Help Children Who Are Chronic Liars Tell the Truth

Help Children Who Are Chronic Liars Tell the Truth Special educators will undoubtedly meet and teach students who seem to have difficulty telling the truth. Some of them may blame others to avoid getting in trouble, while some children may embroider elaborate stories as a means to join conversations. For other children, chronic lying may be part of an emotional or behavioral disorder. Behaviors and Coping Mechanisms The child who exaggerates, tells lies, or distorts the truth does so for a variety of reasons. A behavioral (ABA)  approach will always focus on the function  of the behavior, which in this case, is the lying.  Behaviorists identify four basic functions for behavior: avoidance or escape, to acquire something they want, to get attention, or for power or control. The same is true of lying. Often, children have learned a specific set of coping mechanisms. These are learned to avoid bringing attention to the childs inability to perform academically. These coping mechanisms also may come from children being raised by families that have poor coping mechanisms, mental health issues, or addiction problems. Children That Have Difficulty Telling the Truth Avoidance or escape. Students will often lie to avoid or escape a task they dont want to do or to avoid consequences that come with not completing an assignment or homework. If a student comes from a punitive home or has only experienced school as a punitive environment, it is common for students to lie. They do this to avoid the kind of punishment or shaming they have experienced at home or in a general education classroom, such as a teacher screaming. Acquire something they want. Everyone sometimes  shades the truth to get something they want. Children from homes that cannot or will not provide coveted items often steal, and then lie, in order to get items they would not generally have access to. This may include bright pencils, erasers in fun shapes, or highly desirable toys or games, such as Pokemon cards.   Attention. Chronic lying often falls in this category, though what a child may exhibit is, in  fact, poor social skills and the desire to command the attention of other students. They may create elaborate or fantastical stories that have no basis in truth but are a response to something the teacher or another student has said. Whether the purpose is to get attention by making extraordinary claims (my uncle is a movie star), or fantasy (I went to Paris with my cousins), positive attention for real accomplishments will reinforce correct and truthful behavior.   Power. Students who feel powerless or out of control may use lying in order to control the teacher, his or her peers, or another significant adult. Students may want to get their classmates in trouble, sometimes breaking or ruining something in the classroom on purpose. Chronic or habitual liars rarely feel good about themselves. It is recommended to look for patterns in the childs lying. Consider if the lying only occurs at specific times or in specific situations. When one has identified the function or purpose of the behavior, they can plan appropriate interventions.   12 Interventions and Tips Always model telling the truth and avoiding little white lies.In small groups, role-play with students on the value of telling the truth. This will take time and some patience. Identify telling the truth as a classroom value.Role-play the potentially devastating consequences of lying.Do not accept excuses for lying, as lying is not acceptable.Children should understand the hurtful consequences of lying and whenever possible, they should apologize for lying.Logical consequences need to be in place for the child who lies.Children will lie to protect themselves from the punishment of scolding. Avoid scolding but maintain a calm demeanor. Thank children for telling the truth. Apply a lesser consequence for a student who takes responsibility for their actions.Do not punish students for accidents. Cleaning up or apologizing should be the most appropriate consequence.Children need to be part of the solution and consequences. Ask them what they are prepared to give or do as a result of the l ie. Teachers can explain to the child that what he or she did is the problem. Teachers should reinforce that its not the child, but what he or she did that is upsetting, and explain why the disappointment is there.Catch the chronic liar telling the truth and commend them.  Avoid lectures and quick, irrational threats.

How to Say What in Spanish

How to Say What in Spanish Perhaps you have seen the word what translated to Spanish in Spanish in various ways and wanted to know the differences in how they are used. Common ways of translating what include include  quà ©, cà ³mo, lo que, and cul. To know when to use the correct version of what, it is helpful to know how what is being used and how it functions as a part of speech. Key Takeaways: Using "What" in Spanish To translate what to Spanish, you need first to determine how it is being used in a sentence, for example as a pronoun or adjective.The most common translation of what is quà ©; the accent mark is mandatory.Cul is sometimes used for what when implying a choice. Quà © as 'What' Most of the time, especially in questions and exclamations, quà © is a good translation for what. Note the accent mark; quà © and que have substantially different uses and can be thought of as different words. Here are a few examples of how to say quà ©Ã‚  as what:  ¿Quà © hora es? (What time is it?) ¡Quà © mujer! (What a woman!) ¿Quà © es la verdad? (What is the truth?) ¿Quà © es la ONU? (What is the U.N.?) ¿Quà © pasa? (Whats happening?) Quà © is also used in indirect questions, in which a question is raised within a statement. This is is most common after forms of saber (to know): No sà © quà © hacer con mi vida. (I dont know what to do with my life.)Quiero saber quà © te preocupa. (I want to know what is bothering you.)El nià ±o sabe quà © es. (The boy knows what it is.)No me pregunta quà © hago aquà ­. (Dont ask me what Im doing.) Cul and Cuales for 'Which One(s)' As a pronoun, cul or cules is used to say what when it means which one or which ones. In other words, cul or cules suggests there is a choice of some sort.  ¿Cul prefieres? (What do you prefer? Which one do you prefer?) ¿Cules prefieres? (What do you prefer? Which ones do you prefer?) ¿Cul vas a comprar? (What are you going to buy? Which one are you going to buy?) Note how cul can be made plural even though what can be either singular or plural, depending on the context. Sometimes, cul is used as a pronoun where a choice of some sort is implied, even though which wouldnt work in English. Theres no clear rule on these, but as you learn the language the word choice will seem natural. Notice the difference between the phrases below:  ¿Cul es el problema? (What is the problem? Literally: Which is the problem? In other words, of the possible problems, which one is it?) ¿Cul es su motivacià ³n? (What is her motive? Literally: Which is her motive? Of the possible motivations, which one is it?) ¿Cul es la diferencia entre un asteroide y un cometa? (What is the difference between an asteroid and a comet? In other words, of the possible differences between an asteroid and comet, which one is it?) Quà © or Cul As an Adjective Meaning 'What' or 'Which' As an adjective that is before a noun to mean what or which,  quà ©Ã‚  is usually used, although cul is used in some regions or by some speakers. Quà © is almost always the safer choice; cul might be considered substandard in some areas. For example:  ¿Quà © manzana prefieres? (What/which apple do you prefer?) ¿Quà © camisas vas a comprar? (What/which shirts are you going to buy?Esta prueba tiene nueve preguntas para descubrir quà © fruta describe tu personalidad. (This quiz has nine questions for finding out what/which fruit describes your personality.) Lo Que Meaning 'That Which' Lo que can be translated as what when it means that which. This is especially common when what is the subject of a statement in English. Although it would sound awkward, what could be replaced by that which in these examples: Lo que me dijo es una mentira. (What she told me is a lie.)Lo que me enoja es su actitud hacia mi madre. (What makes me mad is his attitude toward my mother.)Veo lo que pasa. (I see what is happening.) Cà ³mo Meaning 'What' Cà ³mo is seldom used to mean what, except as an interjection expressing incredulity. In some areas,  ¿cà ³mo? is used to ask someone to say something over again, although in some other areas it can be considered mildly rude. Take a look at how these translations differ:  ¡Cà ³mo! No lo creo. (What! I dont believe it.) ¡Cà ³mo! No puede ser. (What! It cant be.) ¿Cà ³mo? (What? In other words, what did you say?)