Page 30 - FS-Grizzly Bear

Reward any child who typically overreacts or is impulsive, if they are seen controlling those habitual behaviors. Ask them to explain what they are telling themselves to manage this control and reward their awareness. Children that are doing their work consistently can be rewarded occasionally for an awareness of the thinking that motivates them to do their work but only if it is rational.
But a child says “I am telling myself that I am smarter than anyone else and I will prove it by making the best grade,” you have an example of Stinky Thinking even if it helps them be motivated to make good grades. This type of thinking may provide motivation to succeed in grades but will have many other negative consequences. In this situation, you may ask your child to discuss what might be other things they could tell himself or herself to be motivated to study.
Caution: Most children have had little experience in attending to their thinking and then evaluating if it is rational or irrational. Be generous in your evaluation and helpful in your interpretation. They may be reluctant to appear foolish and not want to share their “thinking.” Be encouraging and do not expect too much too soon.
TIPS AND DEFINITIONS
Modeling: You may observe a child engaging in an appropriate behavior. Reward his or her behavior and then verbalize what you assume the child is thinking. “Billy you are working very quietly today, I bet you are telling yourself “If I work hard I can understand this math.” Is that Good Thinking or Stinky Thinking? That’s right... Good Thinking. Billy, I am very proud of you, do you feel good about yourself right now?”
27