自由講場 今日: 363 | 主題: 1350083

積分: 51912

21^#

發表於 08-10-19 19:29 |只看該作者

原文章由 無眼睇 於 08-10-19 19:19 發表

哇~~~完全中晒我ga心聲~~~~

嗰時我何止要應付我奶奶同老豆,仲要應付埋我老公班大佬同我自己個大佬...嗰時我仔又癲我走黎教仔,我老公班亞哥又慌死我會虐兒咁(咁講真我奶奶係從未用過打黎教仔鬧仔既),我都未鬧個仔,佢地可以唔客氣咁從我手上搶咗我仔走,仲竟然摸住我仔個頭話:"乖~~~~"

我頂吖!乖乜呀?咁都叫乖?無野化!搞到次次都要同我老公D亞哥爭仔咁搶番我仔番黎教...仲要之後我老公個大哥個仔有次拎住支捧追住我仔黎打,我仔驚咪又叫又走囉!跟住我老公大佬竟然走埋黎吹哂水話:"係咪你平時打個仔打得多打到個仔驚呀?咁驚既?"

我頂...我已經少打個仔,佢(我老公大佬)又唔係住我屋企,佢知咩吖~~心諗,我試下拎番支捧追番佢地兩父子打吖,佢地係咪唔走唔避先?!你地咪逃走呀!!!

我大佬無咩干涉既,係奇怪在我已經唔係成日當眾大聲鬧仔架啦,佢都話我大聲,仲問我知唔知醜,話呢度係街黎,有人會望囉!教仔咁顧面子........我同番我大佬講,我做人亞媽我肉酸俾人話唔緊要囉!好過我唔咁教,會變咗係我仔大個左肉酸係咁俾人話同岐視囉!我大佬無聲出,但唔代表佢認同我講既野囉...下次我又係大聲少少訓話個仔,佢又係咁講....

口水都乾....

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小魚兒正正

男爵府

積分: 8788

22^#

發表於 08-10-19 19:33 |只看該作者

下次試下同佢講..重有幾多MIN...由一入去
開始數....E.G你有20MINS
到10MINS講一次...跟住7MINS..
跟住EACH MINS...講一次....
對條魚OK WORK...咁有時佢都會玩多兩MINS
咁你睇佢表現加吾加囉...
多數吾理佢話BYE BYE公園...就行...佢多數
會話BYE BYE

[

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munchbobo

大宅

積分: 1833

23^#

發表於 08-10-19 19:43 |只看該作者

hat is time-out?
Time-out is a way of disciplining your child for misbehavior without raising your hand or your voice. Time-out involves removing your child from the good stuff in life, for a small amount of time, immediately following misbehavior. Time-out for children is similar to penalties used for hockey players. When a hockey player has misbehaved on the ice, he is required to go to the penalty area for two minutes. The referee does not scream at, threaten, or hit the player. He merely blows the whistle and points to the penalty area. During the penalty time, the player is not allowed to play, only watch. Time-out bothers hockey players because they would rather play hockey than watch. Keep this hockey comparison in mind when using time-out for your child. Children usually do not like time-out because they would rather play than watch other kids play. So when you use time-out in response to a misbehavior, remove your child from whatever he or she is doing and have him or her sit down.
Where should the time-out area be located?
You do not have to use the same location each time. Just make sure the location is convenient for you. For example, using a downstairs chair is inconvenient when the problem behavior occurs upstairs. An adult-sized chair works best, but a step, footstool, bench, or couch will also work. Make sure the area is well-lit and free from all dangerous objects. Also make sure your child cannot watch TV or play with toys.
How long should time-out last?
The upper limit should be one quiet minute for every year your child has been alive. So if you have a 2-year-old, aim for two quiet minutes. Keep in mind, children do not like time-out, and they can be very public with their opinion. So it may take some time to get those two minutes. This is especially true in the beginning when children do not know the rules and still cannot believe you are doing this to them. For some reason, the calmer you remain, the more upset they are likely to become. This is all part of the process. Discipline works best when you administer it calmly.

So, do not begin the time until your child is calm and quiet. If your child is crying or throwing a tantrum, it does not count toward the required time. If you start the time because your child is quiet but he or she starts to cry or tantrum, wait until your child is quiet again and then start the time over. Do not let your child leave time-out unless he or she is calm; your child must remain seated and be quiet to get out of time-out. Some programs suggest using timers. Timers can be helpful but are not necessary. If you use one, remember the timer is to remind parents that time-out is over, not children.

