This document outlines strategies for creating a positive learning environment for all students. It discusses implementing universal principles of positive behavior support at the school, classroom, and individual level. These principles include having clear expectations, teaching the expectations, reinforcing positive behaviors, minimizing attention for minor misbehaviors, and having clear consequences. The document also provides examples of proactive classroom management strategies like catching students following rules, using positive reinforcement, and dealing with misbehaviors in a calm, neutral manner.
Creating Sensory smart classrooms, incorporating fine motor goals, when to contact an OT, the importance of movement, Integrating Special needs children in the classroom
Creating Sensory smart classrooms, incorporating fine motor goals, when to contact an OT, the importance of movement, Integrating Special needs children in the classroom
I MAKE THE DIFFERENCE : Encouraging Positive Behaviourshareenratnani
Gaps Exist-They always have and always will. However creating an environment to promote positive behaviour enriches the learning process, catalyses closing gaps between teachers and students and creates an understanding of learning patterns.
Differentiated instruction provides students with different avenues to acquire content; Encouraging positive behaviour creates an acceptance and understanding that all students within a classroom can learn with a positive disposition, regardless of differences in ability.
So You’re a New Teacher??
How to Survive the First Years
“Every teacher must understand the importance of promoting a positive class atmosphere. Each school is a microcosm of our society with its positives and negatives, and the importance
of respect, kindness and
honesty among students
should NOT be minimized”
- Lindberg and Swick, 2005
2 Hour OT Workshop for Early Education Teachers. Includes:
1-Developmental Milestones and Red Flags
2-Fine motor skills development strategies
3-Sensory Strategies for the classroom
4-Teaching Handwriting
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.
Dr. John R. Lutzker, Director for the Center for Health Development, Associate Dean for Faculty, and Professor of Public Health at GSU, along with Dr. Whitaker, Director of the National SafeCare® Training and Research Center, Professor and Director of the Division of Health Behavior & Promotion in the Institute of Public Health at GSU, were invited to speak at the School of Social Work, University of Maryland. During this annual alumni seminar, Dr. Lutzker and Dr. Whitaker presented the historical and future trajectory of SafeCare, an evidence based program that prevents child abuse and neglect.
How to Motivate Your Students and Get Them to Listen to You part 1Rachel Wise
Part 1 of a four part series - This presentation gives 39 effective strategies for classroom management. Created by Rachel Wise: Licensed Behavior Specialist, Certified School Psychologist, and founder of educationandbehavior.com.
I MAKE THE DIFFERENCE : Encouraging Positive Behaviourshareenratnani
Gaps Exist-They always have and always will. However creating an environment to promote positive behaviour enriches the learning process, catalyses closing gaps between teachers and students and creates an understanding of learning patterns.
Differentiated instruction provides students with different avenues to acquire content; Encouraging positive behaviour creates an acceptance and understanding that all students within a classroom can learn with a positive disposition, regardless of differences in ability.
So You’re a New Teacher??
How to Survive the First Years
“Every teacher must understand the importance of promoting a positive class atmosphere. Each school is a microcosm of our society with its positives and negatives, and the importance
of respect, kindness and
honesty among students
should NOT be minimized”
- Lindberg and Swick, 2005
2 Hour OT Workshop for Early Education Teachers. Includes:
1-Developmental Milestones and Red Flags
2-Fine motor skills development strategies
3-Sensory Strategies for the classroom
4-Teaching Handwriting
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.
Dr. John R. Lutzker, Director for the Center for Health Development, Associate Dean for Faculty, and Professor of Public Health at GSU, along with Dr. Whitaker, Director of the National SafeCare® Training and Research Center, Professor and Director of the Division of Health Behavior & Promotion in the Institute of Public Health at GSU, were invited to speak at the School of Social Work, University of Maryland. During this annual alumni seminar, Dr. Lutzker and Dr. Whitaker presented the historical and future trajectory of SafeCare, an evidence based program that prevents child abuse and neglect.
How to Motivate Your Students and Get Them to Listen to You part 1Rachel Wise
Part 1 of a four part series - This presentation gives 39 effective strategies for classroom management. Created by Rachel Wise: Licensed Behavior Specialist, Certified School Psychologist, and founder of educationandbehavior.com.
