tag:blogger.com,1999:blog-47106011912969185582024-03-10T17:09:15.292-05:00Toolbox TrainingToolbox Training is committed to delivering high-quality products, workshops, consultation, and other resources to school-age and early childhood programs in urban, suburban, and rural environments. The blog is dedicated to posts about activities for children which are related to holidays (some familiar, some unusual) of the day.Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.comBlogger251125tag:blogger.com,1999:blog-4710601191296918558.post-65332427915698257292020-06-13T14:45:00.000-05:002020-06-13T14:45:27.333-05:00Clients & Testimonials<table><tr><td width="60%">
Toolbox Training has developed, delivered, and/or overseen more than 300 workshops on a national, state, and local level to an estimated 4000 people. Most are in the Kansas City area, including the following clients:
</td>
<td width="40%" align="right" valign="top"><br>
<img src="http://whitgunn.freeservers.com/toolbox/workshops/workshops_triangle.jpg" border="0" width="300" alt="">
</td></tr></table>
<table><tr><td>
<font size="2"><br><ul>
<li><a href="https://www.acacamps.org/">American Camp Association</a>
<li>Belton School District - <a href="https://www.beltonschools.org/domain/107">Kids Central</a> (Belton, MO)
<li>Blue Springs School District - <a href="https://www.bssd.net/domain/63">Prime Time</a> (Blue Springs, MO)
<li><a href="https://bgc-gkc.org/">Boys and Girls Club of Greater Kansas City</a>
<li>Center School District - <a href="http://kclinc.org/center/">Local Investment Commission</a> (Kansas City, MO)
<li>Child Care Association of Johnson County (Overland Park, KS)
<li>Children's Choice
<li>Children's World
<li>Diversity Language School - Foreign Language Child Care Center (Lee's Summit, MO)
<li><a href="https://www.thefamilyconservancy.org/">The Family Conservancy</a>, formerly Heart of America Family Services (Kansas City, KS)
<li>Fort Osage School District - <a href="https://www.fortosage.net/Page/101">Fort Discovery School-Age program</a> (Fort Osage, MO)
<li>Fort Osage School District - <a href="http://kclinc.org/fortosage/">Local Investment Commission</a> (Fort Osage, MO)
<li>Penn Valley Community College - <a href="https://mcckc.edu/francis/">Francis Institute of Child & Youth Development</a> (Kansas City, MO)
<li>Grandma's House Child Care Center
<li>Grandview School District - <a href="http://kclinc.org/grandview/">Local Investment Commission</a> (Grandview, MO)
<li>Grow in Peace Child Care Center (Kansas City, MO)
<li>Happy Day Preschool (Kansas City, MO)
<li>Hickman Mills District - <a href="http://kclinc.org/hickmanmills/">Local Investment Commission</a> (Kansas City, MO)
<li>Hillview Child Care Center (Kansas City, KS)
<li>Independence School District - <a href="http://sites.isdschools.org/before_and_after_school/index">Before and After School Services</a> (Independence, MO)
<li><a href="https://www.jcprd.com/101/Childrens-Services">Johnson County Parks & Recreation Children Services</a>
<li>Kansas Association for the Education of Young Children
<li>Kansas City School District - <a href="http://kclinc.org/kcps/">Local Investment Commission</a> (Kansas City, MO)
<li>Kansas School Age Care Alliance
<li>KC Kids Child Care Center
<li>Kids Unlimited (Liberty, MO)
<li>Ladybug Early Learning Center (Kansas City, MO)
<li>LaPetite Academy
<li>Lee's Summit School District - <a href="http://bass.lsr7.org/">Before and After School Services</a> (Lee's Summit, MO)
<li>Liberty School District - <a href="https://www.lps53.org/kidszone">Liberty Kid's Zone</a> (Liberty, MO)
<li>Little Angels Christian Day Care (Independence, MO)
<li><a href="http://kclinc.org">Local Investment Commission of Greater Kansas City</a>
<li><a href="http://www.moaccreditation.org/">Missouri Accreditation</a>
<li><a href="https://mosac2.org/">Missouri School Age Community Coalition</a>
<li>North Kansas City Hospital (North Kansas City, MO)
<li>North Kansas City School District - <a href="https://www.nkcschools.org/page.cfm?p=2592">Adventure Club</a> (North Kansas City, MO)
<li>Northwest Missouri State University (Maryville, MO)
<li>Parents as Teachers (St. Joseph, MO)
<li>Park Hill School District - <a href="https://www.parkhill.k12.mo.us/parent_resources/school-age_child_care">School-Age Child Care</a> (Park Hill, MO)
<li>Raytown School District - <a href="https://www.raytownschools.org/domain/295">Great Expectations Before and After School Care</a> (Raytown, MO)
<li>Raymore-Peculiar School District - <a href="https://www.raypec.k12.mo.us/668/Panther-Pride-Child-Care">Panther Pride School Age Child Care</a> (Peculiar, MO)
<li>Research Medical Hospital
<li>Rockwood School District - <a href="http://www.prcommunityed.org/adventureclub/rockwood/Pages/default.aspx">Adventure Club</a> (St. Louis, MO)
<li>St. Joseph Catholic Diocese (St. Joseph, MO)
<li>St. Joseph School District (St. Joseph, MO)
<li>St. Luke's Hospital (Kansas City, MO)
<li>Tots and Tales Montessori (Kansas City, KS)
<li>Village Preschool (Prairie Village, KS)
<li>Whiteman Air Force Base (Johnson County, Missouri)
<li>Workshop on Wheels (Warrensburg, MO)
<li>Wyandotte Interfaith Sponsoring Council (Kansas City, KS)
<li>YMCA of Greater Kansas City - <a href="https://kansascityymca.org/programs/before-and-after-school-y-club">Before and After School Y Club</a>
<li>YMCA - Maple Woods
<li>YMCA of St. Joseph (St. Joseph, MO)
</ul>
<hr color="blue">
<p><b>Here's what participants have said about Toolbox Training workshops:</b>
<p>"Most trainings we've had just discussed the problems - you gave us solutions." - <I>Liberty School District - Liberty Kid Zone</I>
<p>"This is one of the best inservices I've ever been through and I actually learned from it - to apply the info to the children!! Thank you." -<I>Blue Springs School District - Prime Time</I>
<p>"Fun! Fun! Fun! Energetic presenter. Workbook was nice - good that we could take it with us. Great job!!" - <I>North Kansas City School District - School Age Child Care</I>
<p>"I liked how we could do the talking and threw out ideas and then write them in our work notebooks so we could take our training home." - <I>St. Joseph YMCA (St. Joseph, MO)</I>
<p>"Flexible, very informative. Articulate and not boring. Ideas presented fresh & enthusiastic." - <I>St. Joseph Catholic Diocese</I>
<p><center><img src="http://whitgunn.freeservers.com/toolbox/workshops/table.jpg" border="0" width=200><p><i>Participants in a Toolbox Training workshop can count<br>on instructive materials as well as fun toys!</i></center>
<p>"Wasn't just lecturing…hands-on examples for better understanding & it was fun as well as informational." - <I>Fort Osage School District</I>
<p>"Not always sitting. Seem to keep the time moving instead of sitting all the time." - <I>Rockwood School District - Adventure Club (St. Louis, MO area)</I>
<p>"Participation from everyone. Gave chances to give ideas." - <I>Child Care Association of Johnson County</I>
<p>Liked "the resources and the hands-on organization of the workshops." - <I>Francis Child Development Institute, Penn Valley Community College</I>
<p>"It was interesting - there were activities to keep us involved and to keep us thinking." - <I>Wyandotte Interfaith Sponsoring Council</I>
<p>"Excellent training. All around very well presented and organized." - <I>YMCA of Greater Kansas City</I>
</font><hr color=blue></td></tr></table>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-91753103163502098522020-06-12T21:44:00.000-05:002020-06-12T21:44:24.972-05:00DISC Assessment<table><TR><TD>
<center><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXzq8pSMDKUXzNNsD4KXfb83c6F22yo-o549ymFbTvUkyuvNlBrt88tovt7oHmqidSAD2yMtWOzIyYbjl6mFNqYCCHRlAb_6UWHO35WGLeGRO3x-y4lR0Pwbs2KMiU9mPJwbcuRZZOyiuQ/s1600/disc.JPG" imageanchor="1" ><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXzq8pSMDKUXzNNsD4KXfb83c6F22yo-o549ymFbTvUkyuvNlBrt88tovt7oHmqidSAD2yMtWOzIyYbjl6mFNqYCCHRlAb_6UWHO35WGLeGRO3x-y4lR0Pwbs2KMiU9mPJwbcuRZZOyiuQ/s320/disc.JPG" width="520" data-original-width="689" data-original-height="236" /></a></center>
<p><b>
What Is DISC?