What counts as quiet time?
Generally, quiet time occurs when your child is not angry or upset, and is not yelling or crying. You must decide when your child is calm and quiet. Some children get perfectly still and quiet while in they’re in time-out. Other children find it hard to sit still and not talk. Fidgeting and “happy talk” should usually count as being calm and quiet. For example, if your son sings or talks softly to himself, that counts as quiet time. Some children do what we call “dieseling,” which is the quiet sniffling that usually follows a tantrum. Since a “dieseling” child is usually trying to stop crying but cannot find the off switch, this also should be counted as quiet time.

What if the child leaves the chair before time is up?
Say nothing! Calmly (and physically) return your child to the chair. For children who are 2 to 4 years old, unscheduled departures from the chair are a chronic problem early in the time-out process. Stay calm and keep returning the child to the chair. If you tire or become angry, invite your spouse (or any adult who is nearby) to assist you as a tag-team partner. If you are alone and become overly tired or angry, retreat with honor. But when help arrives or when your strength returns, set the stage for another time-out.

What if my child misbehaves in the chair?
Say nothing and ignore everything that is not dangerous to child, yourself, and the furniture. I repeat: Say nothing! What do I mean by nothing? I mean not anything, the absence of something, the empty set, the amount of money you have when you have spent it all, the result of two minus two or what zero equals. I mean nothing. Most of your child’s behavior in the chair is an attempt to get you to react and say something, anything. So expect the unexpected, especially if you are a nagger, screamer, explainer, warner, reasoner, or just a talker. And I mean the unexpected. They may spit up, wet, blow their nose on their clothes (you may be tempted to say “Yecch” but…do not), strip, throw things, make unkind comments about your parenting skills, or simply say they do not love you anymore. Do not worry. They will love you again when their time is up, believe me.

When should I use time-out?
When you first start, use it for only one or two problem behaviors. After your child has learned to “do” time-out, you can expand the list of problem behaviors. In general, problem behaviors fall into three categories: 1) anything dangerous to self or others; 2) defiance and/or noncompliance; and 3) obnoxious or bothersome behavior. Use time-out for “1” and “2” and ignore anything in category “3.” If you cannot ignore something, move it into category “2” by issuing a command (e.g., “Take the goldfish out of the toilet.”). Then if the child does not comply, you can use time-out for noncompliance. Be sure to use time-out as consistently as possible. For example, try to place your child in time-out each time a targeted behavior occurs. I realize you cannot be 100 percent consistent because it is in our nature to adapt. But be as consistent as you can.

In general, immediately following a problem behavior, tell your child what he or she did and take him or her to time-out. (With older children, send them to time-out.) For example, you might say, “No hitting. Go to timeout.” Say this calmly and only once. Do not reason or give long explanations to your child. If your child does not go willingly, take him or her to time-out, using as little force as needed. For example, hold your daughter gently by the hand or wrist and walk to the time-out area. Or, carry her facing away from you (so that she does not confuse a hug and a trip to time-out). As I suggested earlier, avoid giving your child a lot of attention while he or she is being put in time-out. Do not argue with, threaten, or spank your child. And what should you say? Hint: Starts with “No”’ and ends with “thing.” Answer: Say nothing!

What do I do when time is up?
When the time-out period is over, ask your child, “Are you ready to get up?” Your child must answer yes in some way (or nod yes) before you give permission for him or her to get up. Do not talk about why the child went into time-out, how the child behaved while in time-out, or how you want your child to behave in the future. In other words, do not nag. If your child says “No,” answers in an angry tone of voice, or will not answer all, start time-out over again. If your child chooses to stay in the chair, fine. It is hard to cause real trouble in time-out.

What do I do when my child leaves the chair?
If you placed your child in time-out for not doing what you told him or her to do, repeat the instruction. This will help teach your child you mean business. It also gives your child a chance to behave in a way that is good for business. If he or she still does not obey the instruction, then place him or her in time-out again. In addition, add in a few other easy-to-follow, one-step commands. If he or she does them, praise the performance. If not, back to time-out. Generally, use this opportunity to train your child to follow your instructions when those instructions are delivered in a normal tone of voice without being repeated.

The general rule for ending time-out is to praise a good behavior. Once time-out is over, reward your child for the kinds of behaviors you want him or her to use. Catch them being good.

