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.
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.
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.
Slides from 2011 Preparing Your Child for Success seminar hosted by The Bear Creek School annually in Redmond, WA. Slides are excerpts from the presentation "Raising Responsible Children Using the Love and Logic Approach" by Karen Wright, Ph.D. Lower School Division Head at The Bear Creek School.
Learning styles of Individuals with Autism - Autism Awareness MonthKarina Barley - M.Ed.
A presentation celebrating unique and awesome individuals who have Autism, raising awareness on their abilities and potential.
For Teachers, Parents, Carers, people with the privileged of knowing someone with Autism, or people wanting to know more about Autism.
My new iPads for Autism Education courses are now available through the University of North Dakota
Autism iPad Techniques to Bridge Learning Gaps
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Turn Your iPad into a Augmentative Communication Device
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.CMMDVC
iPad Strategies to Engage Students with Autism
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
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.
Slides from 2011 Preparing Your Child for Success seminar hosted by The Bear Creek School annually in Redmond, WA. Slides are excerpts from the presentation "Raising Responsible Children Using the Love and Logic Approach" by Karen Wright, Ph.D. Lower School Division Head at The Bear Creek School.
Learning styles of Individuals with Autism - Autism Awareness MonthKarina Barley - M.Ed.
A presentation celebrating unique and awesome individuals who have Autism, raising awareness on their abilities and potential.
For Teachers, Parents, Carers, people with the privileged of knowing someone with Autism, or people wanting to know more about Autism.
My new iPads for Autism Education courses are now available through the University of North Dakota
Autism iPad Techniques to Bridge Learning Gaps
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Turn Your iPad into a Augmentative Communication Device
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.CMMDVC
iPad Strategies to Engage Students with Autism
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
This presentation has slides that cover most of the topics from the Atomic Habits book by James Clear. This is a super long slide set with templates. I took a subset of these slides for the free one hour workshop I hosted in November 2022. I'm posting all the slides here in case there is anyone out there looking for a more comprehensive summary of the Atomic Habits book with the habit loop and tools, techniques, and templates for creating the habits you want and stopping the habits you no longer want.
Understanding & Responding to Challenging BehaviourPooky Knightsmith
Behaving in a socially acceptable way can be tricky for some children some of the time. In this guide, we’ll consider first how and why to look beyond the label of ‘bad behaviour’ to gain a better understanding of what is going on for our child. Then we'll consider how we can respond in an appropriate way and support our child to reduce the frequency and intensity of tricky behaviours.
Towards the back of this guide, you'll find a behaviour journal and a behaviour change plan. These are designed to be printable and copiable; feel free to copy, use and share them.
Cherry-pick the ideas that you think might work for you and give them a go. You can always revisit others later if you need to.
Good luck!
--
You can access downloadable versions of this and my other guides via my patreon page which supports my work: http://www.patreon.com/pookyh
1. How to reverse your bad habits and stick to good ones.
2. The science of how your brain processes habits.
3. The common mistakes most people make (and how to avoid them).
4. How to overcome a lack of motivation and willpower.
5. How to develop a stronger identity and believe in yourself.
6. How to make time for new habits (even when your life gets crazy).
7. How to design your environment to make success easier.
8. How to make big changes in your life without overwhelming yourself.
9. How to get back on track when you get off course with your goals.
10. And most importantly, how to put these ideas into practice in real life.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
4. Negotiables – a review
• A negotiation
– Begins with your invitation (a question)
– Never follows whining or challenging behavior
– Ends immediately if challenging behavior occurs
Community
5. Blame the Man
aka “It’s What the Sign Says”
• Concrete alternative to repeat negotiation
• Once posted, it can not be changed until your
scheduled review
Photo via Exploreminnesota.com
Community
6. Blame the Man
• Stay on their side - Allows you to commiserate while
still being consistent
Photo via honda.com, pinterest.com, today.com, playpartypin.com
Community
7. Questions for the Table – 10 Minutes
Community
1. What did you discover this week about the
frequency of your negotiations? Ideally would
you like more, less or about the same number?