</b><p>Adapted from Strengthscape.com: DISC is a research-validated, behavior assessment tool which can be used to enhance the effectiveness of communication between individuals. It identifies four primary behavioral and communication styles: D (dominant), I (inspiring), S (supportive), and C (cautious). There is no ideal style and everyone possesses a blend of all four, although they will display one or two predominant behaviors. The four letters and their interpretation:
</TD></TR></table>
<table width=540><TR><TD><hr><center><b><font color=green>
Dominant (D):
</font></b></center><hr><p></TD></TR></table>
<table spacing=10><TR><TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-J_MmXImATvyUkSiQ9rxaY4LtSAzoUakQ5FsiO1JcRw2okyx4fUPDHLZZ8gNXPh-y9M-Y3sudl1KHuI-ergso_t2L6tncbAQm4BuuwUnFToH6Hme-pIpdmjZrduM__UvAGR5-9U7QHfUR/s320/dominant.JPG" width="100"></TD>
<TD>People with the D style place an emphasis on shaping the environment by overcoming opposition to accomplish results. Their traits and values include: </TD></TR></table>
<p><table border=1 width=520><TR width=50%><th><i>Strengths</i></th><th><i>Challenges<i></th></TR>
<!—strengths-->
<TD valign=top><ul>
<li>results-oriented
<li>goals
<li>vision
<li>driven
<li>determined
<li>value action
<li>like new opportunities
<li>fast-paced
<li>thrive on winning and competition
<li>motivated by success and victory
<li>see the big picture
<li>see the bottom line
<li>accept challenges
<li>get straight to the point
<li>like audiences
<li>independence and personal freedom
<li>competency
<li>focus on bottom line
<li>self-confident
</ul></TD>
<!—challenges-->
<TD valign=top><ul>
<li>blunt
<li>direct, insensitive
<li>demanding and forceful
<li>strong-willed
<li>impatient
<li>may lack concern for others
<li>skeptical
<li>fear vulnerability or being taken advantage of
<li>difficulty getting into details and deliberation
</ul></TD>
</table>
<table><TR><TD><p>When communicating with D-style individuals:<ul>
<li>give them the bottom line
<li>be brief
<li>focus your discussion narrowly
<li>avoid making generalizations
<li>refrain from repeating yourself
<li>focus on solutions rather than problems
</ul>
</TD></TR></table>
<table width=540><TR><TD><hr><center><b><font color=red>
Inspiring (I)
</font></b></center><hr><p></TD></TR></table>
<table spacing=10><TR><TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuBuidUksaV_bqA5dcLMFfxLttlereCe_tpSxuQ2kkHmdbCQXtHfz54B2k7XlsAg7pqr7w7Xbby9NJ1M7gsHYxqHbfJFo8CX4docqsmrcBXFugAi0dUBImjxqkB6XAmv_LAf4_ZB0IjHWD/s1600/inspiring.JPG" width="100"></TD>
<TD> People with the I style place an emphasis on shaping the environment by influencing or persuading others. Their traits and values include: </TD></TR></table>
<p><table border=1 width=520><TR width=50%><th><i>Strengths</i></th><th><i>Challenges<i></th></TR>
<!—strengths-->
<TD valign=top><ul>
<li>persuasive
<li>influential
<li>social
<li>value interpersonal relationships and friendships
<li>open
<li>enthusiastic
<li>convincing
<li>take action
<li>magnetic charm, warmth
<li>trusting
<li>positivity, optimism
<li>collaboration, democratic relationships
<li>value recognition
<li>value popularity, prestige, and authority
<li>focus on factual data and details
<li>value coaching and counseling
<li>values freedom of expression
</ul></TD>
<!—challenges-->
<TD valign=top><ul>
<li>dislike social absence
<li>disorganized
<li>impulsive
<li>lack follow-through
<li>may not want to research all the facts
<li>difficultly speaking directly and candidly
<li>hard to stay focused for long periods
<li>may fear loss of influence
<li>dislikes being ignored
<li>fear disapproval
</ul></TD>
</table>
<table><TR><TD><p>When communicating with i-style individuals:<ul>
<li>share your experiences
<li>allow them time to ask questions and talk themselves
<li>Focus on the positives
<li>avoid overloading them with details
<li>don't interrupt them.
</ul>
</TD></TR></table>
<table width=540><TR><TD><hr><center><b><font color=blue>
Supportive (S):
</font></b></center><hr><p></TD></TR></table>
<table spacing=10><TR><TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEif8Q8m9laVUdDhk7_7a5Fuzol1rCAdIu0Gg_WWh0CeETCKjoIuVG7JkW09SmvJ6YYRjfVYXGWzGaFS2jjw_Sp6x9_DU8Vw7kcz5rzAs2Z8ThAiFdckTdtrcszJx7rnkt1vS_7cxbJ-84s6/s320/supportive.JPG" width="100"></TD>
<TD>Their traits and values include: </TD></TR></table>
<p><table border=1 width=520><TR width=50%><th><i>Strengths</i></th><th><i>Challenges<i></th></TR>
<!—strengths-->
<TD valign=top><ul>
<li>collaboration
<li>cooperation
<li>supportive
<li>helpful
<li>sincere
<li>dependable
<li>stable
<li>motivated by a congenial work environment
<li>calm, patient
<li>predictable, consistent
<li>loyal
<li>deliberate
<li>stable
<li>value personal accomplishments
<li>value group acceptance
<li>want power through formal roles and positions of authority
<li>want to maintain status quo and controlled environment
</ul></TD>
<!—challenges-->
<TD valign=top><ul>
<li>fearful of change, resist change
<li>fear loss of stability
<li>fear offending others
<li>doesn’t like to be rushed
<li>may be indecisive
<li>overly accommodating
<li>overly polite and considerate
<li>hesitate to state opinions for fear of offending others
<li>doesn’t like unclear expectations
<li>doesn’t like multi-tasking
<li>not comfortable with self-promotion
<li>doesn’t like confrontation
</ul></TD>
</table>
<table><TR><TD><p>When communicating with the S style individuals:<ul>
<li>be personal and amiable
<li>express your interest in them and what you expect from them
<li>take time to provide clarification
<li>be polite
<li>avoid being confrontational, overly aggressive or rude
</ul>
</TD></TR></table>
<table width=540><TR><TD><hr><center><b><font color=gold>
Cautious (C):
</font></b></center><hr><p></TD></TR></table>
<table spacing=10><TR><TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTHiSsoEAhW9XJ4UbzE_lH7h5cC5gChp8qx7zr2ndrRWKRrJYqx4ls4XWUKUg78j5e3JM5hduo-ZIGpLFrpxxA_niRL__p5J9v35uszSCZsjEARn0JIyUlh9c8kDr6NS9_qOrIK9qg0rmi/s1600/cautious.JPG" width="100"></TD>
<TD>Their traits and values include: </TD></TR></table>
<p><table border=1 width=520><TR width=50%><th><i>Strengths</i></th><th><i>Challenges<i></th></TR>
<!—strengths-->
<TD valign=top><ul>
<li>independent
<li>precise
<li>quality-minded
<li>accurate, correct
<li>conscientious towards work
<li>value knowledge and growth
<li>diplomatic and judicious
<li>value objective reasoning and objective processes
<li>want details
<li>values competency and expertise
<li>stable
<li>reliable
<li>careful, cautious, discreet
<li>systematic
</ul></TD>
<!—challenges-->
<TD valign=top><ul>
<li>can be overly critical
<li>can overanalyze
<li>may isolate themselves
<li>fear criticism
<li>fear being wrong
<li>delegating
<li>compromising
<li>joining in social events and celebrations
<li>difficult to make quick decisions
</ul></TD>
</table>
<table><TR><TD><p>When communicating with a C-style individual:<ul>
<li>focus on facts and details
<li>minimize "pep talk" or emotional language
<li>be patient, persistent, and diplomatic
</ul>
<hr width=540><center><b>
Resources:
</b></center><hr><ul>
<li><a href="https://www.123test.com/disc-personality-test/">123test.com</a> (free online test)
<li><a href="https://512solutions.com/resources/corporate-training-materials-and-tools/looking-for-disc-profiles-call-us-buy-online/">512solutions.com</a>
<li><a href="https://www.discprofile.com/what-is-disc/overview/">DiscProfile.com</a>
<li><a href="https://www.onlinepersonalitytests.org/disc/">OnlinePersonalityTests.org</a> (free online test)
<li><a href="https://blog.peoplekeys.com/5-ways-disc-can-improve-your-relationship-with-children">Peoplekeys.com</a>
<li><a href="https://strengthscape.com/disc-behavioral-styles-and-communication/">Strengthscape.com</a>
<li><a href="https://en.wikipedia.org/wiki/DISC_assessment">Wikipedia.org</a>
</ul>
<hr></TD></TR></table>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com1tag:blogger.com,1999:blog-4710601191296918558.post-36161051775437377532020-06-12T12:41:00.000-05:002020-06-18T12:52:46.328-05:005 Ways DISC Can Improve Your Relationship with Children<i>Adapted from PeopleKeys.com</i>. Read the original article <a href="https://blog.peoplekeys.com/5-ways-disc-can-improve-your-relationship-with-children">here</a>. <p>
<center><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXzq8pSMDKUXzNNsD4KXfb83c6F22yo-o549ymFbTvUkyuvNlBrt88tovt7oHmqidSAD2yMtWOzIyYbjl6mFNqYCCHRlAb_6UWHO35WGLeGRO3x-y4lR0Pwbs2KMiU9mPJwbcuRZZOyiuQ/s320/disc.JPG" width=400></center><p>
If you aren't familiar with DISC, check out the <a href="https://toolboxtraining.blogspot.com/2020/06/disc-assessment.html">DISC Assessment</a> on this website for more information. <p>
1) <b>Appreciate children for who they are, not for who you want them to be.</b> You have an advantage if you are the same personality type as a child because it makes it easier to build a relationship. When you share a common personality type, it’s easier to understand where that child is coming from, how they think, and how they feel. Conflict is still possible, of course, especially if you and the child both share dominant D personality styles. But, as a whole, understanding comes easier when you share common traits.
