IC PowerPoint for prepping teachers before training
•Download as PPTX, PDF•
0 likes•330 views
This document outlines an approach to reducing anxiety and building resilience in students through shifting locus of control orientation. It discusses how locus of control can be influenced by parents and peers and moved from an external to internal orientation. An external locus of control is linked to increased anxiety and lower academic achievement in children. The document proposes a theory of change approach in schools, including techniques students can use to manage feelings and challenges. It cautions against unhelpful accommodation that maintains avoidance and impairment, and provides examples of accommodations schools can reduce over time. A whole-school training over three sessions is described to teach staff foundational concepts and strategies around resilience, anxiety, accommodation, emotion coaching and helping students think more accurately.
Report
Share
Report
Share
Recommended
Adjustment Disorder
Adjustment disorder is an abnormal reaction to an identifiable stressor that results in emotional or behavioral symptoms and impairment. It is commonly seen in children who experience depressed mood, irritability, impaired concentration and sleep issues after stressful events. Treatment involves psychotherapy and sometimes medication to alleviate symptoms. Prevention focuses on building coping skills, conflict resolution training and supportive relationships.
Different skills in managing he behaviour at home
This lecture related with the introduction to maladptive behaviour , how to manage the maladaptive behaviour, what are the different types of techniqes used in managing the behaviour.
attitudes of a student as affected by the guidance provided by the parents wh...
This document provides an introduction to a study that will examine the attitudes of students who attend the same school that one or both of their parents work at. The introduction discusses how a child's environment can influence their behavior and development according to psychological theories. It also notes some potential negative effects of having a parent working at the same school, such as feeling restricted, as well as some positive effects like increased motivation. The study aims to determine the common attitudes exhibited by children in this situation.
Learning principles for behaviour modification
1. The document discusses various classroom management techniques including modelling, shaping, positive reinforcement, negative reinforcement, extinction, and punishment.
2. Modelling involves having students learn behaviors by observing others, while shaping teaches new behaviors through reinforcing successive approximations.
3. Positive reinforcement is most effective when reinforcement is delivered immediately, frequently, enthusiastically, with eye contact and a description of the reinforced behavior.
Matching Environment to Learning Style
This document discusses the importance of matching a student's learning environment to their individual learning style. It defines learning styles as a student's unique approach to learning based on their strengths, weaknesses and preferences. The three primary learning styles are visual, auditory and tactile/kinesthetic. The document suggests that understanding a student's learning style allows teachers to better adapt their teaching methods. It also provides examples of how environmental factors like noise, light, temperature and classroom design can be adjusted to accommodate different learning styles.
Learning and teaching
1. Students learn best when the learning environment is supportive, promotes independence and self-motivation, and reflects students' diverse needs, backgrounds and interests.
2. Students are challenged to develop deep thinking and application when given appropriate support.
3. Effective assessment practices are integrated with teaching and learning, and learning connects strongly to real-world communities and practices.
Discipline Techniques for Preschool Classroom
This document discusses discipline techniques for preschoolers. It describes typical preschooler behavior such as seeking attention through new skills, enjoying peer interaction but also conflicts, and fluctuating emotions. It then outlines common discipline methods like establishing classroom rules and consequences, rewarding good behavior, and ignoring minor misbehavior. Specific strategies are modeling appropriate behavior, providing praise and structure, implementing logical consequences, and using time-outs. The document cautions against ineffective discipline like harsh words, long lectures, humiliation, or denying privileges.
John bowlby.ppt
John Bowlby developed attachment theory and proposed that there are four main stages of attachment in infants and children: pre-attachment, attachment-in-the-making, clear-cut attachment, and goal-corrected partnership. He also identified four categories of attachment styles in children - anxious-avoidant, secure, anxious-resistant, and disorganized. Attachment theory suggests that a child's early relationships with caregivers form an internal working model that guides their relationships later in life. The theory can help educators understand students' relationship difficulties and apply interventions accordingly.
