The document provides guidance techniques and strategies used in the classroom, including non-standardized techniques like questionnaires, observation, sociometry, anecdotal records, case studies and cumulative records. It discusses behaviors like school phobia, conduct disorder, and oppositional defiant disorder. Positive discipline techniques are outlined such as using positive statements, redirecting attention, reverse attention, time outs, loss of privileges, setting limits, and limited choices. Inappropriate discipline is also identified. The overall aim is to assist students in understanding themselves and their environment to utilize educational opportunities.
Workshop presented by Jeanne Hopkins, Department Chair & Professor of Early Childhood Development, Tidewater Community College, and Amanda Raymond, Disability Awareness Advocate, published author, parent of two children with autism. For more information e-mail jehopkins@tcc.edu.
A parenting style is a psychological construct representing standard strategies that parents use in their child rearing. The quality of parenting can be more essential than the quantity of time spent with the child. For instance, a parent can spend an entire afternoon with his or her child, yet the parent may be engaging in a different activity and not demonstrating enough interest towards the child. Parenting styles are the representation of how parents respond and demand to their children. Parenting practices are specific behaviors, while parenting styles represent broader patterns of parenting practices
Workshop presented by Jeanne Hopkins, Department Chair & Professor of Early Childhood Development, Tidewater Community College, and Amanda Raymond, Disability Awareness Advocate, published author, parent of two children with autism. For more information e-mail jehopkins@tcc.edu.
A parenting style is a psychological construct representing standard strategies that parents use in their child rearing. The quality of parenting can be more essential than the quantity of time spent with the child. For instance, a parent can spend an entire afternoon with his or her child, yet the parent may be engaging in a different activity and not demonstrating enough interest towards the child. Parenting styles are the representation of how parents respond and demand to their children. Parenting practices are specific behaviors, while parenting styles represent broader patterns of parenting practices
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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 Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. OBJECTIVES
• explain the term techniques of guidance;
• describe the major techniques of
guidance;
• enlist different non-standardized and
standardized techniques of guidance;
• identify non-standardized and
standardized techniques of guidance;
• use different techniques of guidance in
school settings; and
• discuss the techniques of guidance in
education.
19. • Non-standardized techniques are
commonly employed for individual
analysis by counsellors in various
settings. These techniques provide a
broader, varying and more subjective
approach to data gathering and
interpretation for human assessment.
20. 1.The Questionnaire
• A questionnaire is a list of
questions to be answered by
an individual or a group of
individuals, especially to get
facts or information.
21. TWO TYPES OF QUESTION
• Gender Male/Female
• How often do you watch
Discovery Channel on TV?
Every day/once in a
week/Occasionally/Never
22. • the answer in the
form ‘yes’ or ‘no’ or in
a limited number of
given categories
Closed -Ended
Question
23. • Which types of programmes do you
like to watch on TV?
• • What steps would you like to take to
improve science teaching in your
school?
24. • time consuming and requires
special skill in interpreting the
responses. The closed type
questionnaire can be easily
scored, interpreted and is more
objective.
Open – Ended Question
39. 4. Sociometry
• The purpose of this technique is to study
the nature of social relationship of
individual within a group. It offers an
opportunity to identify personality
problems, especially in isolates and the
rejected. Isolates are students who remain
alone with no relationships in the class.
Rejected students are disliked by other
students.
40. • The sociometric data
are presented in the
form of a sociogram
which shows
attractions and
repulsions within a
group and helps the
teacher and the
counsellor in
discovering the
problems of students
in relation to the group.
58. The aim of all guidance is to assist the learners to
acquire sufficient understanding of themselves and
of their environment to be able to utilize most
intelligently the educational opportunities offered by
the school and the community. Guidance is the
assistance given to individual in making intelligent
choices and adjustments in their lives. The ability to
make wise choices is not innate; it must be
developed. The fundamental purpose of guidance is
to develop in each individual up to the limit of his/her
capacity the ability to solve his/her own problems
and to make his/her own adjustments.
60. SCHOOL
1. SCHOOL PHOBIA:
Definition:
• School phobia is persistent and abnormal fear of going to
school.
• It is emotional disorder of the children who are afraid to
leave the parents, especially mother and prefer to remain
at home and refuse to go to school profusely.
Signs and Symptoms:
Recurrent physical complaints like abdominal pain,
headaches which subside if allowed to remain at home.
61. 2. CONDUCT DISORDER:
Conduct disorder is a serious behavioral and
emotional disorder that can occur in children
and teens. A child with this disorder may
display a pattern of disruptive and violent
behavior.
Symptoms of Conduct Disorder:
• Aggressive Conduct
• Destructive behavior
62. 3.OPPOSITIONAL DEFIANT DISORDER:
It is defined as a pattern of negativistic, hostile, and
defiant behavior lasting at least 6 months, during
which 4 or more of the followings are present:
• Often loses temper
•Often argues with adults
•Often actively defies with adults or refuses to
comply requests or rules
•Often deliberately annoys people
•Often blames others for his/her mistakes
•Often touchy or easily Annoyed by others
•Often angry
63. Reasons for Misbehavior
• Normal for the age.