<p>
When you don’t share a personality style with kids, it takes a little more work to see eye-to-eye. When you have a working knowledge of DISC theory, you understand that if you have an I personality, you might be frustrated with a child who is shy or soft spoken. Or, if you have a C personality, the lack of organizational skills in a child might drive you crazy. Remember that you can’t change the nature of children’s personalities. Work with their styles, rather than against them. Appreciate the fact that differences in personality require different approaches, and be willing to adapt as necessary.
<p>
2) <b>Remove emotional roadblocks that make it difficult for you to talk to children.</b> There are bound to be times when certain kids drive you crazy. That’s ok—They probably feel the same way about you. DISC promotes interpersonal empathy that can diffuse anger, resentment, and petty annoyances. When you understand that differences are based on innate personality traits, it’s much more difficult to feel anger towards the other person. Realizing that someone’s behavior comes from an instinctual place can help prevent negative emotional reactions to them. Better still, when you are familiar with the ways that different personality styles best communicate with one another, you’ll be able to make your conversations more productive, open, and effective. To avoid potential difficulties, when talking with children, remember:
<p><ul>
<li>D likes to be in charge
<li>I needs to be liked
<li>S needs stability
<li>C hates confrontation
</ul><p>
Whether those traits apply to you or the child, you can find a way to recognize where your emotional reactions are coming from, and move past them in a positive and loving manner.
<p>
3) <b>Be appreciative of children’s strengths.</b> There are going to be things that frustrate you. But don’t let them get in the way of also seeing what’s amazing about kids of different personality types. Every personality type has amazing and admirable traits. Tell children that you see those traits, not just the things that frustrate you.
<p>
4) <b>Give the right kind of advice.</b> Here are a few examples of advice that, unless delivered with great patience and explanation, will fall on deaf ears:
<ul>
<li>Telling a child with a D personality to stop being so bossy.
<li>Telling a child with an I personality to stop talking so much.
<li>Telling a child with an S personality to stop being so stuck in their routine.
<li>Telling a child with a C personality to stop worrying.
</ul>
<p>
Make sure that any advice you give children is compatible their personality style. Finding the right way to frame the right kind of advice can be crucial, too. For example, S and C personalities require a more gentle (and less confrontational) approach than D and I personalities can tolerate.
<p>
5) <b>Find activities you can enjoy together.</b> Shared activities are a must. A few suggestions include: A D-style child might enjoy playing a competitive game. I-style children would like to spend time doing something fun and social. S-style children might like established routines and plans. Plan an outing to the museum for your C-style child.
<p>
<b>Final Thoughts:</b> In the end, the most important thing to remember is that all personality types have value. There isn’t one that’s “better” than the other.
<hr><b>
Resources:
</b><ul>
<li>Toolbox Training (2020). "<a href="https://toolboxtraining.blogspot.com/2020/06/disc-assessment.html">DISC Assessment</a>"
<li><a href="https://www.123test.com/disc-personality-test/">123test.com</a> (free online test)
<li><a href="https://512solutions.com/resources/corporate-training-materials-and-tools/looking-for-disc-profiles-call-us-buy-online/">512solutions.com</a>
<li><a href="https://www.discprofile.com/what-is-disc/overview/">DiscProfile.com</a>
<li><a href="https://www.onlinepersonalitytests.org/disc/">OnlinePersonalityTests.org</a> (free online test)
<li><a href="https://blog.peoplekeys.com/5-ways-disc-can-improve-your-relationship-with-children">Peoplekeys.com</a>
<li><a href="https://strengthscape.com/disc-behavioral-styles-and-communication/">Strengthscape.com</a>
<li><a href="https://en.wikipedia.org/wiki/DISC_assessment">Wikipedia.org</a>
</ul>
<hr>
</TD></TR></table>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-50324215417966811692020-01-30T23:36:00.000-06:002020-01-30T23:36:26.170-06:00Workshop: Leading Successful Activities<center><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWMGuzJwpi2SsMMwySUAg5UXkthVd7olbySE3vLPfa-XAq-favsMoGKM5ReQ7cVHomJDmbr5M1i4_Dl5G5WUgNTyK2Ht6AcP2GiQnOFJ3aoWdCIMDcrer1CSklGCcFmYVNRvk3N7HNDQBy/s320/heading.JPG" border=0 width=400></center><p>
<p>As a result of this workshop, participants will be able to:<ul>
<li>Apply FIRST AID to broken activities to give them new life
<li>INVENTORY ACTIVITIES to decide what needs to be increased or decreased
<li>DEVELOP A PLAN to improve the overall health of your programs' activities
</ul><p><hr color=blue>Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:<p>
<center><iframe width="500" height="350" src="https://www.youtube.com/embed/RQLuJFGW6s0" frameborder="0" allowfullscreen></iframe></center><p>
<hr color=blue>
To have this delivered as an <b>on-site workshop</b> <a href="http://www.toolboxtraining.blogspot.com/p/contact.html">contact Toolbox Training</a>.
<p>Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of titles.
<hr color=blue>Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-61695730751852158142020-01-09T12:19:00.000-06:002020-01-30T23:26:53.508-06:00Workshop: Leading Successful Games<center><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgidXoFjEACG56rgmAb9mwPWPLHHzicKCMxOvHy6tOfrRoTD4w4nm1uqLVAQIy_SpP6o46NvLP4yYdZg9RX313vzRzesVshDnb2Q0IfxYG6DF4_0tAKwqRFcbO9QVsKmqBgghdajw084UUT/s320/heading.JPG" border=0 width=400></center><p>
<p>As a result of this workshop, participants will be able to:<ul>
<li>Learn the 7 G.A.M.E. T.I.P.s for successful games
<li>Understand how to lead successful games in three stages
<li>Put together a game plan for how to lead the next game in their own programs
</ul><p><hr color=blue>Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:<p>
<center><iframe width="500" height="350" src="https://www.youtube.com/embed/4XxeLpufoz8" frameborder="0" allowfullscreen></iframe></center><p>
<hr color=blue>
To have this delivered as an <b>on-site workshop</b> <a href="http://www.toolboxtraining.blogspot.com/p/contact.html">contact Toolbox Training</a>.
<p>Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of titles.
<hr color=blue>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-30778666953613836462019-04-05T10:02:00.000-05:002019-04-05T10:02:04.299-05:00Workshop: Connect with Families: The K.I.D.S. Method<center><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4Lwj07opW25YrennEnOJNjyAUr_LHHcxU9iNUZHvWompzEVLV8-AKhQmrcT_8V_GR3zJmfg-t65FgVQM8c6RKh4Ra8gAHizc6VNkONy3PApgRw3huvgxobryz6QNaL24HKqprK6LD_eQ7/s320/title.JPG" border=0 width=400></center><p>
<p>As a result of this workshop, participants will be able to:<ul>
<li>KNOW families and the value of doing so
<li>INFORM families effectively about the program and their children
<li>DISCUSS challenges with families using the building blocks of interaction, the C.O.P.E. method, and ways to create a P.A.C.T. for dealing with kids’ choices
<li>SUPPORT families by developing a family corner to offer resources for families
</ul><p><hr color=blue>Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:<p>
<center><iframe width="500" height="350" src="https://www.youtube.com/embed/eI1uoXiaXRw" frameborder="0" allowfullscreen></iframe></center><p>
<hr color=blue>
To have this delivered as an <b>on-site workshop</b> <a href="http://www.toolboxtraining.blogspot.com/p/contact.html">contact Toolbox Training</a>.