Recommended
Adjustment Disorder
Adjustment disorder is an abnormal reaction to an identifiable stressor that results in emotional or behavioral symptoms and impairment. It is commonly seen in children who experience depressed mood, irritability, impaired concentration and sleep issues after stressful events. Treatment involves psychotherapy and sometimes medication to alleviate symptoms. Prevention focuses on building coping skills, conflict resolution training and supportive relationships.
Different skills in managing he behaviour at home
This lecture related with the introduction to maladptive behaviour , how to manage the maladaptive behaviour, what are the different types of techniqes used in managing the behaviour.
attitudes of a student as affected by the guidance provided by the parents wh...
This document provides an introduction to a study that will examine the attitudes of students who attend the same school that one or both of their parents work at. The introduction discusses how a child's environment can influence their behavior and development according to psychological theories. It also notes some potential negative effects of having a parent working at the same school, such as feeling restricted, as well as some positive effects like increased motivation. The study aims to determine the common attitudes exhibited by children in this situation.
Learning principles for behaviour modification
1. The document discusses various classroom management techniques including modelling, shaping, positive reinforcement, negative reinforcement, extinction, and punishment.
2. Modelling involves having students learn behaviors by observing others, while shaping teaches new behaviors through reinforcing successive approximations.
3. Positive reinforcement is most effective when reinforcement is delivered immediately, frequently, enthusiastically, with eye contact and a description of the reinforced behavior.
Matching Environment to Learning Style
This document discusses the importance of matching a student's learning environment to their individual learning style. It defines learning styles as a student's unique approach to learning based on their strengths, weaknesses and preferences. The three primary learning styles are visual, auditory and tactile/kinesthetic. The document suggests that understanding a student's learning style allows teachers to better adapt their teaching methods. It also provides examples of how environmental factors like noise, light, temperature and classroom design can be adjusted to accommodate different learning styles.
Learning and teaching
1. Students learn best when the learning environment is supportive, promotes independence and self-motivation, and reflects students' diverse needs, backgrounds and interests.
2. Students are challenged to develop deep thinking and application when given appropriate support.
3. Effective assessment practices are integrated with teaching and learning, and learning connects strongly to real-world communities and practices.
Discipline Techniques for Preschool Classroom
This document discusses discipline techniques for preschoolers. It describes typical preschooler behavior such as seeking attention through new skills, enjoying peer interaction but also conflicts, and fluctuating emotions. It then outlines common discipline methods like establishing classroom rules and consequences, rewarding good behavior, and ignoring minor misbehavior. Specific strategies are modeling appropriate behavior, providing praise and structure, implementing logical consequences, and using time-outs. The document cautions against ineffective discipline like harsh words, long lectures, humiliation, or denying privileges.
John bowlby.ppt
John Bowlby developed attachment theory and proposed that there are four main stages of attachment in infants and children: pre-attachment, attachment-in-the-making, clear-cut attachment, and goal-corrected partnership. He also identified four categories of attachment styles in children - anxious-avoidant, secure, anxious-resistant, and disorganized. Attachment theory suggests that a child's early relationships with caregivers form an internal working model that guides their relationships later in life. The theory can help educators understand students' relationship difficulties and apply interventions accordingly.
John Bowlby.ppt
John Bowlby developed attachment theory and proposed that there are four main stages of attachment in infants and children: pre-attachment, attachment-in-the-making, clear-cut attachment, and goal-corrected partnership. He also identified four categories of attachment styles: anxious-avoidant, secure, anxious-resistant, and disorganized. Attachment theory suggests that early relationships with caregivers form a child's internal working model which guides their relationships later in life. The theory can help educators understand students' difficulties relating to others and inform decisions around interventions.
