FRIENDSHIP SKILLS FOR ALL

I am posting the lyrics of a song that touched me many years ago:

BEN

by Micheal Jackson.

Can I invite you to ponder on the lyrics and create an activity or series of activities to develop friendship skills for any age group.

People with special needs or are different in any way are particularly in need of friends.

We need to develop activities to promote social interaction among all.

I don't mean the lonely one needs to learn to make friends ( that's true too )

But the ones who already have freidns need to NOTICE and be concerned about students and othere people who are being left out, isolated, rejected or ignored.

Please post your idease in the comments section.

You can also share your personal stories any other reflections.

The PUPPY PHOTO SHOWS MY ONE MONTH OLD PUPPIES

They have inspired me to wrote a series of reflections called PUPPY THOUGHTS

You can read this in http://heavenlymystery.blogspot.com

Here are the lyrics

BEN

Ben, the two of us need look no more
We both found what we were looking for
With a friend to call my own
I'll never be alone
And you, my friend, will see
You've got a friend in me
(you've got a friend in me)
Ben, you're always running here and there
You feel you're not wanted anywhere
If you ever look behind
And don't like what you find
There's one thing you should know
You've got a place to go
(you've got a place to go)
I used to say "I" and "me"
Now it's "us", now it's "we"
I used to say "I" and "me"
Now it's "us", now it's "we"
Ben, most people would turn you away
I don't listen to a word they say
They don't see you as I do
I wish they would try to
I'm sure they'd think again If they had a friend like Ben
(a friend) Like Ben (like Ben) Like Ben

(can you embed this song in your blog and share it with us?)

REAL MAN IN BORNEO

ARE YOU THE PERSON

YOU WERE CREATED TO BE?

The system cannot never be

Better than who you are INSIDE

If you trully listen to your still voice


Just consider who Micheal Jackson was

Are you really sure he was everything

He expressed in his songs?


Or was he actually MORE


Distractions

Are way too many.

Making you less human

And even less divine


A paradox

That is what life is.

The more you get

The less you become.


So think about

What you can do

When you are trully

The real YOU


In BORNEO.

FOR EAGLES WHEREVER YOU ARE

MIGHTY EAGLE

WHERE ARE YOU GOING?

EAGLE MOUNTAIN IS WAITING FOR YOU

THE SPIRIT CALLS YOU..THE SKY BECKONS

YOUR HEART IS BEATING FASTER THAN YOU EVER KNEW...

MIGHTY EAGLE

WHY DO YOU FEEL THE ACHE

OF SKIES THAT CALL YOU

OF CLOUDS THAT HIDE

WHAT YOU CANNOT SEE

WHAT YOU CANNOT TOUCH

MIGHTY EAGLE YOU FIND IN YOU

YES YOU ARE THE ONE WHO CAN MAKE IT

OVER THE ROCKS THAT BLOCK THE ONES WHO DO NOT DARE

MIGHTY EAGLE I BELIEVE IN YOU

AND NOW I SEE YOU BELIEVE THAT YOU CAN BE

THE ONE CHANCE TO BE A TRUE EAGLE FOR ALL

PLAN YOUR TIME

You are sitting for your paper today.

Remember to plan your time to finish all the questions.

You can do it eagles!

LABELLING AND SELF ESTEEM

Let us be careful about using labels which can affect the self esteem of students.

No matter what situation you find yourself in...be brave and undo the wrong that has been done to students who are given labels like “students with learning problems”, “mat rempit” (bike racers) and “students with problems”and “slow” .

Originating in sociology and criminology, labeling theory (also known as social reaction theory) was developed by sociologist Howard Becker.

It focuses on the linguistic tendency of majorities to negatively label minorities or those seen as deviant from norms.

The theory is concerned with how the self-identity and behavior of individuals may be determined or influenced by the terms used to describe or classify them, and is associated with the concept of a self-fulfilling prophecy and stereotyping.

The theory was prominent in the 1960s and 1970s, and some modified versions of the theory have developed.

Unwanted descriptors or categorizations (including terms related to deviance, disability or a diagnosis of mental illness) may be rejected on the basis that they are merely "labels", often with attempts to adopt a more constructive language in its place.

If deviance is a failure to conform to the rules observed by most of the group, the reaction of the group is to label the person as having offend against their social or moral norms of behavior.

This is the power of the group: to designate breaches of their rules as deviant and to treat the person differently depending on the seriousness of the breach.

The more differential the treatment, the more the individual's self-image is affected.

EMOTIONAL NEEDS OF GIFTED STUDENTS

We need to be sensitive to the complex emotional needs of students who are gifted.


While giftedness is seen as an academic advantage, psychologically it can pose other challenges for the gifted individual. A person who is intellectually advanced may or may not be advanced in other areas. Each individual student needs to be evaluated for physical, social, and emotional skills without the traditional prejudices which either prescribe either "compensatory" weaknesses or "matching" advancement in these areas.

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Social pressures can cause children to "play down" their intelligence in an effort to blend in with other students. "Playing down" is a strategy often used by students with clinical depression and is seen somewhat more frequently in socially acute adolescents. This behavior is usually discouraged by educators when they recognize it. Unfortunately, the very educators who want these children to challenge themselves and to embrace their gifts and talents are often the same people who are forced to discourage them in a mixed-ability classroom, through mechanisms like refusing to call on the talented student in class so that typical students have an opportunity to participate.

Students who are young, enthusiastic or aggressive are more likely to attract attention and to disrupt the class by working ahead, giving the correct answers all the time, asking for new assignments, or finding creative ways to entertain themselves while the rest of the class finishes an assignment. This behavior can be mistaken for ADHD.


Academically talented students can also be the inadvertent victims of well-meaning adults who overestimate an individual student's non-intellectual talents. The adults they admire may confuse the students' obvious academic talents with general wisdom and experience. Such students may be given inappropriate liberties (such as the unsupervised use of a credit card or permission to attend parties which the same parent might refuse to a typical student), or not given normal advice on important subjects like sexual behaviors and illicit drugsز

Finally, G&T students are statistically somewhat more likely to be diagnosed with a psychiatric disability such as bipolar disorder and to become addicted to drugs or alcohol.

These additional issues can require special attention in school.

APPLICATION OF PSYCHOLOGY IN EDUCATION

How do we apply psychology in developping the potential of students?

This is a question that has been posed to me.

Would you like to respond?