home.

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Home for the Holidays Do common media
literature images of the holidays match the lives
of our EBD students? The effect?
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The knife is there. Dont twist it.

• No nonsense, zero-tolerance, tough,
  mean teachers blame the victim for the
  crime.
• Children have no choice as to the homes into
  which they are born. They didnt choose their
  life circumstances.
• Kids have little control over the things that
  will influence them during their young lives.
• (Excluding those kids with inborn mental health
  issues)
• EBD kids are a product of their environments.
• Adults who view these youngsters as the enemy
  attack them with negative words,
  punishments, rejection, further ingrain the
  unfortunate self images life views that they
  presently hold.

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Characteristics of Kids Who Have Had Randomized
Negative Upbringings?

• Kids from disorganized households will initially
  challenge the legitimacy of procedures
  practices found in structured positive
  environments.
• They operate in a state of hyper-vigilance,
  anticipating that an intrusion on their present
  non-conflict state of being could occur at any
  moment.
• Consistent support predictable adult actions
  are
• New
• Bewildering
• Viewed with suspicion.
• Waco kids Methodist home.

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• All kids need deserve long-term exposure to
  pole star adults who demonstrate predictable
  assertive responses wrapped in calm,
  unswervingly supportive emotional displays.
• Most of our students dont receive this guidance.
• Kids who have had painful lives need adults
• who refuse to inflict more emotional harm.
• Kids who have experienced confusion in their
  young lives need organized, stable, supportive
  adults.

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With regard to kids whove heard consistently
negative messages

• Our task is to help them
• Develop accurate useful perceptions
• Exhibit more appropriate behaviors when under
  stress.

46
Room 106

• Student Curtis, is a SPED kid from a
  disorganized home. He has been showing
  promise academically socially over the last
  year a half in Mr. Rogers room. This year,
  he is experiencing a rough start with his new
  teacher, Mr. Lee.
• Teacher Mr. Lee, an experienced educator who
  prides himself on not putting up with any crap
  from kids.

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Making Sense of What Happened

• Read a somewhat modified version of the page
  containing the Curtis script. Label where the
  various parts of the conflict cycle come into
  play. Click here for the script.
• When finished, list various reasons that teachers
  sometimes have a short fuse (become irritated)
  on certain days or in certain situations with
  certain kids. What things influence our
  perceptions and reactions?

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What Can We Do To Win Over Defiant Youngsters?

• Establish personal connections. (308 NYC BD)
• Human nature We are more motivated to do things
  for those for whom we hold respect and affection.
• Promote achievement/Ensure progress.
• The desire to continue in a pursuit requires that
  one see oneself as proficient, or making
  progress. (driving test repeated failure)
• Modify material and assignments to meet special
  needs.
• Create a safe environment for individuals with
  a failure identity who will otherwise resist
  trying new things. (Eskimo roll)
• Teach the behaviors we want to see
• Appropriate (re)actions behavior choices, like
  academics, are learned.
• We often need to teach correct behavior to those
  arent yet displaying it.
• We may need to teach how to interpret happenings
  handle feelings.

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Teams How can/do you establish positive personal
connections with your students?

• Give them the time of day.
• Develop a history of positive interactions.
• Make sure that the first contact of the day or
  period is a positive one.
• Make sure that the last contact of the day is a
  positive one.
• Remain consistently supportive and encouraging,
  even when needing to administer penalties.
• You made a mistake in judgment, but they are
  further and farther between. Im sure that the
  future will bring even more good choices.
• Find the little bit of positive inside an
  inappropriate action.
• I admire your loyalty to friends. However, it
  is not OK to pummel others on their behalf.
• Even though you refused the direction, I want to
  thank you for doing it with acceptable words.
  That shows maturity. However, ...

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How do we promote self control?

• Social skills instruction.
• Teach reflective thinking
• Stop-think-choose (see the page titled Problem
  solving at BehaviorAdvisor.com)
• Problem solving (see the page of that name at
  BehaviorAdvisor.com)
• Self monitoring (see the page of that name at
  BehaviorAdvisor.com)
• Anger management/replacement training
• DR procedures (see the page title Differential
  reinforcementat BehaviorAdvisor.com)
• Personalized check-ins with supportive adult(s).
• Other ideas from www.BehaviorAdvisor.com
• The Behavior Survival Guide for Kids How to
  make good choices and stay out of trouble
  (McIntyre, Free Spirit Press).

