Chapters 5&6

On chapter 5 I was really interested on how the teachers were speaking to the children, and focusing on the empathy part. There are times were we forget and we go straight to assuming what a child wants and needs and what is really wrong with the child. I feel for Joey in this chapter because he has a certain routine and since the substitute didn't know the routine he didn't exactly get into trouble but he thought he was, so he ended up seeming like a troubled boy to the substitute because he wasn't doing what "he was supposed to be doing", which is not the substitutes fault either. But thats what I'm saying that as educators sometimes we don't ask in the right way and we can set off  child. Thats why I think the steps are a great thing to follow because if he would have asked "what are you working on"? instead of saying thats not what were supposed to be doing then maybe Joey would have reacted differently. Sometimes the problem is how we word things, and the vocabulary we use. Moving on to chapter 6 I think that Mrs. Woods is using very good strategies for Joey into helping him not lash out or act out in class. The way she takes the time going in early to help him go over assignments, I think as a future educator I think if I had a student similar to Joeys situation I will definitely rely on these strategies for my classroom. Even now working with 4 year olds I try using certain strategies to help my students into communicating with me so that they feel comfortable to work together on getting them on the right track.