The Seventh-day Adventist baptismal vow is a list of 13 belief statements which a person joining the Seventh-day Adventist Church is expected to agree to. In Adventist understanding baptism, which is a public display of faith in Christ, is associated with officially joining the Adventist church, which is a part of the community of believers in Christ.
However much we try our best as educators, we are only human. On our bad days, why is it that some students seem to annoy us more than others? Why do we all have those favorite students and those who make us want to tear our hair out? What we think of them may be more of a reflection of our own life and education experiences. This workshop will give practical suggestions on how we can build better relationships with our students and deepen our understanding of their needs.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
MIP 201T & MPH 202T
ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMS By - AKANKSHA ASHTANKAR
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
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1. Creating a Positive, Pro-active
Environment for All Students
Annemieke Golly, Ph.D.,
agolly@ uoregon.edu
Institute on Violence and Destructive Behavior
University of Oregon
3. •Functional Assessment
•Individual Behavior Management Plans
•Parent Training and Collaboration
3-5%
•Multi-agency collaboration (wrap-around)
FEW
(High-Risk)
Individual Interventions
•Intensive social skills teaching
•First Step to Success
7-10% •Adult mentors (checking in)
SOME •Increased academic support
(At-Risk Students)
Classroom and Small Group Strategies
•Social skills teaching
85-90%
•Positive, proactive discipline
ALL •Teaching social behavior expectations
(All Students) •Active supervision and monitoring
•Positive reinforcement systems
School-Wide Systems •Firm, fair, and corrective discipline
of Support •Data-based decision Making
4. Five Universal Principles
1. Have Very Clear Expectations
2. Teach those expectations
Use examples and non-examples
3. Reinforce the expectations
4. Minimize a lot of attention for minor
inappropriate behaviors
(Don’t make mountains out of mole
hills)
5. Have clear consequences for
unacceptable behavior
5. Effective Schools & Classrooms:
• Clearly Define Expectations in All Settings
(e.g., entering classroom, getting drinks, asking
for help)
• Teach Expected Behaviors in Specific Settings
• Reward Expected Behaviors
(Catch students doing the “right” thing)
• Correct /Provide Clear Consequences for
Inappropriate Behavior
• Use Data-based Decision Making (Count)
6. Message
• Assume compliance.
• Children want to do what you want them to
do (if they know how).
• Children want to be noticed by adults.
7. Why do we need clear
expectations?
• The adjustment to new situations can be
confusing and challenging.
• Knowing what is expected makes children
feel safe and gives a sense of belonging.
• Knowing what is expected helps with self-
esteem and decision making.
8. What can we do to help children be more
successful?
• Clear rules & expectations
– What do you want to see & hear
• Teach your expectations
- This how you do it, this not how to do it
• Catch the child doing the right thing
• Ignore Minor inappropriate behaviors
• Always use a neutral tone
Give a clear direction
Do not argue
Remain calm
Use humor, not sarcasm
• Use appropriate consequences
• Ignore Minor inappropriate behaviors
9. Basic Concept
• Decide what you want to see and
hear
• Tell students what you want
• Teach students what you want
• Reinforce them a lot when they are
doing it
• Minimize a “lot of attention” when
they’re not doing it
10. Why do most children
misbehave?
• Attention (adult, peer)
• Avoidance (Task too hard,
too easy, boring)
11. Verbal & Non-Verbal
Communication
Be aware of your communication style
Video tape yourself teaching. Watch for:
• Shaking finger?
• Hands in sides?
• Standing in front of the student.
• Looking down at the student?
• Standing next to the student?
• Being at eye level with the student?
• Giving the student a clear direction?
12. Activity
• Think of a student who is a weak or non-
responder in your classroom/group
• What “need” (attention, avoidance) is
maintaining the inappropriate behavior
for the student.
• How do you typically deal with the
student when unacceptable behavior
occurs.
• How might your behavior maintain the
problem behavior?
13. Clear Directions
• Use short, clear directions such as:
“Open your book to page 5.” or
“Go to your seat and complete page 15
quietly.”
• Use a neutral tone
14. What Else Can We Do?
• Motivate All Students
• Provide lots of positive feedback
• Minimize attention for minor inappropriate
behavior
• Focus on the behavior you want
• Use humor, never sarcasm.
