En cierta parte tiene razón, pues muchos jóvenes no se sienten por completo cómodos ni motivados para poder construir un futuro con sus propias manos, se sienten insuficientes y no tienen ese apoyo que se necesita para seguir adelante, y si lo tienen lo reciben negativamente, lo que causa que pongan en duda sus propias habilidades, pero no se debe creer que un joven por el simple echo de ser talentoso recibirá un mejor trato por parte de la sociedad, al contrario, por el simple echo de tener un talento es obligado indirectamente a cumplir con roles muy avanzados para su edad, lo que provoca que esté se desanime y no quiero seguir avanzando por miedo a las futuras situaciónes de la vida que se les presente. Está bien que se de diversos tipos de consejos para motivar a los jóvenes a seguir adelante, pero hay q entender que la responsabilidad es un privilegio que se aprende desde casa, y si se le da consejos para mejorar a una persona, tal ves no sera beneficioso para la misma, si el toma la desicion de mejorar, que sea por qué el lo desea, pero también hay que comprender los pensamientos de los jóvenes, no todos tienen la misma situación que afrontar, y a muchos en vez de ayudarlos, los estarán perjudicando.

Es muy cierto que los adolescentes no deben subestimar sus fortalezas especiales pero muchas veces las personas que los rodean si lo hacen y eso influye tanto en los adolescentes que los lleva a subestimarse de tal manera que el bienestar psicológico de ellos disminuye.
Muchas veces esto es causado por la falta de afecto por parte de las personas que los rodean en especial de sus familiares. Por tal motivo los adolescentes desde muy temprana edad deben recibir afecto por parte de sus familiares para que a la larga ellos no lleguen a desvalorar sus fortalezas especiales y gocen de buena salud mental.

I caught myself recently telling my son, ’Don’t" and “No” and “You Shouldn’t”, It is amazing how we fall back into the rabbit hole of negativity even after extensive training. Catching myself and turning it around and saying instead what he was allowed to do, and how many points he was awarded for the right behaviors instead of how much he lost, almost instantly turned sustained his behavior and attitude around in a positive direction for the best for both of us. It is important for us as teachers to model the positive language that we expect of students and one important place to do so is in rule setting. Like the forbidden apple syndrome, the “Dont’s” can sometimes be more enticing and can take up valuable time correcting behaviors than saying “Do display this behavior” then catch them in the act and intentionally rewarding them for it. It also leads to a safer, happier more loving and trusting classroom climate. When the positive language is used as a rule, it tells the students explicitly and also reminds them how we want them to behave. This is what they will rehearse and practice on a daily basis. Students are also encouraged to participate in rule creation and having students reflect on their language to identify words that have more positive rather than negative connotations will allow them to become more aware of the impact of their language on themselves and others also.
Having students reflect on positive and meaningful thoughts and processes is a welcomed changed from our strict, kind of autocratic narrative that is usually very punitive. I support 100% phrasing rules in a positive statement.

I am right there with you Erin. It can be a lot for students to process and work through all our expectations and demands. The classroom should first be a safe and positive place where the culture encourages them to own their space and dwell harmoniously. This does not mean it will be void of consequences but there will be a balance of mercy and justice. This will indeed lead to trust and safety of teachers and students.

I caught myself recently telling my son, ’Don’t" and “No” and “You Shouldn’t”, It is amazing how we fall back into the rabbit hole of negativity even after extensive training. Catching myself and turning it around and saying instead what he was allowed to do, and how many points he was awarded for the right behaviors instead of how much he lost, almost instantly turned sustained his behavior and attitude around in a positive direction for the best for both of us. It is important for us as teachers to model the positive language that we expect of students and one important place to do so is in rule setting. Like the forbidden apple syndrome, the “Dont’s” can sometimes be more enticing and can take up valuable time correcting behaviors than saying “Do display this behavior” then catch them in the act and intentionally rewarding them for it. It also leads to a safer, happier more loving and trusting classroom climate. When the positive language is used as a rule, it tells the students explicitly and also reminds them how we want them to behave. This is what they will rehearse and practice on a daily basis. Students are also encouraged to participate in rule creation and having students reflect on their language to identify words that have more positive rather than negative connotations will allow them to become more aware of the impact of their language on themselves and others also.
Having students reflect on positive and meaningful thoughts and processes is a welcomed changed from our strict, kind of autocratic narrative that is usually very punitive. I support 100% phrasing rules in a positive statement.