2. Who is initiating the negotiation most often?
3. Did you discover any pattern to the type of
negotiations you are engaging in?
4. What happens currently if the negotiation turns
south (screaming, yelling…)?
End
8. Large Group Q & A
Community
• Questions?
• Reflections?
9. Week Four
Community Blame the Man
Family Invest with Yes
Science What’s Your Function?
Framework Case of the Missing Sock
At-Home Micro Choices
10. Who Had a HAT Meeting this Week?
How Are Things
Happy Adult Time
Family
11. Invest with Yes!
Freedom within CLEAR Limits
Yes
Vs. The Extremes
Family
Photo via pinterest.com and amazon.com
14. Home Climate Analysis
Family
• Is it possible that we have too many rules?
– Can I ever do anything right?
• Is it possible that our expectation are too high?
– Am I free to be a kid at home?
• Is it possible that our expectations are unclear?
– What does my parent want me to do?
• What prevents us from holding firm to our boundaries?
– Will I get my way today?
End
15. The Four Cs
Family
Choices BEFORE
Changes LATER
Consistency DURING
And, Corrections are expensive - spend them wisely!
16. HAT Meeting Four Assignment
Family
• Schedule 30 minutes of protected, kid-free time for
each week of our workshop on your CALENDAR
Goal for Meeting Four
Make a list of all the (written or unwritten) rules you
have this week & see if they align with your values
Continue to define your values!
17. Week Four
Community Blame the Man
Family Invest with Yes
Science What’s Your Function?
Framework Case of the Missing Sock
At-Home Micro Choices
18. Nuts & Bolts of Behavior
Operational
Definitions
Antecedent
Original
Behavior
Replacement
Behavior
Consequence
Science
19. Today’s Gift from Science
Operational
Definitions
Antecedent
Behavior
Consequence
Science
20. Not-A-Test
• Which of the following could be described as
a consequence? Select ALL that apply.
• politely asking your child to sit on time out after she hit
her brother
• passing your child the milk when she says, “milk please!”
• talking with your child about how it makes you feel when
she hits her brother
• giving your child “the look” but not talking with her after
she hits her brother
• giving your child a big hug after she falls down
Science
21. Not-A-Test
• Which of the following could be described as
a consequence? Select ALL that apply.
• politely asking your child to sit on time out after she hit her brother
• passing your child the milk when she says, “milk please!”
• talking with your child about how it makes you feel when she hits her brother
• giving your child “the look” but not talking with her after she hits her brother
• giving your child a big hug after she falls down
ALL ARE CONSEQUENCES. A consequence is simply what
happens as a result of a behavior, it could be reinforcing or
punishing or have no effect.
Science
22. Not-A-Test
• Reinforcement has occurred in which of the
following examples:
a) Your child completes a chore & receives a sticker on
her daily chore chart
b) Your child is being too loud at a restaurant so you
say, “If you don’t quiet down, I will take away your
ipad” and he quiets down
c) Your child, stuck in her snowsuit, says, “Help, please” so
you free her. She starts asking for help more often as
a result.
Science
23. Not-A-Test
• Reinforcement has occurred in which of the
following examples:
(c) Your child, stuck in her snowsuit, says, “Help, please”
so you free her. She starts asking for help more often as
a result.
This is the only example in which we know that the
probability of behavior increased in the future as a
result of the consequence!
Science
24. Not-A-Test
• All behavior serves a __________________.
Please write in your single word answer. If you
don’t know the real answer, creative wrong answers
will earn partial credit ☺
Science
25. Not-A-Test
• All behavior serves a __________________.
Please write in your single word answer. If you
don’t know the real answer, creative wrong answers
will earn partial credit ☺
FUNCTION!
Answer: And the key to changing a behavior is to understand its function.