• Have fun!
15. Motivation
• If the student can’t do the task, it’s a skill
problem. You have to teach or re-teach!
• If the student won’t do the task, it’s a
motivational problem. You have to
motivate!
In both cases, you have to change your
behavior.
It is your job to help the student be as
successful as possible!
16. Motivation
• Students can earn points for :
– Following directions
– Working independently
– Raising their hand quietly
– Lining up quickly & quietly
– Cleaning up quickly & quietly
– Transitioning quickly & quietly
– Etc.
17. Motivation/Be Specific
Use terms like:
– This group is incredible! Your voices were off the whole time
while I gave directions.
– I see that everyone is on page 5.
– You are being so responsible by having your work in your cubby
before lunch.
– You are showing respect by looking at me and listening.
– You lined up quickly and safely with personal space.
– That was very responsible the way you went to your seat
quickly.
– Thank you for raising your hand quietly.
18. Motivation
• Make separate chart with
2 columns
YOU e.g.
-Snoopy
(The students)
You/ Other (make believe -Tiger Woods
animal or object) -Mr. President
• When they are doing the
“right thing” they get a
point
• When someone isn’t
doing “the right thing”,
the other side gets a
point.
19. • If they have more YOU Snoopy
points then the
other side at the
IIIII II
end of the period,
they get a mark on
the motivational IIIII
chart
• When motivational
chart is filled,
there is a surprise
for the entire class.
20. Motivation
This game is an excellent way to keep data on
your positive interactions with the kids.
You Other side
• Students should have at (students) (e.g. Snoopy)
least 5 points for every point lllll lllll
the other side gets lllll lllll
• If not….
lllll lll
• Your instructions aren’t clear or.
• You are paying too much
attention to inappropriate behavior.
21. Motivation
• Pick a motivational theme (e.g., rocket,
thermometer, tree, basketball, map, ladybug,
butterfly)
• Make a large poster with 10-20 marks
• Explain how students can earn a mark (e.g.,
when they have more points than the other side)
• Make it fun!
24. What works?
• Effective classroom management
• Knowing what need maintains the
inappropriate behavior (e.g., attention,
escape/avoidance)
• Figure out a way to meet the child’s
need in a positive way
25. What else works?
– Stimulus Cue (Attention signal)
– Group behavior contingencies (You/other
side game)
– Differential reinforcement (“You never
know when you get a surprise!”)
– Teacher approval or disapproval
– Token systems
– Self-management (you/other game)
– Differentiated Instruction
– Concentration /Focus Power Game
26. vs. teachers
• Pro-active • Re-active
teachers teachers
• problem • with problem
behaviors behaviors
27. Reactive Statements
– What are you doing!?
– Stop that!
– Sit down!
– Get to work!
– No!
– You should know how to do that by now!
Many times our reactive statements
increase anger and escalate behavior.
28. Punish
• Reduce reliance on punishment, time-out,
office-referral and suspension, as a primary
strategy
• If the “punished” behavior occurs again and
again, the punisher is reinforcing to the child.
• Find out what the child is trying to get (e.g.,
attention, avoidance/escape or both).
30. What can be done?
• Be organized
• Set up a positive and predictable classroom
environment
• Develop and teach clear expectations
• Use positive classroom systems
(Not this: “Turn the card when you misbehave.”
Instead: “Turn a card when you’ve done well!”
31. Neatness and Organization
• Teach students respect for their space.
– Coats on hangers, hats off, roll up sleeves
• When expecting writing tasks:
– Reinforce students for putting name & date
on right side
– Start after the margin
– Start each sentence with capital and end
with end mark
– Stay on the line
– Leave a space between words
– Keep paper neat
32. How can we help make children
more successful?
• Don’t assume anything!
• Teach your expectations
– “This how you do it, this not how to do it..”
• Model, model, model
33. Be Consistent with Expectations
• If you expect students to raise their
hand quietly…Only call on students who
raise their hand. Do not respond to talk
outs.
• If you expect students to work quietly,
reinforce the students who are working
quietly.
34. Extraneous teacher talk
• Start lesson immediately.
• Focus on the task
• When a student interrupts, use planned ignoring and
repeat the task.
• When student is off-task, tell student what to do, not
what not to do or other discussion.