<p>Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of titles.
<hr color=blue>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-42314921974977834212019-03-20T23:10:00.000-05:002019-03-20T23:10:03.970-05:00Workshop: Child-Driven Lesson Planning<center><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiSaGd2GvQmp-LCJfUr24JV9wnA1leZ4wIsxq7bkbG6S_cJNPVEmWBtSUo_vE1RwT5-4hPSau8eN2pwDV2uZ3Gmj-8Omo11T1UxtepcOx-4fdIlujaiv7QEymjZP6Gtggsr0QYU_aFSdcs/s1600/child-driven+lesson+planning.JPG" border=0 width=400></center><p>
<p>As a result of this workshop, participants will be able to:<ul>
<li>Define “child-driven lesson planning” and its benefits
<li>Use a C.O.M.P.A.S.S. in the A.C.T. of choosing a format
<li>Develop a lesson plan using brainstorming tips and TLC
</ul><p><hr color=blue>Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:<p>
<center><iframe width="500" height="350" src="https://www.youtube.com/embed/BTkFVSKbrwY" frameborder="0" allowfullscreen></iframe></center><p>
<hr color=blue>
To have this delivered as an <b>on-site workshop</b> <a href="http://www.toolboxtraining.blogspot.com/p/contact.html">contact Toolbox Training</a>.
<p>Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of titles.
<hr color=blue>Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-63412022410596661672019-01-30T20:29:00.000-06:002019-01-30T20:44:01.525-06:00Workshop: Assessing Program Needs<center><img src="http://whitgunn.freeservers.com/toolbox/workshops/images/assessing_program_needs.jpg" border=0 width=500></center><p>
<p>This workshop allows participants to:<ul>
<li>Recognize qualities of good afterschool programs
<li>Assess their own programs
<li>Develop a plan to address a need in their programs
</ul>
<p><hr color=blue>Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:<p>
<center><iframe width="500" height="350" src="https://www.youtube.com/embed/ch-rH-4JA-g" frameborder="0" allowfullscreen></iframe></center><p>
<hr color=blue>
To have this delivered as an <b>on-site workshop</b> <a href="http://www.toolboxtraining.blogspot.com/p/contact.html">contact Toolbox Training</a>.
<p>Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of titles.
<hr color=blue>Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-14721577545734029262019-01-29T21:23:00.000-06:002019-01-29T21:23:46.587-06:00Workshop: Talking with Kids<center><img src="http://whitgunn.freeservers.com/toolbox/workshops/images/talking_with_kids.jpg" border=0 width=500></center><p>
<p>This workshop focuses on how adults can improve communication with children and youth by:<ul>
<li>Understanding how body language encourages communication
<li>Learning how to use active listening effectively
<li>Recognizing the difference between open-ended and closed questions
</ul>
<p><hr color=blue>Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:<p>
<center><iframe width="500" height="350" src="https://www.youtube.com/embed/l6KpuStwGys" frameborder="0" allowfullscreen></iframe></center><p>
<hr color=blue>
To have this delivered as an <b>on-site workshop</b> <a href="http://www.toolboxtraining.blogspot.com/p/contact.html">contact Toolbox Training</a>.
<p>Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of titles.
<hr color=blue>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com1tag:blogger.com,1999:blog-4710601191296918558.post-92069610800816434312018-11-09T07:14:00.000-06:002018-11-09T07:14:50.661-06:00Workshop: Leading Successful STEM Activities<center><img src="http://whitgunn.freeservers.com/toolbox/workshops/images/leading_successful_STEM_activities.jpg" border=0 width=500></center><p>
<p>This workshop focuses on how to:<ul>
<li>Understand what STEM means
<li>Experiment with different STEM activities
<li>Facilitate successful STEM activities
</ul>
<p><hr color=blue>Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:<p>
<center><iframe width="500" height="350" src="https://www.youtube.com/embed/SiEmvrQOpE4" frameborder="0" allowfullscreen></iframe></center><p>
<hr color=blue>
To have this delivered as an <b>on-site workshop</b> <a href="http://www.toolboxtraining.blogspot.com/p/contact.html">contact Toolbox Training</a>.
<p>Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of titles.
<hr color=blue><p>Consider the Toolbox Training book <i>100 Science Activities for Kids</i> as a complement to this training. Click on the book cover for details.<p><center><a href="http://toolboxtraining.blogspot.com/2012/09/book-100-science-activities-for-kids.html"><img src="https://images-na.ssl-images-amazon.com/images/I/51d6CukSWgL._UY250_.jpg" width="100"></a>.</center>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-6924706574602671322018-08-14T11:46:00.000-05:002020-06-21T02:34:27.384-05:00Workshop: Behavior Management - Setting and Implementing Guidelines<center><img src="http://whitgunn.freeservers.com/toolbox/workshops/images/guidelines.jpg" border=0 width=400></center><p>
<p>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 <a href="https://toolboxtraining.blogspot.com/2017/02/behavior-management.html">here</a>.
<p>
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:<ul>
<li>Learn how to set appropriate guidelines
<li>Understand <a href="https://toolboxtraining.blogspot.com/2020/06/the-behavior-funnel.html">the behavior response funnel</a> to know how to respond to problems
<li>Practice a <a href="https://toolboxtraining.blogspot.com/2020/06/the-6-step-approach-to-conflict.html">6-step approach to conflict resolution</a>
</ul>
<p><hr color=blue>Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:<p>
<center><iframe width="500" height="350" src="https://www.youtube.com/embed/plZ1M5nLxXc" frameborder="0" allowfullscreen></iframe></center><p>
<hr color=blue>
To have this delivered as an <b>on-site workshop</b> <a href="http://www.toolboxtraining.blogspot.com/p/contact.html">contact Toolbox Training</a>.
<p>Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of titles.
<hr color=blue>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-89501212427231188182018-08-14T02:32:00.000-05:002020-06-21T02:34:53.988-05:00The 6-Step Approach to Conflict Resolution The 6-Step Approach to Conflict Resolution
<table><TR><TD><center><iframe width="540" height="315" src="https://www.youtube.com/embed/HbtJHtg9SFs" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe></center>
<p>
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.
<p>
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.
<p>
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.
</TD></tr></table>
<table><TR><TD><p><ol>
<li><b>Approach calmly.</b> If the adult yells at the child or is overly frustrated, the situation will only become worse. <p>
<li><b>Acknowledge feelings.</b> Allow youth to have their emotions. Let them know it is okay to be angry or frustrated. <p>
<li><b>Gather information.</b> Instead of assuming you know what the problem is, let the youth explain it to you in their own words. <p>
<li><b>Restate the problem.</b> After the youth has explained the problem, repeat back to them what you understand to have happened from what they’ve told you. <p>
<li><b>Ask for solutions.</b> Get the youth’s ideas on what should be done to resolve the problem. <p>
<li><b>Follow-up with support.</b> 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. <p>
</ol>
</TD>
<TD align=right>
<img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHYC40JVOUeXsSjBKi_jhU7vcqW-xREvYLv1BQalGhvcWoJ9cCBikLJAJTcrF_MZDQ9bMPcqNzZFiRmhtrr-wTT4EZmkMJJVGg3OjlUPc0eHfNVdt8eIyfnjBUeeErnX88A-2utIa3zCRl/s1600/123456.jpg" width=150>
</TD></tr></table>
<table><TR><TD><hr>Adapted from the <i>Reframing Conflict</i> (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.
<p>
<center><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQLx0PiH5UB9MVnKDpGgWW4ptHQoYuPfu35VvGDO5pufHoF0rSG_9GPhYBpnpbs-lMTudWNd2x2QoLIG1nSHUJaFrEbs9PGIFGPh8RUTBa6cOX9sVKzJIYIB6j889cKV6FfQdsbBQy-Ose/s1600/Reframing_Conflict_Guidebook_large.jpg" width=150></center><hr>
</TD></tr></table>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-35872785547587600132018-08-14T01:10:00.000-05:002020-06-21T01:20:08.744-05:00The Behavior Funnel<center><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqY-oTAZ1f0_xKzMg4SQMI1Pqmu7iFvko2Q53nSX89tCtkF8QgZoWAyUEior3lMVGK1F2j01dMQyk7PV566vxGWOI3w5VgB7T_RnazVtGzEBlbzj36gZnfgsb9u0LC08_i8WS6jsepbIg8/s1600/behavior+funnel+-+four+stages.JPG" width=500></center><p>
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.