Helping children to achieve against the odds
Keynote to Havering Early Years Conference 2019 about some of the ways to support children considered to be disadvantaged in the early years
Guru: John Bowlby and Attachment Theory.ppt
John Bowlby developed attachment theory and proposed that there are stages of attachment in infants and children. He identified four main stages of attachment from infancy through middle childhood: pre-attachment, attachment-in-the-making, clear-cut attachment, and goal-corrected partnership. Bowlby also categorized styles of attachment as anxious-avoidant, secure, anxious-resistant, and disorganized. Attachment theory suggests that early relationships with caregivers form an internal working model that guides future relationships. It can be applied in educational settings to help understand students' behaviors and difficulties relating to others.
Behaviour
1. The document discusses strategies for managing challenging behaviors in classroom settings, including defining target behaviors specifically, understanding the functions of behaviors, and avoiding negative consequences.
2. It also provides examples of antecedents that can encourage good behavior, such as making clear expectations, providing countdowns for transitions, and giving students choices, as well as antecedents to avoid like negative attention, delayed consequences, and disproportionate consequences.
3. Examples of challenging behaviors seen in primary schools are discussed, including aggressive, disruptive, withdrawn, stereotypical, self-injurious, and destructive behaviors.
Instructional schemes
1. The document discusses various instructional schemes that can be used to individualize instruction for students with special needs within the Philippine education system.
2. These schemes include pull out within the room, pull out in another venue, resource room plan, assistanceship plan, team teaching plan, shadow teaching plan, support service plan, integration plan, and multigrade/multilevel plan.
3. The schemes allow for structural flexibility, collaborative teaching between regular and special educators, and resource sharing to maximize support for students with special needs.
Beyond the Journal • Young Children on the Web • May 2008 .docx
Beyond the Journal • Young Children on the Web • May 2008 �
1, 3, 4
®
Over the past decade, there has been a
significant rise in the number of children in group care
settings, including child care, Head Start, and public and
private preschool (U.S. Department of Education 2007).
Along with this trend, programs face increased pres-
sure to document children’s academic and social out-
comes (Shonkoff & Phillips 2000). As teachers work
toward these outcomes, they have become more
concerned about children with challenging behaviors
and the effects of those behaviors on others in the
classroom.
Within most preschool settings, there are likely to
be only a few children with persistent challenging
behavior. On any given day, however, there may be
a number of children who engage in some form of
challenging behavior. These behaviors are often related
to issues such as being in a group care setting for the first
time, not knowing the expectations for a setting, not having
the social skills to engage in more appropriate behaviors,
being bored, and not knowing how to communicate emo-
tions in appropriate ways. Transitions from one activity to
another are times when children are more likely to engage
in challenging behavior.
There is guidance in the field for teachers about plan-
ning and implementing transitions. NAEYC emphasizes
the importance of predictable, structured daily routines in
which children feel secure and teachers seek opportunities
to expand on children’s ideas and interests (Bredekamp &
Copple 1997). The Division for Early Childhood (DEC) of the
Council for Exceptional Children emphasizes that transi-
tions should be structured to promote interaction, com-
munication, and learning (Sandall et al. 2005). Here we offer
a discussion of why challenging behavior occurs during
transitions, strategies for planning and implementing more
effective transitions, ideas for using transitions to teach
social skills and emotional competencies, and a planning
process for working with children who continue to have
difficulty during transitions.
Transitions: What are they and why does
challenging behavior occur?
Within early childhood contexts, transitions are the times
in the day when children move or change from one activity
to another. Typically, these include arriving in the class-
room, moving from morning meeting to centers, cleaning
up after center time to get ready for outdoor play, snack or
nap times, and preparing to go home. Children’s challeng-
ing behavior during transitions may be related to how pro-
gram staff structure, schedule, and implement transitions.
Challenging behavior is more likely to occur when there are
too many transitions, when all the children transition at the
same time in the same way, when transitions are too long
and children spend too much time waiting with nothing to
do, and when there are not clear instructions.
Children may engage in challenging behavior when they
do not ...