• After a few minutes say: “That’s a good choice. Can I
help you?”
• Focus on positives! Don’t fall into the criticism trap
35. Activity:
Dealing with Problem Behavior
• Think of a student who displays chronic
problem behavior in your classroom/group
(Keep this child in mind as we go through the rest of the workshop).
• Describe the behavior (What does he/she do that is
unacceptable?)
• Why do you think this child misbehaves?
• How do you think you can help this child?
36. Dealing with problem behavior
• Stay calm
• Be specific
• Use a neutral tone
• Be aware of your body language
• Avoid a power struggle!
37. Helpful words:
To Encourage & Reinforce:
“I noticed…..” & “I saw…..”
“Can I help you?”
To stay out of a power struggle:
“Regardless “
“Never the Less”
38. What else…..
Do NOT hold a grudge!
Use humor, not sarcasm
• Always treat the child with respect.
39. Response to Intervention
• If you are doing the same thing again
and again and the behavior doesn’t
change, you must change your
intervention/interaction.
• The teacher always has to change
first before the child will change!
40. Use Data-based Decisions
• Keep track of repeat “offenders”
– E.g., turning card, name on board, send
to office, call parents.
The “punishment” actually maybe
reinforcing for the student.
41. Identify the Problem
Put it in observable & teachable terms..
“I need to teach the group to raise
their hand quietly”.
Not: “They should know how to behave.”
42. How can we help make
children more successful?
• Catch the child doing the right thing
Always use a neutral tone
Give a clear direction
Do not argue
Remain calm
Use humor, not sarcasm
• Always treat the child with respect.
43. Activity
• Recall the student who displayed chronic
problem behavior in your classroom/group
• What “need” (attention, avoidance) is
maintaining the inappropriate behavior meeting
for the student.
• How do you typically deal with the student
when unacceptable behavior occurs.
• How might your behavior maintain the problem
behavior?
44. Functional Behavior
Assessment
• When pro-active, predictable and positive
systems are consistently implemented and a
few students do not respond, a positive
behavior intervention plan based on a
functional assessment must get implemented.
This is another workshop! Or….Consult the
book:
“Why Johnny Doesn’t Behave. Twenty Tips and
Measurable BIP’s”
(www.AttainmentCompany.com)
45. You are one of the most
important adults
in your students’ lives.
You CAN make a
difference!!
Have a Fabulous Year!
46. Resources:
• Golly, A. (2006). Five Universal Principles of Positive Behavior
Support and the Story of My Life.
www.AttainmentCompany.com
• Bateman, B, & Golly, A. (2003). Why Johnny Doesn’t Behave :
Twenty Tips and Measurable BIPs
www.AttainmentCompany.com
• Golly, A., & Sprague, J. (2005). BEST Behavior: Building Positive
Behavior Supports in Schools.
www.Sopriswest.com
• First Step to Success Program
www.Sopriswest.com
• Music Wand: www.treeblocks.com
• Class Prompter Computer program
mrebar@uoregon.edu
Editor's Notes
I am very happy to have the opportunity to be in your country. I have traveled to many places in the world but this is the first time that I am in Japan. Before I tell you a little bit about myself and how I got into the field of special education, I would like to know a little about you. Please raise your hand if you are a teacher. Raise your hand if you teach or work with children with the following ages: 3-5 years old, 5-7, 7-9, 9-12, 12-15, 15 years or older. Raise your hand if you are an administrator, a psychologist, a counselor, a teaching assistant. The information I am going to present to you the next few days is research based and are methods that can apply to all age children, regular students as well as students with special needs. The basic principals have been effectively generalized across all ages in the United States. Sometimes I will use examples for younger children and sometimes for older children. You must use your skills as a teacher to try to apply it to the age group that you work with. My expertise is mostly with students 3 – 13 year olds. When I left my classroom, 5 years ago, I had 65 students on my case load, 5-13 year olds. They had the entire range of disabilities: ADD, ADHD, CD, ODD, SED, LD, children with Down Syndrome, Fetal alcohol syndrome, autism etc. There was 1 other teacher and 2 assistants. The children were mainstreamed as much as possible in the regular classroom. We had a great program. First I will show you the agenda for today and then I will tell you about my background.