<p><hr><center><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsu-I2BJR8x2TL3Ye3VftTTnmZjm164hqljqxIuWtB7VzTlRHWCWep38YdtYSZENsuG_JMolpHfX_wa37JXG_3Yfc47lgIzD8ZAUHfGi_SrRRYhPmBeJXDC4iAYh0Z_Sa5m-njJLrPcmh3/s320/behavior+funnel+-+ignore.JPG" width=450></center><p>
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?
<p><hr><center><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUGClOZZ3m-Xp1Q0BPUrA585AMOJmm0Rv2vnmZBNp9PviwkaVlpNUMcAamM84IY0YA3csO2sgoxfGWP3KXDXvU3iLLM8LGChnyqDAOsVJq1KpDgiQAATyvh0oyd9BJDrodAj2nlg4TnUPd/s320/behavior+funnel+-+cue.JPG" width=350></center><p>
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.
<p><hr><center><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsBTMQnR58oIyrjMZppMWZU4ms0_4E5cGuSFAGJyl4vHfRXCOIq_0e30RWQVnJg4pomona2CtRj-kP2H4nXbiNCsmEKZ2IOzIFHN3N0HlDjI016VcKeY2V9ULOywZ4Nc8BZz-AkyCBMgrn/s320/behavior+funnel+-+self-regulation.JPG" width=250></center><p>
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?
<p><hr><center><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHxHsRqeLD-FzrECZEdKJeaVocNT0EuHnzxZDPOXvIQxjtjCxHBQ6tsNiSaRlxfVZbEqAHplakNUKpRJWeYkuypwn38GWgrO3qNBR2lBlxXFRfNe6AJhS5IqK6Domy9LD07dbW8JRlQvaw/s320/behavior+funnel+-+private+discussion.JPG" width=300></center><p>
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.
<hr>
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.
<hr>
<p>This content is adapted from the Toolbox Training workshop <i>Behavior Management: Setting and Implementing Guidelines</i>. You can read more about it <a href="https://toolboxtraining.blogspot.com/2018/08/workshop-behavior-management-setting.html">here</a>.
<p>
<center><img src="http://whitgunn.freeservers.com/toolbox/workshops/images/guidelines.jpg" border=0 width=400></center><p>
<hr>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-91127595245117287942018-07-25T14:38:00.000-05:002020-06-13T01:40:48.291-05:00Workshop: Multiple Intelligences: Applications in Your Program<center><img src="http://whitgunn.freeservers.com/toolbox/workshops/images/multiple_intelligences.jpg" border=0 width=400></center><p>
<p>As a result of this workshop, participants will:<ul>
<li><a href="https://toolboxtraining.blogspot.com/2018/07/mulitple-intelligences.html">Understand the concept of multiple intelligences and eight kinds of intelligences</a>
<li>Identify their strongest intelligences
<li>Generate activity ideas for providing materials and activities in your program which meet all children’s intelligences.
</ul><p><hr color=blue>Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:<p>
<center><iframe width="500" height="350" src="https://www.youtube.com/embed/4ov4HrKFNqE" frameborder="0" allowfullscreen></iframe></center><p>
<hr color=blue>
To have this delivered as an <b>on-site workshop</b> <a href="http://www.toolboxtraining.blogspot.com/p/contact.html">contact Toolbox Training</a>.
<p>Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of titles.
<hr color=blue>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-5575599486880622392018-07-25T01:33:00.000-05:002020-06-22T03:20:15.963-05:00Mulitple Intelligences<table><TR><TD><p>
This content has been adapted from the Toolbox Training workshop <i><a href="https://toolboxtraining.blogspot.com/2002/02/workshop-meet-all-childrens.html">Multiple Intelligences: Applications in Your Program</a></i>. Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of topics available from Toolbox Training.
<p><center><img src="http://whitgunn.freeservers.com/toolbox/workshops/images/multiple_intelligences.jpg" border=0 width=400></center><p>
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:
</TD></TR></table>
<table><TR><TD><hr width=540><center><b><font color=gold>Linguistic Intelligence</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgi74yxtnaYtEN6UC67M52vDbWVE62n36le8h9__OyUOx0RtpDiBT1-cl2zTqaOsBQhadomaxBTEYiID6vwFXJLNmNt_mwewR2_hg7ZOZUZoGia4NnbWC4ywaSWCrz76WTtRvV_FXOh6Z_R/s320/linguistic.jpg" width="100"></a></TD>
<TD> the ability to absorb information and communicate through reading, writing, speaking, and listening. Someone with this intelligence, like Liza, could be called WORD SMART.
<p><a href="https://toolboxtraining.blogspot.com/2018/07/linguistic-intelligence.html">Click here</a> to read more about this intelligence. </TD><TR></table>
<table><TR><TD><hr width=540><center><b><font color=#196f3d>Mathematical/Logical Intelligence</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCHJ08lR7aXipbYko04WmmQ4imn8bOGIw9O9Y4uWeRIU0ymBIfs7QUVVoQ0ekSh7eCfp6W0QOYRpTlivewsGXsZkKPBpCSOUugGDdXrDJyIDt1KvfowQtH5Yh9FbKQssr1E4NkwTM8WweB/s320/mathematical.jpg" width="100"></a></TD>
<TD> the ability to use numbers and reasoning effectively. Someone with this intelligence, like Max, could be called LOGIC or NUMBER SMART.
<p><a href="https://toolboxtraining.blogspot.com/2018/07/mathematicallogical-intelligence.html">Click here</a> to read more about this intelligence. </TD><TR></table>
<table><TR><TD><hr width=540><center><b><font color=#85c1e9>Spatial/Visual Intelligence</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi10tn0ym3TmY7-iGG5UkzJCney_GyrunOOdYRrGDgChbyORzYQCOBm7cVDTXPAAHEkMqtuUAYaomVOeU2HdMZFzUt5OERETnd8EsTkPiIEwQdu6usCOZlIay1A-z8tGG0vMuwUZNfRqzQB/s320/spatial.jpg" width="100"></a></TD>
<TD> the ability to visualize and create representations of what one sees. Someone with this intelligence, like Stephon, could be called PICTURE or ART SMART.
<p><a href="https://toolboxtraining.blogspot.com/2018/07/spatialvisual-intelligence.html">Click here</a> to read more about this intelligence. </TD><TR></table>
<table><TR><TD><hr width=540><center><b><font color=red>Body/Kinesthetic Intelligence</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKmsoq4Biz-zPm1r6gazn3wYVXbgxvooyY1e3r-F6DBuptmeDj-YwEvUww-ip0lJ9IMje4hojv8aYi1zTX9ToKRni6KajhQICgHtGqqTWjQQRwDTzGHP3mfHuhHWNSx1IPgXLT7J0vYEnM/s320/kinesthetic.jpg" width="100"></a></TD>
<TD> the ability to understand and master both gross motor and fine motor skills. Someone with this intelligence, like Becca, could be called BODY SMART.
<p><a href="https://toolboxtraining.blogspot.com/2018/07/bodykinesthetic-intelligence.html">Click here</a> to read more about this intelligence. </TD><TR></table>
<table><TR><TD><hr width=540><center><b><font color=purple>Musical Intelligence</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyUFn5oLp7CmCZHC2GFr73P_9x4WYXEk4XNy_5aoaZWdibzSgWWLTeExd_dPasKnr0AKfX6d9HuMQ7mhZzz7KFFlqszrysaiJ5dftO3qicfSC5UVT9KIEoBKOx7NGgF2k5Ga1CyM-GtgJd/s1600/musical.jpg" width="100"></a></TD>
<TD> 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.
<p><a href="https://toolboxtraining.blogspot.com/2018/07/musical-intelligence.html">Click here</a> to read more about this intelligence. </TD><TR></table>
<table><TR><TD><hr width=540><center><b><font color=orange>Interpersonal Intelligence</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV3YCJPQWyuYHzyonPvgxTwuvHZfmgH94FL9tkQ715KnDStkc1-d-7bJbhJsNQJHqlnOuHqip8Am2Tr0zudLj0Hr_A-31BYuH7hI7ohSFlK9Kwp9zp9xSWhesh0nrgcwH-GxXnIbd-hAL6/s320/interpersonal.jpg" width="100"></a></TD>
<TD> the ability to interact with and understand people and their behaviors. Someone with this intelligence, like Ian or Ida, could be called PEOPLE SMART
<p><a href="https://toolboxtraining.blogspot.com/2018/07/interpersonal-intelligence.html">Click here</a> to read more about this intelligence. </TD><TR></table>
<table><TR><TD><hr width=540><center><b><font color=teal>Intrapersonal Intelligence</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicmFNV-yKPW0KGZ0NF44SBm5FG7DFkEv6tHZ9J7BMtHmP8AOVIJcwgrvDYUeWx4-IoP5YC50qgV6SljQLaJX9mOT2YHmAh9JZx9JkkVbOofQp0aG99lvPIHAvIeRoRse6o9bwy75MfWYm6/s320/intrapersonal.jpg" height="100"></a></TD>
<TD>the ability to understand the self, including one’s feelings and motivations. Someone with this intelligence, like Ira, could be called SELF SMART.
