Books by Dave Whitaker

Check out Toolbox Training books and more at WritbyWhit.com or David L. Whitaker's author page at Amazon.com.

Friday, November 9, 2018

Workshop: Leading Successful STEM Activities

This workshop focuses on how to:

  • Understand what STEM means
  • Experiment with different STEM activities
  • Facilitate successful STEM activities


Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:


To have this delivered as an on-site workshop contact Toolbox Training.

Check out the workshops tab for a full list of titles.


Consider the Toolbox Training book 100 Science Activities for Kids as a complement to this training. Click on the book cover for details.

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Tuesday, August 14, 2018

Workshop: Behavior Management - Setting and Implementing Guidelines

When the behavior management training series was initially conceived, the idea was to develop three separate workshops - one focused on understanding the child, one on helping adults understand how their reactions affect behavior, and a third dedicated to understanding how the environment affects behavior. See more about those workshops here.

This workshop was developed after those. While those three focus on preventive measures, this workshop focuses on what to do when problems do arise. Specifically, in this workshop participants will:


Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:


To have this delivered as an on-site workshop contact Toolbox Training.

Check out the workshops tab for a full list of titles.


The 6-Step Approach to Conflict Resolution

The 6-Step Approach to Conflict Resolution

Have you seen this 2011 commercial for Florida Orange Juice? Imagine if you could be forewarned at the beginning of the day what problems you were going to face – and that you’d be prepared to face those problems because you were equipped with your Florida Orange Juice.

This 6-step approach to conflict resolution is like having Florida Orange Juice. When you have these steps down, you’ll be prepared to face the problems that will be thrown your way during the day.

When a behavior situation arises which requires the adult to take action, work through these six steps and the conflict can be resolved much smoother.

  1. Approach calmly. If the adult yells at the child or is overly frustrated, the situation will only become worse.

  2. Acknowledge feelings. Allow youth to have their emotions. Let them know it is okay to be angry or frustrated.

  3. Gather information. Instead of assuming you know what the problem is, let the youth explain it to you in their own words.

  4. Restate the problem. After the youth has explained the problem, repeat back to them what you understand to have happened from what they’ve told you.

  5. Ask for solutions. Get the youth’s ideas on what should be done to resolve the problem.

  6. Follow-up with support. When you and the youth have agreed on a workable solution, give them a chance to implement it and then ask them afterwards how they felt about it.


Adapted from the Reframing Conflict (2011) workbook (pages 7, 11), which is part of the Youth Work Methods Series produced by the David P. Weikart Center for Youth Program Quality, a division of the Forum for Youth Investment.


The Behavior Funnel

When working with youth, one of the most important responsibilities for adults is knowing how to respond to inappropriate behavior. The adult’s impulse might be to immediately call the child out, but if the adult filters the “problem” through a funnel, then the adult will not expend as much energy reacting to problems.


The first possibility is to ignore the problem completely. Pick your battles. Does the child need to be confronted? Is the child truly causing a problem by doing something dangerous? Are you going to make the problem worse by confronting the child? Is the child truly causing a problem?


If the problem can’t or shouldn’t be ignored, consider how you can address the child without even speaking. Can you indicate to them from across the room that you see what they’re doing? Will that get them to stop? Can you simply move closer to the child and lessen the likelihood that they’ll continue the problem? Maybe you can rest a gentle hand on the child’s shoulder and that will communicate the message.


What tools can you provide youth that will let them regulate problems themselves? Is there a designated area in your program or classroom where youth can go to cool off or be by themselves? Can you provide materials, such as sensory boxes, that will help youth soothe themselves? Do you have a space where youth can go to talk out problems with each other?


If you do need to have a conversation with a youth, do it as respectfully and privately as possible. Stay calm and talk in a quiet voice. If you call a child out in front of others, they may act out more. Let youth preserve their dignity.


If none of these interventions work or the child is continuously engaging in disruptive or risky behavior, it may be necessary for the site coordinator to have a conference with the parent. There may be a need to set up a specific plan of action for the child or establish expectations which allow the child to remain in the program.

This content is adapted from the Toolbox Training workshop Behavior Management: Setting and Implementing Guidelines. You can read more about it here.


Wednesday, July 25, 2018

Workshop: Multiple Intelligences: Applications in Your Program

As a result of this workshop, participants will:


Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:


To have this delivered as an on-site workshop contact Toolbox Training.

Check out the workshops tab for a full list of titles.


Mulitple Intelligences

This content has been adapted from the Toolbox Training workshop Multiple Intelligences: Applications in Your Program. Check out the workshops tab for a full list of topics available from Toolbox Training.