Should I explain the rules of time-out to my child?
Before using time-out, you should explain the rules to your child once. At a time when your child is not misbehaving, explain what time-out is (simply), which problem behaviors time-out will be used for, and how long time-out will last. Practice using time-out with your child before using the procedure. While practicing, remind your child you are “pretending” this time. They will still go “ballistic” when you do your first real time-outs, but you will be reassured that you have done your part to explain the fine print.

Summary
Choose time-out areas.
Explain time-out.
Use time-out every time the problem behaviors occur.
Be specific and brief when you explain why your child must go to time-out.
Do not talk to or look at your child during time-out.
If your child gets up from the chair, return him or her to the chair with no talking.
Your child must be calm and quiet to leave time-out once time is up.
Your child must answer yes politely when you ask, “Would you like to get up?”
If you wanted your child to follow an instruction, give him or her another chance after time-out is over. And, in general, deliver a few other easy-to-follow commands so your child clearly learns who is in charge and who is not.
Catch them being good.

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積分: 10870

好媽媽勳章醒目開學勳章畀面勳章

24^#

發表於 08-10-19 19:46 |只看該作者

原文章由 ~仔仔媽咪~ 於 08-10-19 19:29 發表

嗰時我何止要應付我奶奶同老豆,仲要應付埋我老公班大佬同我自己個大佬...嗰時我仔又癲我走黎教仔,我老公班亞哥又慌死我會虐兒咁(咁講真我奶奶係從未用過打黎教仔鬧仔既),我都未鬧個仔,佢地可以唔客氣咁從我手上搶 ...

哈哈完來唔止我屋企果個係咁 ..... 機本上一屋人都覺得我lee個阿媽咁樣教先至係有問題果個,個個都覺得咁教係傻傻地,完全唔知佢地佢攪一攪 ,我要用番幾多時間再教......

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積分: 51912

25^#

發表於 08-10-19 19:51 |只看該作者

原文章由 無眼睇 於 08-10-19 19:46 發表

哈哈完來唔止我屋企果個係咁 ..... 機本上一屋人都覺得我lee個阿媽咁樣教先至係有問題果個,個個都覺得咁教係傻傻地,完全唔知佢地佢攪一攪 ,我要用番幾多時間再教...... ...

咪就係...俾佢地咁叉禍法,咪又係我地父母自己受番哂~~不過之後我奶奶都暗地裡接受咗我仔本身有問題,而且有次我仔又係响我奶奶屋企發癲,係咁扭計又掟野又專登攞起張凳扮要掟爛部電視,我同老公都專登乜都唔做唔理唔阻止唔教,任得個仔癲俾嫲嫲睇,結果嗰次之後我奶奶至信邪,無再嬲我响人地面前傾我仔自閉/過度活躍問題,依家奶奶仲成日鼓勵我俾心機去教好個仔...我都好開心.

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積分: 10870

好媽媽勳章醒目開學勳章畀面勳章

26^#

發表於 08-10-19 20:01 |只看該作者

你就好啦成功左,我就.......灰爆!!!!!攪到我好唔like99,but自己d爸媽就唔會囉因為自己爸媽有問題我可以嘈,但99唔得囉同我個c6都唔like (我自己宜家覺得自己好自閉好鬼唔開心c6又番早收夜,有d想死)嗚嗚

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積分: 10870

好媽媽勳章醒目開學勳章畀面勳章

27^#

發表於 08-10-19 20:02 |只看該作者

唯有得嫻上黎打下字睇下post!!!!

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積分: 51912

28^#

發表於 08-10-19 20:05 |只看該作者

原文章由 無眼睇 於 08-10-19 20:01 發表
你就好啦成功左,我就.......灰爆!!!!!攪到我好唔like99,but自己d爸媽就唔會囉因為自己爸媽有問題我可以嘈,但99唔得囉同我個c6都唔like (我自己宜家覺得自己好自閉好鬼唔開心c6又番早收夜,有d想死)嗚嗚 :n ...

你囝囝幾大呀?唔好唔開心啦!簡單D又亞Q精神D去諗,查實奶奶老人家有好多野都唔會明囉!咁你都可以另一角度睇,查實奶奶都係因為好鍚你囝囝,所以至會咁緊張啫~~都係好事黎架!佢咁愛鍚你囝囝~~~~

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積分: 10870

好媽媽勳章醒目開學勳章畀面勳章

29^#

發表於 08-10-19 20:10 |只看該作者

咪就係咁先死,講多(居)c6,99又唔like,唔講自己又唔開心,唯有希望可以快d搬~~~

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