<p><a href="https://toolboxtraining.blogspot.com/2018/07/intrapersonal-intelligence.html">Click here</a> to read more about this intelligence. </TD><TR></table>
<table><TR><TD><hr width=540><center><b><font color=green>Naturalistic Intelligence</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlCSMnJicdKttvM6C4BCUmzbOGIhxCa9-pnMv4eIIVxB-iPOLXud94Oe1xJ1_4elqJXRy08YWobZpzlt_0mCtoCquIUt9_iH7l4-WTHaGBHXpurRZj2t6N7skWS_B-RYbP3junSjlWnoI3/s320/naturalist.jpg" height="100"></a></TD>
<TD> the ability to recognize, appreciate, and understand the natural world. Someone with this intelligence, like Nikita, could be called NATURE SMART.
<p><a href="https://toolboxtraining.blogspot.com/2018/07/naturalistic-intelligence.html">Click here</a> to read more about this intelligence. </TD><TR></table>
<table><TR><TD><hr width=540><center><b>
Resources:
</font></b></center><ul>
<li>Thomas Armstrong: <a href="http://www.institute4learning.com/resources/articles/multiple-intelligences/">Institute4Learning.com</a><p>
<blockquote>Armstrong is one of the leading scholars on multiple intelligences. His website offers books, videos, presentations, and other resources. </blockquote><p>
<li>B. Campbell (1999). “Multiplying Intelligence in the Classroom.” New Horizons for Learning on the Beam, Vol. IX No. 2 Winter 1989 p.7:167. <a href="http://www.newhorizons.org/art_miclsrm.html">NewHorizons.org</a><p>
<blockquote>Campbell details how he developed centers around each of the intelligences and rotated his third grade students through them on a daily basis. </blockquote><p>
<li><a href="https://communicatorz.com/2016/07/27/9-types-of-intelligence/">Communicator Z</a> (July 27, 2016). “9 Types of Intelligence.” <p>
<li>Howard Gardner: <a href="http://multipleintelligencesoasis.org/">MultipleIntelligencesOasis.org</a><p>
<blockquote>This is the official MI website from Howard Gardner, the man who developed the theory of multiple intelligences. </blockquote><p>
<li>Howard Gardner (1993). <i>Frames of Mind: The Theory of Multiple Intelligences. New York, NY: Basic Books.</i><br>
<blockquote>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. </blockquote><p>
<li>Howard Gardner (1993). <i>Multiple Intelligences: The Theory in Practice</i>. New York, NY: Basic Books.<br>
<blockquote>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. </blockquote><p>
<li><a href="http://www.pz.harvard.edu/projects/multiple-intelligences">Harvard University/Project Zero</a>
<blockquote>This is Harvard’s website devoted to multiple intelligences and Project Zero, which focuses on multiple intelligences. </blockquote><p>
<li>P. Phipps (1997). <i>Multiple Intelligences in the Early Childhood Classroom</i>. Columbus, OH: SRA/McGraw-Hill.<p>
<blockquote>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. </blockquote><p>
<li>P. Phipps (1998). <i>Chapter 6: Tips for Success</i>. <a href="http://www.gse.uci.edu/schoolage/studChapter6.html"></a>
<blockquote>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. </blockquote><p>
<li><a href="https://www.pinterest.com/toolboxtraining/multiple-intelligences/">Toolbox Training Pinterest board on multiple intelligences</a>
<li>Dave Whitaker (2002). <i><a href="https://toolboxtraining.blogspot.com/2002/08/book-multiple-intelligences-after.html">Multiple Intelligences & After-School Environments: Keeping All Children in Mind</a></i>. Nashville, TN: School Age Notes.<br>
<blockquote>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. </blockquote><p>
</ul><hr width=540></TD></TR></table>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-22121272040884472942018-07-24T03:11:00.000-05:002020-06-22T03:14:47.702-05:00Musical Intelligence<table><TR><TD>
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 <a href="https://toolboxtraining.blogspot.com/2018/07/mulitple-intelligences.html">read about the different intelligences and find more resources about the theory here</a>. This page focuses on musical intelligence.
<p>
This information has been adapted from the book <i><a href="https://toolboxtraining.blogspot.com/2002/08/book-multiple-intelligences-after.html">Multiple Intelligences & After-School Environments: Keeping All Children in Mind</a></i>. <p>
</TD><TD><center><img src="https://blogger.googleusercontent.com/img/proxy/AVvXsEjjaUOnuYGSanQ72ps0ZkT7xbc57yLmxq-v-sEyDApQH_hokRjk9akwMi5g5E9DiZbKPSwYliDW0qgHgvNu0qoB4axhl8YJJRepxrz-2c_Q_ftwMLco-v6opuz02DCyKfVF1abOhyVA-UiVoL1Kiv9goq57RrfDHJeXNg=s0-d" width=100></center></TD></TR></table>
<table><TR><TD><hr width=540><center><b><font color=purple>
Musical Intelligence
</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyUFn5oLp7CmCZHC2GFr73P_9x4WYXEk4XNy_5aoaZWdibzSgWWLTeExd_dPasKnr0AKfX6d9HuMQ7mhZzz7KFFlqszrysaiJ5dftO3qicfSC5UVT9KIEoBKOx7NGgF2k5Ga1CyM-GtgJd/s1600/musical.jpg" width="100"></a></TD>
<TD> 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.
</TD></TR></table><hr><table><TR><TD>
A child like Malcolm who has this intelligence is likely to have these traits and interests:
<ul>
<li>Frequently listens to music.
<li>Often has a television jingle or other tune running through his/her mind.
<li>Knows the tunes to many different songs or musical pieces.
<li>Has a pleasant singing voice.
<li>Can tell when a musical note is off-key.
<li>Can hear a musical selection once or twice and sing it back fairly accurately.
<li>Can easily keep time to a piece of music with a simple percussion instrument.
<li>Often makes tapping sounds or sings little melodies while working, studying, or learning something new.
<li>Plays a musical instrument.
<li>Enjoys live musical performances.
</ul></TD><TR></table><hr>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-57666717996913541592018-07-24T03:08:00.000-05:002020-06-22T03:09:58.035-05:00Linguistic Intelligence<table><TR><TD>
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 <a href="https://toolboxtraining.blogspot.com/2018/07/mulitple-intelligences.html">read about the different intelligences and find more resources about the theory here</a>. This page focuses on linguistic intelligence.
<p>
This information has been adapted from the book <i><a href="https://toolboxtraining.blogspot.com/2002/08/book-multiple-intelligences-after.html">Multiple Intelligences & After-School Environments: Keeping All Children in Mind</a></i>. <p>
</TD><TD><center><img src="https://blogger.googleusercontent.com/img/proxy/AVvXsEjjaUOnuYGSanQ72ps0ZkT7xbc57yLmxq-v-sEyDApQH_hokRjk9akwMi5g5E9DiZbKPSwYliDW0qgHgvNu0qoB4axhl8YJJRepxrz-2c_Q_ftwMLco-v6opuz02DCyKfVF1abOhyVA-UiVoL1Kiv9goq57RrfDHJeXNg=s0-d" width=100></center></TD></TR></table>
<table><TR><TD><hr width=540><center><b><font color=gold>
Linguistic Intelligence
</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgi74yxtnaYtEN6UC67M52vDbWVE62n36le8h9__OyUOx0RtpDiBT1-cl2zTqaOsBQhadomaxBTEYiID6vwFXJLNmNt_mwewR2_hg7ZOZUZoGia4NnbWC4ywaSWCrz76WTtRvV_FXOh6Z_R/s320/linguistic.jpg" width="100"></a></TD>
<TD> the ability to absorb information and communicate through reading, writing, speaking, and listening. Someone with this intelligence, like Liza, could be called WORD SMART.
</TD></TR></table><hr><table><TR><TD>
A child like Liza who has this intelligence is likely to have these traits and interests:
<ul>
<li>Considers books very important.
<li>Was an early reader.
<li>Spoke at an early age.
<li>Is entertained by tongue twisters, nonsense rhymes, or puns.
<li>Enjoys word games like Scrabble, Anagrams, or Password.
<li>Does better in English, social studies, and history than math and science.
<li>Has written something recently of which he/she is proud or earned recognition.
<li>Pays more attention to billboards than scenery when driving down the highway.
<li>Hears words in his/her head before reading, speaking, or writing them.
<li>Often references things read or heard.