Dr. Howard Gardner, a Harvard University education professor, developed the theory of multiple intelligences in 1983. Instead of prescribing to the traditional notion of intelligence based on I.Q. testing, he proposed the possibility of multiple intelligences. They include:


Linguistic Intelligence

the ability to absorb information and communicate through reading, writing, speaking, and listening. Someone with this intelligence, like Liza, could be called WORD SMART.

Click here to read more about this intelligence.


Mathematical/Logical Intelligence

the ability to use numbers and reasoning effectively. Someone with this intelligence, like Max, could be called LOGIC or NUMBER SMART.

Click here to read more about this intelligence.


Spatial/Visual Intelligence

the ability to visualize and create representations of what one sees. Someone with this intelligence, like Stephon, could be called PICTURE or ART SMART.

Click here to read more about this intelligence.


Body/Kinesthetic Intelligence

the ability to understand and master both gross motor and fine motor skills. Someone with this intelligence, like Becca, could be called BODY SMART.

Click here to read more about this intelligence.


Musical Intelligence

the ability to relate to music through the enjoyment, creation, and performance of it. Someone with this intelligence, like Malcolm, could be called MUSIC SMART.

Click here to read more about this intelligence.


Interpersonal Intelligence

the ability to interact with and understand people and their behaviors. Someone with this intelligence, like Ian or Ida, could be called PEOPLE SMART

Click here to read more about this intelligence.


Intrapersonal Intelligence

the ability to understand the self, including one’s feelings and motivations. Someone with this intelligence, like Ira, could be called SELF SMART.

Click here to read more about this intelligence.


Naturalistic Intelligence

the ability to recognize, appreciate, and understand the natural world. Someone with this intelligence, like Nikita, could be called NATURE SMART.

Click here to read more about this intelligence.


Resources:
  • Thomas Armstrong: Institute4Learning.com

    Armstrong is one of the leading scholars on multiple intelligences. His website offers books, videos, presentations, and other resources.

  • B. Campbell (1999). “Multiplying Intelligence in the Classroom.” New Horizons for Learning on the Beam, Vol. IX No. 2 Winter 1989 p.7:167. NewHorizons.org

    Campbell details how he developed centers around each of the intelligences and rotated his third grade students through them on a daily basis.

  • Communicator Z (July 27, 2016). “9 Types of Intelligence.”

  • Howard Gardner: MultipleIntelligencesOasis.org

    This is the official MI website from Howard Gardner, the man who developed the theory of multiple intelligences.

  • Howard Gardner (1993). Frames of Mind: The Theory of Multiple Intelligences. New York, NY: Basic Books.
    This is the first. Gardner’s first edition of this book, published in 1983, introduced the world to multiple intelligences. In a more scientific approach than his followers, Gardner dissects the definition of intelligence and presents his case as to why there are multiple intelligences.

  • Howard Gardner (1993). Multiple Intelligences: The Theory in Practice. New York, NY: Basic Books.
    This reader was compiled to celebrate the ten years that passed since Gardner first proposed the theory of MI. This compilation of papers and speeches that he did during that time is much more user-friendly than his first book and explores how MI can be used in teaching.

  • Harvard University/Project Zero
    This is Harvard’s website devoted to multiple intelligences and Project Zero, which focuses on multiple intelligences.

  • P. Phipps (1997). Multiple Intelligences in the Early Childhood Classroom. Columbus, OH: SRA/McGraw-Hill.

    This book focuses on the original seven intelligences and how to identify them in children and develop program space, materials, discipline methods, and assessment to their particular intelligences.

  • P. Phipps (1998). Chapter 6: Tips for Success.
    This web page addresses how children learn by focusing on development areas and the multiple intelligences. Each intelligence is accompanied by a chart that summarizes it, suggests what children of this intelligence like, and what you can try with these children.

  • Toolbox Training Pinterest board on multiple intelligences
  • Dave Whitaker (2002). Multiple Intelligences & After-School Environments: Keeping All Children in Mind. Nashville, TN: School Age Notes.
    This book was written specifically with afterschool programs in mind. It explores how the eight intelligences can be enhanced in encouraged through activities, materials, and areas in SAC programs.


Tuesday, July 24, 2018

Musical Intelligence

Dr. Howard Gardner, a Harvard University education professor, developed the theory of multiple intelligences in 1983. Instead of prescribing to the traditional notion of intelligence based on I.Q. testing, he proposed the possibility of multiple intelligences. You can read about the different intelligences and find more resources about the theory here. This page focuses on musical intelligence.

This information has been adapted from the book Multiple Intelligences & After-School Environments: Keeping All Children in Mind.


