Dont Lose Your Cool: Dealing With Difficult studentsRommie Duckworth
The Know-it-all. The Worrier. The Heckler. The Rambler. The Cheater. Is one rotten apple going to spoil your whole program? This program provides educators of all levels with insight into the sources of student issues as well as the mistakes that instructors commonly make that contribute to classroom unrest. Using lecture, role-play, and comedy, Rom Duckworth shows how educators can differentiate between difficult students and difficult behaviors, how to deal with immediate classroom problems, and what can be done to avoid trouble before it begins.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
- The application of differing instructional and disciplinary approaches based on an as-sessment of the students’ difficult behaviors.
- The primary policies and practices to have in place to prevent problem pupils.
- Key methods of targeting and eliminating difficult behaviors in the classroom.
- Keeping difficult students on track using the PREPS, LEAST and CCMP methods.
Find more information and presentations at www.romduckworth.com
Dont Lose Your Cool: Dealing With Difficult studentsRommie Duckworth
The Know-it-all. The Worrier. The Heckler. The Rambler. The Cheater. Is one rotten apple going to spoil your whole program? This program provides educators of all levels with insight into the sources of student issues as well as the mistakes that instructors commonly make that contribute to classroom unrest. Using lecture, role-play, and comedy, Rom Duckworth shows how educators can differentiate between difficult students and difficult behaviors, how to deal with immediate classroom problems, and what can be done to avoid trouble before it begins.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
- The application of differing instructional and disciplinary approaches based on an as-sessment of the students’ difficult behaviors.
- The primary policies and practices to have in place to prevent problem pupils.
- Key methods of targeting and eliminating difficult behaviors in the classroom.
- Keeping difficult students on track using the PREPS, LEAST and CCMP methods.
Find more information and presentations at www.romduckworth.com
Education for All goals talk about all children but who are the all? Teaching and education should not be seen only as a technical exercise within a classroom but every teacher
should make efforts to reach out to all children in the school.
Student Feedback: The Cornerstone of Classroom LearningClasscraft
Discover teacher, author, and Classcraft ambassador Paul Cancellieri's presentation on student feedback.
During the webinar “Student Feedback: The Cornerstone of Classroom Learning” Mr. Cancellieri will discuss his plan to maximize learning through a feedback-based approach, and explain how Classcraft can help with each step.
Education for All goals talk about all children but who are the all? Teaching and education should not be seen only as a technical exercise within a classroom but every teacher
should make efforts to reach out to all children in the school.
Student Feedback: The Cornerstone of Classroom LearningClasscraft
Discover teacher, author, and Classcraft ambassador Paul Cancellieri's presentation on student feedback.
During the webinar “Student Feedback: The Cornerstone of Classroom Learning” Mr. Cancellieri will discuss his plan to maximize learning through a feedback-based approach, and explain how Classcraft can help with each step.
Literacy and Assessment for Learning
-a brief overview of literacy and the difference between assessment of learning and assessment for learning - and what the latter looks like in the classroom/school/district
Making a Path: Creating Opportunities to Document and Share Promising Strategies or Practices Across One State by Mary Fisher & Mary Jo Dare.
From the 2009 National Resource Center for Paraprofessionals Conference.
Workshop based upon the book
"Beyond Behavior Management" by J. Bilmes
Throughout the presentation, pages will be referenced from the book. You can purchase the book online.
The presentation is an intellectual output developed within the GAME KA201 project : "UsinG online gAMe to tackle Early school leaving and reducing behavioral difficulties among pupils" 2019-1-PL01-KA201-064865. These theoretical materials concern behavioral disorders among students.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Helping Students Feel Like
They Belong
KRISTEN BOUWMAN
SPED 578
COURSE OBJECTIVE 1: CONNECTING WITH
STUDENTS
2. Overview
Introduce Self
Mendler: Questions about Belonging
Mendler: Belonging vs. Zero Tolerance
Personal Practicum Experiences
PBIS Evaluation Tools
Effective Ways of Connecting with Students
3. Introduce Self
Kristen Bouwman
2nd year grad student in school psych program @
MSUM
Hometown: Alexandria, MN
Interests: travelling, watching movies, visiting with
friends, eating at restaurants, dogs, and much
more…
Thesis topic: Positive Behavior Support
Plans for my future in school psychology: Intern and
work near Prescott, Arizona!