</ul>
</ul></TD><TR></table><hr>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-37546258653535763742018-07-24T03:06:00.000-05:002020-06-22T03:08:09.415-05:00Mathematical/Logical Intelligence<table><TR><TD>
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 <a href="https://toolboxtraining.blogspot.com/2018/07/mulitple-intelligences.html">read about the different intelligences and find more resources about the theory here</a>. This page focuses on mathematical/logical intelligence.
<p>
This information has been adapted from the book <i><a href="https://toolboxtraining.blogspot.com/2002/08/book-multiple-intelligences-after.html">Multiple Intelligences & After-School Environments: Keeping All Children in Mind</a></i>. <p>
</TD><TD><center><img src="https://blogger.googleusercontent.com/img/proxy/AVvXsEjjaUOnuYGSanQ72ps0ZkT7xbc57yLmxq-v-sEyDApQH_hokRjk9akwMi5g5E9DiZbKPSwYliDW0qgHgvNu0qoB4axhl8YJJRepxrz-2c_Q_ftwMLco-v6opuz02DCyKfVF1abOhyVA-UiVoL1Kiv9goq57RrfDHJeXNg=s0-d" width=100></center></TD></TR></table>
<table><TR><TD><hr width=540><center><b><font color=gold>
Mathematical/Logical Intelligence
</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCHJ08lR7aXipbYko04WmmQ4imn8bOGIw9O9Y4uWeRIU0ymBIfs7QUVVoQ0ekSh7eCfp6W0QOYRpTlivewsGXsZkKPBpCSOUugGDdXrDJyIDt1KvfowQtH5Yh9FbKQssr1E4NkwTM8WweB/s320/mathematical.jpg" width="100"></a></TD>
<TD> the ability to use numbers and reasoning effectively. Someone with this intelligence, like Max, could be called LOGIC or NUMBER SMART.
</TD></TR></table><hr><table><TR><TD>
A child like Max who has this intelligence is likely to have these traits and interests:
<ul>
<li>Responds well to math and science.
<li>Thinks in clear, abstract, wordless, imageless concepts.
<li>Enjoyed counting as a child.
<li>Can easily compute numbers in head.
<li>Likes games/brain teasers requiring logical thinking.
<li>Looks for patterns/regularities in the world.
<li>Believes almost everything has a rational explanation.
<li>Is interested in latest scientific developments.
<li>Is curious about how things work or why things in nature happen the way they do.
<li>Likes finding logical flaws in things people say and do at home and at work.
</ul></TD><TR></table><hr>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-85976960354399983772018-07-24T03:05:00.000-05:002020-06-22T03:06:20.878-05:00Spatial/Visual Intelligence<table><TR><TD>
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 <a href="https://toolboxtraining.blogspot.com/2018/07/mulitple-intelligences.html">read about the different intelligences and find more resources about the theory here</a>. This page focuses on spatial/visual intelligence.
<p>
This information has been adapted from the book <i><a href="https://toolboxtraining.blogspot.com/2002/08/book-multiple-intelligences-after.html">Multiple Intelligences & After-School Environments: Keeping All Children in Mind</a></i>. <p>
</TD><TD><center><img src="https://blogger.googleusercontent.com/img/proxy/AVvXsEjjaUOnuYGSanQ72ps0ZkT7xbc57yLmxq-v-sEyDApQH_hokRjk9akwMi5g5E9DiZbKPSwYliDW0qgHgvNu0qoB4axhl8YJJRepxrz-2c_Q_ftwMLco-v6opuz02DCyKfVF1abOhyVA-UiVoL1Kiv9goq57RrfDHJeXNg=s0-d" width=100></center></TD></TR></table>
<table><TR><TD><hr width=540><center><b><font color=gold>
Spatial/Visual Intelligence
</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi10tn0ym3TmY7-iGG5UkzJCney_GyrunOOdYRrGDgChbyORzYQCOBm7cVDTXPAAHEkMqtuUAYaomVOeU2HdMZFzUt5OERETnd8EsTkPiIEwQdu6usCOZlIay1A-z8tGG0vMuwUZNfRqzQB/s320/spatial.jpg" width="100"></a></TD>
<TD> the ability to visualize and create representations of what one sees. Someone with this intelligence, like Stephon, could be called PICTURE or ART SMART.
</TD></TR></table><hr><table><TR><TD>
A child like Stephon who has this intelligence is likely to have these traits and interests:
<ul>
<li>Enjoys drawing and painting.
<li>Passes time doodling.
<li>Responds well to color.
<li>Has vivid and colorful visual dreams.
<li>Frequently uses a camera or camcorder.
<li>Enjoys jigsaw puzzles, mazes, and other visual puzzles.
<li>Is better at geometry than algebra.
<li>Likes taking things apart and putting things together.
<li>As a child, played with Erector Sets, Tinker Toys, Lincoln Logs, Legos, etc.
<li>Has an instinctive ability to find his/her way around unfamiliar territory.
</ul></TD><TR></table><hr>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-65872453362832796942018-07-24T03:04:00.000-05:002020-06-22T03:05:07.267-05:00Body/Kinesthetic Intelligence<table><TR><TD>
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 <a href="https://toolboxtraining.blogspot.com/2018/07/mulitple-intelligences.html">read about the different intelligences and find more resources about the theory here</a>. This page focuses on body/kinesthetic intelligence.
<p>
This information has been adapted from the book <i><a href="https://toolboxtraining.blogspot.com/2002/08/book-multiple-intelligences-after.html">Multiple Intelligences & After-School Environments: Keeping All Children in Mind</a></i>. <p>
</TD><TD><center><img src="https://blogger.googleusercontent.com/img/proxy/AVvXsEjjaUOnuYGSanQ72ps0ZkT7xbc57yLmxq-v-sEyDApQH_hokRjk9akwMi5g5E9DiZbKPSwYliDW0qgHgvNu0qoB4axhl8YJJRepxrz-2c_Q_ftwMLco-v6opuz02DCyKfVF1abOhyVA-UiVoL1Kiv9goq57RrfDHJeXNg=s0-d" width=100></center></TD></TR></table>
<table><TR><TD><hr width=540><center><b><font color=gold>
Body/Kinesthetic Intelligence
</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKmsoq4Biz-zPm1r6gazn3wYVXbgxvooyY1e3r-F6DBuptmeDj-YwEvUww-ip0lJ9IMje4hojv8aYi1zTX9ToKRni6KajhQICgHtGqqTWjQQRwDTzGHP3mfHuhHWNSx1IPgXLT7J0vYEnM/s320/kinesthetic.jpg" width="100"></a></TD>
<TD> the ability to understand and master both gross motor and fine motor skills. Someone with this intelligence, like Becca, could be called BODY SMART.
</TD></TR></table><hr><table><TR><TD>
A child like Becca who has this intelligence is likely to have these traits and interests:
<ul>
<li>Was an early crawler and/or walker.
<li>Has difficulty sitting for a long time.
<li>Learns best through hands-on activities.
<li>Is very physically active and/or well-coordinated.
<li>Has an inkling for one or more sports.
<li>Has a “daredevil side.”
<li>Loves being outdoors.
<li>Uses lots of hand gestures and body language in conversation.
<li>Likes performing (skits, plays, puppet shows, etc.).
<li>Is attracted to creative movement activities (dance, ballet, gymnastics, etc.).
</ul></TD><TR></table><hr>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-11176402854853258972018-07-24T03:03:00.000-05:002020-06-22T03:04:01.107-05:00Interpersonal Intelligence<table><TR><TD>
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 <a href="https://toolboxtraining.blogspot.com/2018/07/mulitple-intelligences.html">read about the different intelligences and find more resources about the theory here</a>. This page focuses on interpersonal intelligence.
<p>
This information has been adapted from the book <i><a href="https://toolboxtraining.blogspot.com/2002/08/book-multiple-intelligences-after.html">Multiple Intelligences & After-School Environments: Keeping All Children in Mind</a></i>. <p>
</TD><TD><center><img src="https://blogger.googleusercontent.com/img/proxy/AVvXsEjjaUOnuYGSanQ72ps0ZkT7xbc57yLmxq-v-sEyDApQH_hokRjk9akwMi5g5E9DiZbKPSwYliDW0qgHgvNu0qoB4axhl8YJJRepxrz-2c_Q_ftwMLco-v6opuz02DCyKfVF1abOhyVA-UiVoL1Kiv9goq57RrfDHJeXNg=s0-d" width=100></center></TD></TR></table>
<table><TR><TD><hr width=540><center><b><font color=gold>
Interpersonal Intelligence
</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV3YCJPQWyuYHzyonPvgxTwuvHZfmgH94FL9tkQ715KnDStkc1-d-7bJbhJsNQJHqlnOuHqip8Am2Tr0zudLj0Hr_A-31BYuH7hI7ohSFlK9Kwp9zp9xSWhesh0nrgcwH-GxXnIbd-hAL6/s320/interpersonal.jpg" width="100"></a></TD>
<TD> the ability to interact with and understand people and their behaviors. Someone with this intelligence, like Ian or Ida, could be called PEOPLE SMART
</TD></TR></table><hr><table><TR><TD>
A child like Ian or Ida who has this intelligence is likely to have these traits and interests:
<ul>
<li>Warms up naturally to strangers.