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How do we promote academic achievement?

• Modify materials and presentation.
• Ensure understanding by asking the student to
  repeat the directions in own words.
• Check in early with the student to assure.
  understanding and task engagement.
• Relate material to the students life
  interests.
• Promote motivation by
• Focusing on effort rather than accuracy
• Reminiscing about earlier successes resulting
  from effort.
• Assign peer helpers/cross age tutors.

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Suggestions for The Dean of Discipline

• Devise a plan before entering or while waiting
  outside the door.
• Avoid Why questions (especially when in
  agitated state)
• see BehaviorAdvisor.com page titled Nice ways to
  build self-discipline
• Use respectful phrasing voice tone
• see BehaviorAdvisor.com page titled Nice ways to
  build self-discipline
• Talk with the suspect privately.
• Find a Plan B Open the other door or wedge a
  chair to partially open the door that wont stay
  open.
• Offer a choice When I return in 3 minutes, this
  door will have to be in working order again, in
  order to
• keep the privilege of sitting alone without me
  here.
• Leave at the scheduled departure time.

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To make a long story short. (Too late?)

• Difficult kids
• Have an ingrained behavior patterns that become
  more so with rejection by significant adults
  (including educators)
• They often project a hardened image to those
  who would help them in order to fend off more
  emotional hurt (from rejection by someone they
  start to trust)
• Punishing these youngsters strengthens their
  negative world view.
• It takes highly skilled, emotionally secure,
  caring, and resilient professionals to reach
  these youngsters.
• The most hardened of kids are the most in need
  of the guidance of an iron hand in a velvet
  glove. Firmness and strength underlie the
  soft touch.
• The glove must remain on the behavior management
  hand at all times.

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When emotions start to Flare Remember
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Your Turn To Talk Back

• Which points made the most impact on you?
• In what ways do you see yourself changing
• your interaction/intervention patterns?
• With which points do you disagree?
• (and why?)

56
Stretch Your Brain

• Do you have your brain wrapped around the model?
• If so, its time to bend it into another shape.
• This show talked about the students conflict
  cycle. However, it takes two to tangleer, I
  mean tango. The teacher also has a conflict
  cycle going.
• Your task Draw a blank, unlabeled Conflict Cycle
  diagram. Then fill in the boxes and circles as
  they pertain to your Do Now activity from slide
  3.
• Hint The top circle in the diagram will have
  students unacceptable behavior as the
  stressor.

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Resources

• Why not read about it from the man (and his
  former student) who wrote it? For Long
  Feschers description to the Conflict Cycle
  model, go to http//cecp.air.org/interact/authoro
  nline/april98/3.htm They also provide a brief
  introduction to the Life Space Crisis
  Interview, a counseling strategy for working
  with kids in crisis.
• To get a better idea of how the Conflict Cycles
  of two individuals (perhaps a student and
  teacher) interact, go to http//www.aiksaath.com/
  conflict.html While this cycle diagram differs
  from the model proposed by Dr. Long, it is
  conceptually similar.

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Its a-b-c analysis

• A sparks B results in C
• The B sparks the C (the B in the other person)
  which brings about the next C
• Use excel chart for visual imagery?

59
Conflict in the Classroom

• Given that no nonsense teachers tend to view
  defiant students as the enemy, let us, for the
  moment, talk in their terms.
• If one is fighting an enemy, it is best to
  gather information about them in order to
  increase ones chances of success.

60
What do you bring to the table?

• The top rectangular box refers to the self image
  (how one sees oneself and the personal traits
  that we see in ourselves) and self esteem (how
  highly or lowly one perceives oneselfThe extent
  to which someone likes himself or herself).
• The second rectangular box refers to inaccurate
  beliefs that one holds about the world and the
  people in it. These perceptions develop from our
  experiences and what we have heard from important
  others, the media, etcetera. Examples All
  people of that religious group are Those kids
  from that housing project are all Teachers
  are all No one will ever love me.
• Our sense of self and our experiences influence
  how we perceive events and the actions of others.
  Odd reactions, strange behavior, and weird
  actions reflect a difference between the
  experiences of the person being described and the
  person doing the describing.