• Natural curiosity.
• Don’t know better.
• For attention.
• Unfulfilled needs
• For power.
• For revenge.
• Feel inadequate.
• To feel they
belong.
• Environment
64. MISBEHAVIOR:
• Is based on a
child’s mistaken
interpretation of
how to find
BELONGING &
SIGNIFICANCE!
• Most common
reasons for why
children
misbehave
0
10
20
30
40
50
60
70
80
ATTENTION
OTHER BEHAVIORS
66. Positive Statements
• Telling a child what they CAN do,
rather than what they CAN’T do.
• Instructions are more clear.
• Children feel good.
• Works for: all ages!
• “Please walk” instead of
“Don’t run”
67. Practice – Positive Statements
What would you say?
• Don’t hit your sister again!
• Don’t forget your lunch!
• Don’t slam the door!
• Don’t climb up the slide!
• Don’t listen to that kind of music!
68. Redirect Attention
• If a child is doing something you do
not want them to do….give them
something else to do.
• Distract them with another option
• Works for: young children
6 months to 10 years
69. Reverse Attention
• Ignore inappropriate behavior and
deal with problem when child is no
longer seeking attention.
• Only works if child is trying to get
attention.
• Works for: older children
ages 7-18.
70. Time Out
• Gives children an opportunity to re-
gain control of their emotions.
• One minute for each year.
• Quiet spot, tell them why they are
there, re-state the rule, have them
apologize at end.
• Works for: young children
ages 2 – 9.
71. Loss of Privilege
• Remove a privilege if behavior is
inappropriate.
• Lots of different privileges can be
removed.
• Be consistent! Follow through.
• Threats are no good…stick to it.
• Works for: older children
ages 5 – 18.
72. Setting Limits
• Children need limits on their
behavior.
• They want to know what is
acceptable and allowed.
• Rules should be fair, consistently
enforced and help children learn
responsibility and self-control
• Works for: all ages!
73. Limited Choices
• 2 or 3 options.
• Gives child a sense
of power and
control.
• Offer only real
possibilities.
• Can help reduce
temper tantrums.
• Works for: 2 and up.
74. CLASSROOM DISCIPLINE:
1. Have rules and
remind them often
2. KEEP RULES
SHORT & SIMPLE
1. Be nice to teacher
and classmates
2. Raise hand to speak
3. Walk in halls
75. DISCIPLINE STEPS:
1. Redirect
2. Check it out
3. Speak to the child about the
problem
4. Give choices
5. Use logical or natural
consequences
6. Use time out if still out of control
76. CLASSROOM DISCIPLINE
cont’d
• Sometimes it helps to whisper to the
child
• Resist giving attention to the disruptor
– “Someone is disturbing the class”
• Move closer, place hand on shoulder
• Involve them
• Talk privately
– “What can I do to get your help?”
77. FORBIDDEN DISCIPLINE
ACTIONS:
• SPANKING
• SLAPPING
• HITTING
• SHAKING
• PULLING
• PINCHING
• NO TEASING
• NO HUMILIATION
• NO INSULTS
• NO THREATENING
• NO FRIGHTENING
• NO LAUGHING AT
Confirmed incidents will be grounds for immediate
dismissal from a job.
78. ALWAYS
REMEMBER:
• MISTAKES R WUNDERFULL
OPPERTUNITEEZ 2 LERN!
– Recognize your mistake
– Reconcile “I’m sorry”
– Resolve: Focus on solutions
rather than blame.
79. Appropriate Behavior Child Care
Management Techniques
(as found in the state test guide)
• If one area of the classroom creates
physical aggression try changing the room
arrangement
• Locate a child with a short attention span
next to the teacher
• Invite and gently take the child’s hand and
walk when a child will not come out of an
area
• Give children the opportunity to make
limited choices
• Give positive reinforcement when a child
tells the truth
80. • Explain/how to use toys appropriately and
redirect with appropriate items
• Call attention to a child that is participating
correctly
• Give a time limit when they need to change
when a child doesn’t want to take turns
• Put away the distracting influence and involve
him/her in helping with the activity when a
child does not seem to be paying attention
• Minimize blame, have child clean up, assist
as needed when children not cleaning up
81. MORE REMINDERS:
• Cleaning up can be made into a game
encourages a good attitude toward work by
having the children help
• Remind them of rules and encourage problem
solving when children are arguing
• Giving a few minutes warning helps children get
ready to come inside
• Tell them to use their inside voices (positive
statement) when a child is squealing, yelling
shouting
• Try using a positive statement to correct disruptive
behavior (i.e. tell the child “you shared something
now you need to listen”)
• Have child who has distracting toys put them
away
• Stop and ask all the children to return to their
places; children ease their way from their places
82. • Acknowledge and bring them back t the
activity when a child interrupts with personal
stories, etc.
• Calmly keep the child from running away,
hold him/her if the child runs away from you
• Tell child you will listen to her when she can
talk in a calm voice if they are whining, crying,
etc.
• Remove the child from the environment if the
child is aggressive, fighting, etc.
• Ignore temper tantrums if the behavior is for
attention and no one is in danger of harm
• Explain that tantrums are not acceptable
