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For these children, fading of overt verbalizations may begin early. Suggest to these children that they use their fingers to let you know what they are thinking about in their brains. They can touch their fingers to details they are examining or paths they are exploring. The ultimate goal is for all children to arrive at the covert level of performance. This process, however, cannot be rushed. " A companion concept to be mastered by the teacher is the response, "That's one idea. " In the "Think A l o u d " program, the concept of seeking different ideas is introduced in the third lesson without specific attention to finding all possible ideas.

Q. )* A. * Now, (1st child) pick a piece and we'll copy you. * (Inverting part of eye). ) Q. )* A. * Is it a good idea to try one piece on all different sides? Why? " When social problems are introduced in lesson 7, the focus begins to shift toward "think of all the reasons why this girl might feel . . " In practice, this shift is usually not accomplished without concentration and rehearsal since the response "That's a good idea" is used virtually universally as an automatic response. It becomes very important that the teacher make this shift, however, since the continued use of " g o o d " obviates any disclaimers she may make about being nonevaluative.

Relationships Between Sisters and Brothers, Part T w o " — Learning About Human Relationships 3. "Electricity"—Safety The Instructo Corporation Pictures: 4. "Boy with Dog"—Understanding Our Feelings "Helping" from Mario Thomas' album Free to Be You and Me, Arista Records Today we're going to do more pretending. We need to think of lots of different plans and we'll see if our plans are good ideas or not good ideas. (Picture 1) Joey helped his mother by cleaning his room and by sweeping the walks, so she paid Joey a quarter.

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