4. Mendler: Questions about Belonging
When you make mistakes, what kinds of things do others
say or do that are helpful? (p. 9)
How can you encourage your students to “relate” more
effectively with each other? (p. 9)
Are you highlighting specific ways that students can get
along with each other more peacefully and effectively?
(p. 74)
When put-downs or other divisive comments are
heard, do you set limits, and stop class to address the
issue in a manner that gets students thinking and
problem solving? (p. 74)
5. Mendler: Belonging vs. Zero Tolerance
“To keep our schools safe, we must work hard to keep from acquiring
bureaucratic rigidity.” (p. 89)
E.g. harsh zero tolerance policies
Consequences of misbehavior include…(p. 89)
Teaching a replacement behavior -and/or-
Being “Politically Correct” with a punishment that may be…
Lenient to please the parent
Harsh to please the angry teacher
Harsh zero tolerance policies “ further alienate already disenfranchised
youth” (p. 16)
The need to belong is “essential to learning” (p. 6)
Versus feeling “isolated and lonely”
E.g. harsh zero tolerance policies of suspension and expulsion
6. Personal Experiences
Thesis
Using a positive behavior support intervention (Circle of
Courage) to reduce/prevent problem behavior in an alternative
school setting
Circle of Courage is an intervention based on traditional Native
American child rearing practices: belonging, mastery,
independence, & generosity.
Brendtro, Brokenleg, & Van Bockern, 1990
(Mentioned in Mendler p. 6 & Long Articles 2.4, 9.2, & 9.5)
Learning more about belonging associated with Circle of
Courage during my thesis writing process has taught me that
to connect with students they need to feel they belong to a
community of learning.
7. Personal Experiences (Cont’d)
Elementary practicum site:
Positive Processes
Newcomers center
Welcomes new American students to the school & teaches basic
school attending behaviors (e.g. waiting in line, hand raising, etc.)
Helps make new American students feel like they belong and
teaches behaviors that aid in their belonging
Preventative for future problem behaviors associated with
belonging and not understanding school attending behaviors
Discipline philosophy
“We believe that discipline is guidance” “Through discipline we
strive to teach appropriate conduct and personal responsibility”
(school handbook)
Discipline “…should restructure your relationship with your
students” (Girls and Boys Town Educational Model)
Uses connecting with students to teach/guide students to behave
appropriately
8. Personal Experiences (Cont’d)
Elementary practicum site (cont’d)
Punitive Processes
Zero Tolerance
“Detention room for four tardies”
• Despite circumstances?
“Defiance of school staff”
• What does this mean?
• Not well defined
• Interpretable
9. PBIS Evaluation Tools
School-Wide Evaluation Tool (SET)
Seven Features
1-2 Behavioral expectations defined & taught
Positive: Newcomers Center, Boys Town Model
Negative: “Defiance of school staff” not well defined
3-4 Acknowledgement & correction procedures
Positive: Teach/guide discipline philosophy
Negative: “Detention room for 4 tardies” despite circumstances
5-7 Monitoring and evaluation, management, and district-level
support
10. Effective Ways of Connecting with Students
Helping students feel like they belong:
Ask an opinion from a student who rarely offers one (p. 25)
Use the 4H method (p. 26)
Call a student/parent at home (p. 37,38)
Eat lunch with a student who feels disconnected (p. 39)
Ask a nonparticipating student an open ended question (p. 47)
Play “Find someone who…” (p.64)
Use “think, pair, share” (p. 67)
Encourage students to help with each other’s problems (p. 69)
Break bread together (p. 77)
11. Effective Ways of Connecting with Students
(Cont’d)
Helping students feel like they belong by using the
4H method (p. 26):
Greet students daily with one of the 4 H’s
Handshake
High five
“How are you?”
“Hello.”