This document provides information and advice from Angela Searcy on positive parenting strategies. It discusses the importance of building strong, positive relationships with children in order to encourage good behavior. It provides tips for parents, such as using positive reinforcement, setting clear expectations, solving problems constructively, and helping children manage their emotions. The document emphasizes catching children being good and filling their "relationship tank" to promote healthy development.
5 THINGS THAT PARENTS CAN DO TO PLAY A MORE SIGNIFICANT ROLE IN DEVELOPING TH...Satyen Khashu
5 THINGS that parents can start doing to play a more
significant role in developing the public speaking skills of their child.
If you are a parent and wish that your child learns to share their thoughts and feelings with confidence, you may find this useful.
Creating good characters in children and young adults by melvin fellerMelvin Feller
In today's society, children witness behaviors that are completely unacceptable, often on a daily basis. That is why Melvin Feller has developed this curriculum and wants to share it on all levels with anyone and everyone! Melvin Feller believes in improving lives as a long-term goal!
These actions could be as simple as a rude comment, a lack of courtesy or it could be much worse. Some kids will see or experience verbal, physical, and/or sexual abuse. Young people are very good at hiding their problems, so don't assume a child is doing fine, based on his/her appearance.
If they are not experiencing these behaviors in business
5 THINGS THAT PARENTS CAN DO TO PLAY A MORE SIGNIFICANT ROLE IN DEVELOPING TH...Satyen Khashu
5 THINGS that parents can start doing to play a more
significant role in developing the public speaking skills of their child.
If you are a parent and wish that your child learns to share their thoughts and feelings with confidence, you may find this useful.
Creating good characters in children and young adults by melvin fellerMelvin Feller
In today's society, children witness behaviors that are completely unacceptable, often on a daily basis. That is why Melvin Feller has developed this curriculum and wants to share it on all levels with anyone and everyone! Melvin Feller believes in improving lives as a long-term goal!
These actions could be as simple as a rude comment, a lack of courtesy or it could be much worse. Some kids will see or experience verbal, physical, and/or sexual abuse. Young people are very good at hiding their problems, so don't assume a child is doing fine, based on his/her appearance.
If they are not experiencing these behaviors in business
How to Integrate the Challenging Child Into the ClassroomTuesday's Child
Katie Conkin, M.Ed., Program Director at Tuesday's Child presents on "How to Integrate the Challenging Child Into the Classroom." This presentation is ideal for Early Childhood Teachers and Social Workers.
Build your CLASS expertise to unlock the potential of great teaching in your organization. This regional training will equip observers, coaches, teachers and everyone in between to see through the CLASS lens, help others see through the CLASS lens and directly impact teaching with CLASS. Prepare to fairly and accurately observe and code Preschool classrooms by attending this 2-day training—the first step in earning your CLASS observer certification.
Pre-K CLASS® Observation Training June 15-16 flyer with logoDr. Angela Searcy
Build your CLASS expertise to unlock the potential of great teaching in your organization. This regional training will equip observers, coaches, teachers and everyone in between to see through the CLASS lens, help others see through the CLASS lens and directly impact teaching with CLASS. Prepare to fairly and accurately observe and code Preschool classrooms by attending this 2-day training—the first step in earning your CLASS observer certification.
Build your CLASS expertise to unlock the potential of great teaching in your organization. This regional training will equip observers, coaches, teachers and everyone in between to see through the CLASS lens, help others see through the CLASS lens and directly impact teaching with CLASS. Prepare to fairly and accurately observe and code Preschool classrooms by attending this 2-day training—the first step in earning your CLASS observer certification. Thursday-Friday, June 15-16, 2017 at 8:30am - 5:00pm CST
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
5. What is CSEFEL?
The Center on the Social and Emotional
Foundations for Early Learning
www.vanderbilt.edu/csefel
A Federally Funded Center Focused on Improving the Social Emotional
Outcomes of Children Birth to Age Five.
Partners:
•
Vanderbilt University
•
University of Illinois at Urbana-Champaign
•
University of Colorado at Denver
•
University of South Florida
•
ZERO to THREE
•
Georgetown Center for Child and Human Development
7. What are Positive Behavior
Supports?
• A child’s social and
emotional development
is closely tied to the
parents’ behavior!
• Social and emotional
development HELPS
academic skills!
• Positive alternatives to
spanking and “no!”
7
8. Hmmm…
• Can you Discipline a child you don’t
have a positive relationship with?
8
9. “Every child needs one person
who is crazy about him.”
Uri Bronfenbrenner
9
11. How Might Children Communicate
They are “Running on Empty!”
• Crying
• Hitting
• What else?
12. Catch Your Child Being Good!
• Give specific, positive attention to your
child for the behavior that you want to
see, and teach your child what to do!
“Wow! You are being so
careful keeping all the
pieces on the table!”
12
13. Parent Behavior Is
• Do As I Say, Not As I Do” does not work
• Short phrases are key—two sentences or
less—even things like “Stay on task” or
“Focus”
• Brain reacts to positive statements
• Lengthy arguments muddy the waters
14. Say the DO instead of the Don’t
• Stop yelling!
• Don’t throw your
toys!
• Stop bothering your
sister!.
• Cut it out.
• Use your inside
voice
• Your toys go here or
you need a ball
• Use kind words
• Try to use kind
words and hands
14
15. Ways to Give Children Encouragement
(examples)
• “Thank you for __________.”
• “What a good problem solver you are, you were
able to__________.”
• “It’s so much fun to play with you; you are so
good at ________.” (sharing, taking turns)
• “You were being so kind when you ________.”