Science
26. Behavior Serves a Function
• A behavior continues to occur because it worked
• “Worked” does not imply that a person can name
or identify the function of their own behavior
– Observation is the only real way to understand what
consequence is maintaining a behavior
• If you want to change a behavior, a person needs
another way to get from A to C…a new B!
– This is where the magic lives! More on this to come…
Science
27. Determining the Function of Behavior
Science
• We must understand the FUNCTION of a behavior
if we are going to be able to use “natural” positive
reinforcement to our advantage
• How do we assess the function? We watch to see
what consequence follows the behavior currently
29. I Eat Chocolate Ice Cream Before Bed…
• What should I eat instead?
• Carrots & Celery…
– (lasts 1 night, maybe)
• Chocolate Snack
– (better chance)
Science
30. Week Four
Community Blame the Man
Family Invest with Yes
Science What’s Your Function?
Framework Case of the Missing Sock
At-Home Micro Choices
31. Case of the Missing Sock
• Remember Little Sally?
– Sally is physically able to put on her socks & boots
– Family is preparing to leave for school, Mom asks Sally
to put on her socks & boots so that they can be ready
to go but…
• Almost everyday, Sally can be spotted wandering around
holding her socks while Mom puts a jacket on a younger
sibling and then Mom catches Sally and has to ask her to
put on her socks & boots again. Unless she is next to her, it
never gets done. Most mornings, Mom ends up helping Sally
put them on.
Framework
32. Function Detective
• Current maintaining consequence is that most
mornings, Mom ends up helping Sally put socks &
boots on
– Might be attention (access to time with Mom)
– Might be avoidance (avoids effort of having to put on
socks & boots)
– Might be avoidance (delays going into car and then
to school)
Framework
33. Function-Based Reinforcement
• New behavior must result in current maintaining
consequence…
– Might be attention (access to time with Mom)
• Mom only mimes until boots & socks are on
– Might be avoidance (avoids effort of having to put on
socks & boots)
• Mom puts on socks & boots immediately after saying, “Let’s
put on your boots” after using graduated guidance
– Might be avoidance (delays boring car ride)
• Favorite toys are in special car box waiting for child after
socks & boots are on
Framework
34. Week Four
Community Blame the Man
Family Invest with Yes
Science What’s Your Function?
Framework Case of the Missing Sock
At-Home Micro Choices
35. Choices are Good!
“Providing choice opportunities resulted in clinically
significant reductions in the number of occurrences
of problem behavior.”
• The Effect of Choice-Making as an Intervention for Problem Behavior: a Meta-Analysis
(Shogren et al., Journal of Positive Behavior Interventions, 2004).
At-Home
36. Ways to Offer Choices
Open Ended Questions
Structured Choices
Micro Choices
You or Me Choices
At-Home
37. Micro Choices Overview
• Tiny, EASY little choices that don’t affect the
outcome but still share control!
• For now, stick with outcomes that you already know
the child will not resist – icing on the cake!
– Speed: Walk home fast or slow? (still walking home)
– Style: Green jacket or red jacket? (still wearing jacket)
– Size: Bath half full or all the way full (still having a bath)
– Shape: Orange peeled or unpeeled? (still eating an
orange)
At-Home
38. More Examples of Micro Choices
• Examples
– Do you want to sit in the red chair or blue chair?
– Do you want a full or half glass of milk?
– Should I read underwater-style or rodeo-style?
– Do you want to use green or blue paint?
• Non-examples
– What do you want for dinner? (open ended)
– Do you want to do your homework now or later? (structured)
– Are you going to put your boots on now or do I need to help
you do it? (your or me)
At-Home
40. Making this Work at Home
• Guided Practice Every Workshop Week
– HAT meeting
• This week: Determine if your rules align with your values?
– Daily Five
• This week: Add Micro Choices into your Daily Five!
– 30-Second Video
• This week: Email me a Micro Choices video!
At-Home