Involving children in active learning
involving learners actively in the process of learning gives more to the teacher and learner. the learners construct more concepts when they are actively involved in the process of learning
dtyfyugftyd
After attending the workshop, participants will be able to:
Recognize the important role that observation and listening play in working with children. Learn to incorporate skills of listening and observing to record children's behavior in various settings. Use observation and listening processes in partnership with parents and caregivers to help children.
Attach 2015 What counts as success
This document summarizes key points from a presentation about helping traumatized children succeed in school. It discusses how trauma affects children's ability to learn due to problems with safety, trust and attention in a classroom setting. It then explains that conventional school approaches are often not effective for these children because they are not relationship-based. The presentation advocates for a trauma-informed approach centered around building trusting relationships to help children feel safe and regulated. Specific strategies are provided for teachers, such as individualizing instruction, focusing on emotional regulation, and negotiating definitions of school success based on each child's needs.
IB Parent Information
The document provides information about the International Baccalaureate (IB) Primary Years Programme at Fork Shoals School. It discusses the learner profile attributes that are emphasized, such as being principled, knowledgeable, and caring. It also describes the six transdisciplinary themes that are incorporated across subjects, such as "Who We Are" and "How We Express Ourselves." Inquiry-based instruction is used to allow students to explore concepts through their own interests and questions. The goal is for students to take action based on their learning.
The curriculum
The document discusses the topics of teaching, learning, and trends in curriculum development. It defines teaching as intentionally aimed at producing cognitive or skill changes, while learning is defined as acquiring knowledge or skills. It states that learning occurs through experience, not by teachers directly transmitting information, and is evident through modified behavior. Recent curriculum reforms have focused on subjects like math, science, and language arts in response to students' lack of understanding. The document outlines eleven generalizations about learning and teaching, including that discovery learning leads to more effective learning than direct instruction, and that studying topics in depth better facilitates relationship discovery than superficial coverage of many topics.
Research to teach edf6211
This document discusses how a child's environment affects their cognitive growth. It outlines that children who attend daycare between ages 1-5 show increased cognitive development compared to children who do not. Children need interaction with other children and a stimulating environment to promote learning. Theories from Vygotsky and Piaget are discussed, with Vygotsky believing adult interaction is crucial and Piaget focusing on self-learning. Teachers can enhance learning by arranging classrooms to be well-organized with clearly defined spaces and seating arrangements that facilitate interaction and minimize distractions. Parents can also influence development through activities like reading, establishing routines, and creating a stimulating home environment.
Positive discipline in the inclusive learning friendly classroom
This document provides guidance for teachers on using positive discipline techniques in inclusive classrooms. It begins by outlining the challenges teachers face in managing diverse classrooms and behaviors effectively. It defines an inclusive, learning-friendly classroom as one that welcomes and educates all children, regardless of their differences, in a supportive environment. The document aims to help teachers eliminate punishment and violence in schools by providing concrete alternatives for disciplining students in a positive manner. It contains information on understanding student behavior, building relationships, creating supportive classroom environments, and using encouragement and appropriate consequences to guide students.
Unesco positive discipline
This document provides guidance for teachers on using positive discipline techniques in inclusive classrooms. It begins by outlining the challenges teachers face in managing diverse classrooms and behaviors effectively. It defines an inclusive, learning-friendly classroom as one that welcomes and educates all children, regardless of their differences, in a supportive environment. The document aims to help teachers eliminate punishment and violence in schools by providing concrete alternatives for disciplining students in a positive manner. It contains strategies for building relationships with students, understanding their needs and contexts, creating supportive classroom environments, and responding to misbehaviors in ways that teach rather than punish. The overall goal is for teachers to establish well-managed classrooms where all students are actively engaged in learning.
Problems in peer-relationships
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.
CHAPTER 5_Being Learners_by Lecturer VATH VARY.pptx
Discuss the impact of age factors on learning outcomes.