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Sucked Down Into The Whirlpool

• The four connected circles in the lower part of
  the Conflict Cycle diagram represent the events
  in an escalating battle that are readily apparent
  observable (unlike the self assessment and
  world views found in the rectangular boxes).
• In the top circle, the student experiences a
  stressful incident (e.g., frustration in trying
  to meet a goal, rejection by others). The level
  of the stress is dependent on the students self
  image and interpretation of events (the items in
  the rectangular boxes at the top of the diagram).
  To the teacher, the event may seem innocuous,
  but thats because were looking at the event
  from our perspective. The student views that
  event from a very different perch on the tree of
  life.
• The stress will cause emotions to well up (the
  circle on the right side). Perhaps the student
  feels anger, fear, anxiety, intrigue/interest,
  sadness, or sulks in self pity or self hatred.

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• If emotions overwhelm the students ability to
  contain manage them, an observable behavior
  (the lower bubble on the cycle) will burst out
  (e.g., crying, hitting self or another, running
  away, verbal insults toward self or others,
  cursing). The behavior might increase in
  magnitude as the youngster continues to reflect
  on the incident (perhaps inaccurately)
  emotions continue to build.
• (Left circle on diagram) Upon witnessing the
  inappropriate action, the adult responds
  (ignoring or not noticing are responses too).
• Competent concerned professionals respond in a
  manner that reduces the stress (back to the top
  circle), soothes the emotions, subdues the
  emotions that drive the behavior.
• Teachers who brag that I dont put up with any
  crap from kids. react in harsh ways that
  heighten the stress on the student, intensify the
  emotions, increase the inappropriate behaviors.

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An activity that illustrates the Cycle

• Rent a DVD or video tape of The Breakfast Club
  movie (Circa 1982).
• Watch the scene in which the students in the
  library detention engage in arguments with each
  other (a peer example of the Conflict Cycle).
  Watch it for ten or fifteen minutes as the adult
  enters into the fray, causing the students to
  bond together to fight against him (Old Middle
  Eastern saying The enemy of my enemy is my
  friend). Watch as a hero arises from the masses
  to confront the bully (the adult). Watch until
  the adult prepares to leave the library after
  engaging in an escalating battle with the kid in
  the leather coat. (You might want to stop the
  movie before the adult gets to the library exit
  because as he is walking out, the kid yells the
  F word.)

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How Do Nice Educators End Up In Conflict?

• Past negative experiences
  with teachers and authority figures
  influence interactions with caring folks
  (like you)
• Student Self Esteem Self Concept The youngster
  has a history of painful rejections in his/her
  life from parents, peers, teachers. S/he
  possesses a negative sense of self and a distrust
  of educators.
• Stressful incident The student is enrolled in
  class of a nice teacher like you. S/he hears the
  promises of a good year. S/he has heard it
  before and makes the inevitable rejection from
  you happen on his/her terms, preventing the
  increased pain that would result if you became
  important to him/her previous to that rejection.

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• Student Behavior Displays behavior that caused
  rejection before. We try to deal with it nicely.
  However, we eventually get irritated with the
  persistent testing behavior failing that test
  when we decide to
• Teacher Reaction show em whos boss.
• We then find ourselves failing to notice
  appropriate actions, but being hyper-vigilant for
  inappropriate ones.
• We intervene (negatively) more quickly (and maybe
  even predict misbehavior by saying Dont you
  be) as we get tough with that kid.
• Because the student causes us to reflect upon our
  personal frailties concerns that we have about
  our teaching skills, our own Conflict Cycle
  engages at the stressor of student misbehavior.
  Emotions well up and we then deliver directions,
  comments, and punishments in an caustic or
  condescending manner (reaction). The student
  refuses this disrespectful and alienating
  treatment, piling more stress onto us.

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Is your Chinese a bit rusty?

• While Im told (by my Chinese speaking wife) that
  the translation isnt precise. The two
  kanji/symbols on the previous slide, taken
  together, can be translated to the English word
  Crisis. The first symbol translates to
  Danger (This simplified modern symbol is a
  stylized version of the ancient pictograph
  showing a human figure on the edge of a cliff.
  See it?) The lower symbol is equivalent to the
  English word Opportunity.
• The message????
• In a crisis situation with another, there is
  danger for making the situation worse, and
  opportunity for making it better.
• Seize the opportunity!