<li>Is comfortable in a crowd.
<li>Has an easy time making friends.
<li>Likes to get involved in social activity (work, school, church, organizations).
<li>Is a leader in clubs, groups, etc.
<li>Is in touch with what is going on socially.
<li>Would rather go to a party than stay home alone.
<li>Is frequently asked for advice from others.
<li>Likes to teach others.
<li>Prefers group sports (volleyball, softball) over solo sports (swimming, jogging).
</ul></TD><TR></table><hr>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-24009661253521024002018-07-24T03:00:00.000-05:002020-06-22T03:02:57.251-05:00Intrapersonal Intelligence<table><TR><TD>
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 <a href="https://toolboxtraining.blogspot.com/2018/07/mulitple-intelligences.html">read about the different intelligences and find more resources about the theory here</a>. This page focuses on intrapersonal intelligence.
<p>
This information has been adapted from the book <i><a href="https://toolboxtraining.blogspot.com/2002/08/book-multiple-intelligences-after.html">Multiple Intelligences & After-School Environments: Keeping All Children in Mind</a></i>. <p>
</TD><TD><center><img src="https://blogger.googleusercontent.com/img/proxy/AVvXsEjjaUOnuYGSanQ72ps0ZkT7xbc57yLmxq-v-sEyDApQH_hokRjk9akwMi5g5E9DiZbKPSwYliDW0qgHgvNu0qoB4axhl8YJJRepxrz-2c_Q_ftwMLco-v6opuz02DCyKfVF1abOhyVA-UiVoL1Kiv9goq57RrfDHJeXNg=s0-d" width=100></center></TD></TR></table>
<table><TR><TD><hr width=540><center><b><font color=gold>
Intrapersonal Intelligence
</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicmFNV-yKPW0KGZ0NF44SBm5FG7DFkEv6tHZ9J7BMtHmP8AOVIJcwgrvDYUeWx4-IoP5YC50qgV6SljQLaJX9mOT2YHmAh9JZx9JkkVbOofQp0aG99lvPIHAvIeRoRse6o9bwy75MfWYm6/s320/intrapersonal.jpg" height="100"></a></TD>
<TD>the ability to understand the self, including one’s feelings and motivations. Someone with this intelligence, like Ira, could be called SELF SMART.
</TD></TR></table><hr><table><TR><TD>
A child like Ira who has this intelligence is likely to have these traits and interests:
<ul>
<li>Was aware of self as a separate identity early in childhood.
<li>Is particularly self-reliant, strong-willed, and independent.
<li>Has a special hobby.
<li>Has a special place to get away.
<li>Would rather spend a weekend alone in a cabin than at a fancy resort.
<li>Keeps a personal journal.
<li>Spends a lot of time alone meditating or thinking about important life questions.
<li>Contemplates life goals regularly.
<li>Has a realistic view of personal strengths and weaknesses.
<li>Has started own business or seriously considered it.
</ul></TD><TR></table><hr>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-75590812138113810912018-07-24T02:47:00.000-05:002020-06-22T03:00:09.675-05:00Naturalistic Intelligence<table><TR><TD>
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 <a href="https://toolboxtraining.blogspot.com/2018/07/mulitple-intelligences.html">read about the different intelligences and find more resources about the theory here</a>. This page focuses on naturalistic intelligence.
<p>
This information has been adapted from <i><a href="https://toolboxtraining.blogspot.com/2002/08/book-multiple-intelligences-after.html">Multiple Intelligences & After-School Environments: Keeping All Children in Mind</a></i>. <p>
</TD><TD><center><img src="https://blogger.googleusercontent.com/img/proxy/AVvXsEjjaUOnuYGSanQ72ps0ZkT7xbc57yLmxq-v-sEyDApQH_hokRjk9akwMi5g5E9DiZbKPSwYliDW0qgHgvNu0qoB4axhl8YJJRepxrz-2c_Q_ftwMLco-v6opuz02DCyKfVF1abOhyVA-UiVoL1Kiv9goq57RrfDHJeXNg=s0-d" width=100></center></TD></TR></table>
<table><TR><TD><hr width=540><center><b><font color=green>
Naturalistic Intelligence
</font></b></center><p></TD></TR></table>
<table><TR>
<TD><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlCSMnJicdKttvM6C4BCUmzbOGIhxCa9-pnMv4eIIVxB-iPOLXud94Oe1xJ1_4elqJXRy08YWobZpzlt_0mCtoCquIUt9_iH7l4-WTHaGBHXpurRZj2t6N7skWS_B-RYbP3junSjlWnoI3/s320/naturalist.jpg" height="100"></a></TD>
<TD> the ability to recognize, appreciate, and understand the natural world. Someone with this intelligence, like Nikita, could be called NATURE SMART.
</TD></TR></table><hr><table><TR><TD>
A child like Nikita who has this intelligence is likely to have these traits and interests:
<ul>
<li>Spends a lot of time outdoors.
<li>Has animals around the house (more than just cats or dogs).
<li>Likes camping, hiking, fishing, or gardening.
<li>Likes taking nature walks.
<li>Likes zoos, parks, trails, museums, etc.
<li>Watches nature shows on television.
<li>Is involved in an ecological organization.
<li>Loves watching birds/animals and following their habits.
<li>Is very aware of different kinds of animals, plants, rocks, etc. found in nature.
<li>Derives pleasure from natural phenomena like clouds, mountains, etc.
</ul></TD><TR></table><hr>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-90915938484532354182018-02-23T09:59:00.000-06:002018-02-23T10:14:03.294-06:00Workshop: Give Kids Control Without Losing Control<center><img src="http://whitgunn.freeservers.com/toolbox/workshops/images/give_kids_control.jpg" border=0 width=400></center><p>
<p>As a result of this workshop, participants will:<ul>
<li>Grasp what control means and its benefits to youth and adults
<li>Learn how to give youth control by letting them help plan, lead, and assess
<li>Create a “controlled attack” to allow youth more chances for control in your program
</ul><p><hr color=blue>Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:<p>
<center><iframe width="500" height="350" src="https://www.youtube.com/embed/WRY_dhugY5U" frameborder="0" allowfullscreen></iframe></center><p>
<hr color=blue>
To have this delivered as an <b>on-site workshop</b> <a href="http://www.toolboxtraining.blogspot.com/p/contact.html">contact Toolbox Training</a>.
<p>Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of titles.
<hr color=blue>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0tag:blogger.com,1999:blog-4710601191296918558.post-37947265696803944242017-11-29T11:47:00.000-06:002017-11-29T11:47:39.366-06:00Workshop: Understanding Child and Youth Development<center><img src="http://whitgunn.freeservers.com/toolbox/workshops/images/ages_and_stages.jpg" border=0 width=300></center><p>
<p>As a result of this workshop, participants will:<ul>
<li>Identify <a href="https://toolboxtraining.blogspot.com/2017/11/the-5-age-groups-of-child-and-youth.html">five distinct age groups from birth to adolescence</a>
<li>Understand <a href="https://toolboxtraining.blogspot.com/2017/11/the-4-domains-of-youth-and-child.html">five domains of development</a>
<li>Generate activity ideas specific to age groups and/or domains of development
</ul><hr color=blue>
<p>Toolbox Training highly recommends the <i>Ages & Stages: Understanding Child Development</i> book as a complement to this workshop. <a href="http://toolboxtraining.blogspot.com/2012/09/book-ages-stages-understanding-child.html">Click here</a> for information on that and other books from Toolbox Training.
<p><center><img src="https://images-na.ssl-images-amazon.com/images/I/41ObMGrbKpL._UY250_.jpg" width=100></center>
<p><hr color=blue>Check out this video of the Power Point presentation from this workshop for an idea of what you can expect:<p>
<center><iframe width="500" height="350" src="https://www.youtube.com/embed/uMbJXJbIRg8" frameborder="0" allowfullscreen></iframe></center><p>
<hr color=blue>
To have this delivered as an <b>on-site workshop</b> <a href="http://www.toolboxtraining.blogspot.com/p/contact.html">contact Toolbox Training</a>.
<p>Check out the <a href="http://toolboxtraining.blogspot.com/p/workshops.html">workshops</a> tab for a full list of titles.
<hr color=blue>
Dave Whitakerhttp://www.blogger.com/profile/00469458199584765423noreply@blogger.com0