Musical Intelligence

the ability to relate to music through the enjoyment, creation, and performance of it. Someone with this intelligence, like Malcolm, could be called MUSIC SMART.

A child like Malcolm who has this intelligence is likely to have these traits and interests:
  • Frequently listens to music.
  • Often has a television jingle or other tune running through his/her mind.
  • Knows the tunes to many different songs or musical pieces.
  • Has a pleasant singing voice.
  • Can tell when a musical note is off-key.
  • Can hear a musical selection once or twice and sing it back fairly accurately.
  • Can easily keep time to a piece of music with a simple percussion instrument.
  • Often makes tapping sounds or sings little melodies while working, studying, or learning something new.
  • Plays a musical instrument.
  • Enjoys live musical performances.

Linguistic Intelligence

Dr. Howard Gardner, a Harvard University education professor, developed the theory of multiple intelligences in 1983. Instead of prescribing to the traditional notion of intelligence based on I.Q. testing, he proposed the possibility of multiple intelligences. You can read about the different intelligences and find more resources about the theory here. This page focuses on linguistic intelligence.

This information has been adapted from the book Multiple Intelligences & After-School Environments: Keeping All Children in Mind.


Linguistic Intelligence

the ability to absorb information and communicate through reading, writing, speaking, and listening. Someone with this intelligence, like Liza, could be called WORD SMART.

A child like Liza who has this intelligence is likely to have these traits and interests:
  • Considers books very important.
  • Was an early reader.
  • Spoke at an early age.
  • Is entertained by tongue twisters, nonsense rhymes, or puns.
  • Enjoys word games like Scrabble, Anagrams, or Password.
  • Does better in English, social studies, and history than math and science.
  • Has written something recently of which he/she is proud or earned recognition.
  • Pays more attention to billboards than scenery when driving down the highway.
  • Hears words in his/her head before reading, speaking, or writing them.
  • Often references things read or heard.

Mathematical/Logical Intelligence

Dr. Howard Gardner, a Harvard University education professor, developed the theory of multiple intelligences in 1983. Instead of prescribing to the traditional notion of intelligence based on I.Q. testing, he proposed the possibility of multiple intelligences. You can read about the different intelligences and find more resources about the theory here. This page focuses on mathematical/logical intelligence.

This information has been adapted from the book Multiple Intelligences & After-School Environments: Keeping All Children in Mind.


Mathematical/Logical Intelligence

the ability to use numbers and reasoning effectively. Someone with this intelligence, like Max, could be called LOGIC or NUMBER SMART.

A child like Max who has this intelligence is likely to have these traits and interests:
  • Responds well to math and science.
  • Thinks in clear, abstract, wordless, imageless concepts.
  • Enjoyed counting as a child.
  • Can easily compute numbers in head.
  • Likes games/brain teasers requiring logical thinking.
  • Looks for patterns/regularities in the world.
  • Believes almost everything has a rational explanation.
  • Is interested in latest scientific developments.
  • Is curious about how things work or why things in nature happen the way they do.
  • Likes finding logical flaws in things people say and do at home and at work.

Spatial/Visual Intelligence

Dr. Howard Gardner, a Harvard University education professor, developed the theory of multiple intelligences in 1983. Instead of prescribing to the traditional notion of intelligence based on I.Q. testing, he proposed the possibility of multiple intelligences. You can read about the different intelligences and find more resources about the theory here. This page focuses on spatial/visual intelligence.

This information has been adapted from the book Multiple Intelligences & After-School Environments: Keeping All Children in Mind.


Spatial/Visual Intelligence

the ability to visualize and create representations of what one sees. Someone with this intelligence, like Stephon, could be called PICTURE or ART SMART.

A child like Stephon who has this intelligence is likely to have these traits and interests:
  • Enjoys drawing and painting.
  • Passes time doodling.
  • Responds well to color.
  • Has vivid and colorful visual dreams.
  • Frequently uses a camera or camcorder.
  • Enjoys jigsaw puzzles, mazes, and other visual puzzles.
  • Is better at geometry than algebra.
  • Likes taking things apart and putting things together.
  • As a child, played with Erector Sets, Tinker Toys, Lincoln Logs, Legos, etc.
  • Has an instinctive ability to find his/her way around unfamiliar territory.

Body/Kinesthetic Intelligence

Dr. Howard Gardner, a Harvard University education professor, developed the theory of multiple intelligences in 1983. Instead of prescribing to the traditional notion of intelligence based on I.Q. testing, he proposed the possibility of multiple intelligences. You can read about the different intelligences and find more resources about the theory here. This page focuses on body/kinesthetic intelligence.