• “Thank you for using your inside voice when
your sister was sleeping.”
15
16. Have parents fill the relationship
TANK!
List 5 things that you will
try to do in the next
week to “fill/refill” your
child’s relationship tank.
Things that will make
your child feel really
special! Things that will
help build a positive
relationship with your
child.
17. • Children respond better to adults who take a personal
interest in them.
• Develop positive relationships are critical for learning
and development
• Make sure the ratio between positive and negative
experiences for students is about 5 positives for every
negative.
17
18. Make Your “Expectations” Clear
• Tell your child what to do instead of what not
to do.
• Clearly and simply state what you expect your
child to do.
• Have age-appropriate expectations.
• Use age-appropriate language. Young
children have difficulty with contractions (two
words that are combined to form one, such as
“don’t” and “can’t”).
18
19. Common Mistakes: Time-Out
• Angrily threatening time-out
– Gives child the attention he/she is wanting
• Allowing other children to tease the child who is
in time-out
– Gives the child attention
• Applying time-out long after the behavior has
occurred
– Time-out is only effective when immediately
applied.
• Scolding your child when putting him/her in or out
of time-out
– Time-out only works when it is time away from
adult attention.
19
20. Helpful Hint!
• Young children often do NOT
understand contractions like “don’t”
• Young children tend to hear the last
word so in “don’t run” they hear….RUN!
• Telling them what not to do doesn’t
teach them what TO DO!
20
21. Tips for Encouraging Your Child
Powerful Parenting Practice!
• Tip 1
• Tip 2
• Tip 3
• Tip 4
• Tip 5
• Tip 6
Get your child’s attention.
Use behavior specific language.
Keep it simple—avoid combining
encouragement with criticism.
Encourage with enthusiasm.
Double the impact with physical
warmth.
Use positive comments and
encouragement with your child
in front of others.
21
22. Things to Try at Home
Making the Connection!
Positive Parenting Tips
• Try to fill/refill your child’s relationship
tank
• Try to use positive comments and
encouragement with your child
• Have fun together!
22
23. Setting The Stage for Success!
•
•
•
•
Try to anticipate problems
Stay near your child
Support your child
Encourage your child
23
24. Plan Ahead
• Try to anticipate what your child may do
or may need in various situations. Plan
ahead to set your child up for a
successful experience. Hope for the
best, but always have a backup plan!
Plan ahead!
24
25. Stay Calm
• When a child’s behavior is
challenging, you can either respond
to it or ignore it. If reaction is
necessary, remember that less is
usually best.
25
26. Controlling Anger and Impulse
How can we help our
children…
• recognize anger in
themselves and
others?
• learn how to calm
down?
• understand
appropriate ways to
express anger?
28. Tucker Turtle
Takes Time to
Tuck and Think
A scripted story to assist with teaching the
“Turtle Technique”
By Rochelle Lentini
March 2005
Created using pictures from Microsoft Clipart® and Webster-Stratton, C. (1991). The teachers and children videotape series: Dina dinosaur school.
Seattle, WA: The Incredible Years.
29. Tucker Turtle is a terrific turtle. He likes to play with his friends at
Wet Lake School.
31. When Tucker got mad, he used to hit, kick, or yell at his friends. His
friends would get mad or upset when he hit, kicked, or yelled at
them.
32. Tucker now knows a new way to “think like a turtle” when he
gets mad.
33. He can stop and keep his hands, body, and yelling to himself!
34. He can tuck inside his shell and take 3 deep breaths to calm
down.
35. Tucker’s friends are happy when he plays nicely and keeps his body
to himself. Friends also like it when Tucker uses nice words or has
a teacher help him when he is upset.
40. Use of Songs and Games
Sample Song
• If you are happy and you know it…add
new verses to teach feelings
– If you’re sad and you know it, tuck and think
– If you’re mad and you know it, use your words
“I’m mad”
– If you’re scared and you know it ask for help,
“help me”
– If you’re happy and you know it, hug a friend
– If you’re tired and you know it, give a yawn.
41. Play: How Would You Feel If?
• Discuss typical situations that happen when
children are together: “How would you feel if this
happened to you?”
– Example: Jeremy wanted to play ball with
Katie and Wu-ying today, but they wouldn’t let
him. How do you think that made him feel?
How do you think you would feel if that
happened to you? What could
Jeremy try next time?
44. Using Pictures to Teach Rules
• Get out your camera
• Snap a photograph of what you want
your child “to do”
• Post it, model it, practice it, and notice
when it’s done and praise it!
• If your rule is “clean up”…show him/her
47. Problem-Solving Games
• What if your sister hit you? How would you feel?
What could you do?
• What if you wrote on Mommy’s bedroom wall with a
marker? How would you feel? How do you think
Mommy would feel? What could you do?
• What if you knocked over your friend’s tower at
school? How would you feel? How do you think your
friend would feel? What could you do?
• What if you and your sister wanted to watch
something different on the television? What could you
do?
• What if someone at school was teasing you and
calling you names. How would you feel? What could
you do?
47
48. Problem-Solving Games (cont.)
• What if it was bedtime and you wanted hear one
more book? What could you do?
• What if Daddy sent you to time-out for hitting your
brother? How would you feel? How do you think your
brother would feel? How do you think Daddy would
feel? What could you do?
• What if you really wanted a toy at the toy store but
Mommy said you could not have it? How would you
feel? What could you do?
• What if you really wanted to play with your sister and
her friends, but they said, “No”? How would you feel?
What could you do?
48