This information has been adapted from the book Multiple Intelligences & After-School Environments: Keeping All Children in Mind.


Body/Kinesthetic Intelligence

the ability to understand and master both gross motor and fine motor skills. Someone with this intelligence, like Becca, could be called BODY SMART.

A child like Becca who has this intelligence is likely to have these traits and interests:
  • Was an early crawler and/or walker.
  • Has difficulty sitting for a long time.
  • Learns best through hands-on activities.
  • Is very physically active and/or well-coordinated.
  • Has an inkling for one or more sports.
  • Has a “daredevil side.”
  • Loves being outdoors.
  • Uses lots of hand gestures and body language in conversation.
  • Likes performing (skits, plays, puppet shows, etc.).
  • Is attracted to creative movement activities (dance, ballet, gymnastics, etc.).

Interpersonal Intelligence

Dr. Howard Gardner, a Harvard University education professor, developed the theory of multiple intelligences in 1983. Instead of prescribing to the traditional notion of intelligence based on I.Q. testing, he proposed the possibility of multiple intelligences. You can read about the different intelligences and find more resources about the theory here. This page focuses on interpersonal intelligence.

This information has been adapted from the book Multiple Intelligences & After-School Environments: Keeping All Children in Mind.


Interpersonal Intelligence

the ability to interact with and understand people and their behaviors. Someone with this intelligence, like Ian or Ida, could be called PEOPLE SMART

A child like Ian or Ida who has this intelligence is likely to have these traits and interests:
  • Warms up naturally to strangers.
  • Is comfortable in a crowd.
  • Has an easy time making friends.
  • Likes to get involved in social activity (work, school, church, organizations).
  • Is a leader in clubs, groups, etc.
  • Is in touch with what is going on socially.
  • Would rather go to a party than stay home alone.
  • Is frequently asked for advice from others.
  • Likes to teach others.
  • Prefers group sports (volleyball, softball) over solo sports (swimming, jogging).

Intrapersonal Intelligence

Dr. Howard Gardner, a Harvard University education professor, developed the theory of multiple intelligences in 1983. Instead of prescribing to the traditional notion of intelligence based on I.Q. testing, he proposed the possibility of multiple intelligences. You can read about the different intelligences and find more resources about the theory here. This page focuses on intrapersonal intelligence.

This information has been adapted from the book Multiple Intelligences & After-School Environments: Keeping All Children in Mind.


Intrapersonal Intelligence

the ability to understand the self, including one’s feelings and motivations. Someone with this intelligence, like Ira, could be called SELF SMART.

A child like Ira who has this intelligence is likely to have these traits and interests:
  • Was aware of self as a separate identity early in childhood.
  • Is particularly self-reliant, strong-willed, and independent.
  • Has a special hobby.
  • Has a special place to get away.
  • Would rather spend a weekend alone in a cabin than at a fancy resort.
  • Keeps a personal journal.
  • Spends a lot of time alone meditating or thinking about important life questions.
  • Contemplates life goals regularly.
  • Has a realistic view of personal strengths and weaknesses.
  • Has started own business or seriously considered it.

Naturalistic Intelligence

Dr. Howard Gardner, a Harvard University education professor, developed the theory of multiple intelligences in 1983. Instead of prescribing to the traditional notion of intelligence based on I.Q. testing, he proposed the possibility of multiple intelligences. You can read about the different intelligences and find more resources about the theory here. This page focuses on naturalistic intelligence.

This information has been adapted from Multiple Intelligences & After-School Environments: Keeping All Children in Mind.


Naturalistic Intelligence

the ability to recognize, appreciate, and understand the natural world. Someone with this intelligence, like Nikita, could be called NATURE SMART.

A child like Nikita who has this intelligence is likely to have these traits and interests:
  • Spends a lot of time outdoors.
  • Has animals around the house (more than just cats or dogs).
  • Likes camping, hiking, fishing, or gardening.
  • Likes taking nature walks.
  • Likes zoos, parks, trails, museums, etc.
  • Watches nature shows on television.
  • Is involved in an ecological organization.
  • Loves watching birds/animals and following their habits.
  • Is very aware of different kinds of animals, plants, rocks, etc. found in nature.
  • Derives pleasure from natural phenomena like clouds, mountains, etc.

Friday, February 23, 2018

Workshop: Give Kids Control Without Losing Control

As a result of this workshop, participants will:

  • Grasp what control means and its benefits to youth and adults
  • Learn how to give youth control by letting them help plan, lead, and assess
  • Create a “controlled attack” to allow youth more chances for control in your program


Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:


To have this delivered as an on-site workshop contact Toolbox Training.

Check out the workshops tab for a full list of titles.