Identify and accommodate learner differences in educational settings.
Explore various motivations that drive learning behaviors.
Differentiate between levels of learning and tailor instruction accordingly.
Promote learner autonomy through open learning, self-access centers, and student helpers, while encouraging student choice and effective homework practices.
Behaviour twilight 18.09.14
This document summarizes a training session on positive behavior management strategies for teachers. The session discussed how childhood stress and trauma can impact brain development and behavior. Various models of behavior were presented, including behavioral, humanistic, ecological, biological, systemic, social, and cognitive models. Teachers were given examples of strategies under each model and an activity to reflect on personal experiences with strong emotions and behavior. As homework, teachers were asked to analyze factors influencing behavior in two specific students using the theories covered.
Inclusion and supporting learners with SEN
This document discusses strategies for supporting learners with special educational needs (SEN) in mainstream classrooms. It covers national policies on SEN, the graduated approach of assess-plan-do-review, involving specialists, requesting Education, Health and Care plans, the Disability Discrimination Act, and mental health issues in schools. Specific strategies are provided for difficulties with literacy, numeracy, autism spectrum disorder, ADHD, dyslexia, attachment issues, and complex learning needs. The importance of understanding individual learners, pupil-centered planning, and developing nurturing classroom environments is emphasized.
Management of behaviour
This document provides guidance on managing challenging behavior in schools. It discusses:
- Analyzing the behavior to understand its causes and prevent recurrences. This includes identifying triggers, patterns, and consequences of the behavior.
- Responding to behaviors appropriately depending on their type, with consequences being consistent, fair and least disruptive. More serious behaviors warrant consequences that are clear, logical and immediate.
- Additional strategies like ignoring minor behaviors, using time outs, developing behavior plans, and properly handling aggressive or violent situations to de-escalate them. Physical restraint should only be used in special circumstances according to school policy.
Teacher approach in dealing with emotional and behaviours disorders children ...
This document provides guidance for teachers on managing students with emotional and behavioral disorders in the classroom. It outlines 10 approaches for teachers to use, including keeping class rules simple, rewarding positive behaviors, allowing mini-breaks, treating all students fairly, using motivational strategies, listening to students' thoughts and feelings, observing and describing emotions, using toys or drawing to help students express themselves, allowing time with encouragement, and understanding students' current situations. The overall approaches recommend maintaining clear and simple classroom structures while also focusing on understanding students individually and motivating positive behaviors.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
More Related Content
Similar to IC PowerPoint for prepping teachers before training
John Bowlby.ppt
John Bowlby developed attachment theory and proposed that there are four main stages of attachment in infants and children: pre-attachment, attachment-in-the-making, clear-cut attachment, and goal-corrected partnership. He also identified four categories of attachment styles: anxious-avoidant, secure, anxious-resistant, and disorganized. Attachment theory suggests that early relationships with caregivers form a child's internal working model which guides their relationships later in life. The theory can help educators understand students' difficulties relating to others and inform decisions around interventions.
Helping children to achieve against the odds
Keynote to Havering Early Years Conference 2019 about some of the ways to support children considered to be disadvantaged in the early years
Guru: John Bowlby and Attachment Theory.ppt
John Bowlby developed attachment theory and proposed that there are stages of attachment in infants and children. He identified four main stages of attachment from infancy through middle childhood: pre-attachment, attachment-in-the-making, clear-cut attachment, and goal-corrected partnership. Bowlby also categorized styles of attachment as anxious-avoidant, secure, anxious-resistant, and disorganized. Attachment theory suggests that early relationships with caregivers form an internal working model that guides future relationships. It can be applied in educational settings to help understand students' behaviors and difficulties relating to others.
Behaviour
1. The document discusses strategies for managing challenging behaviors in classroom settings, including defining target behaviors specifically, understanding the functions of behaviors, and avoiding negative consequences.
2. It also provides examples of antecedents that can encourage good behavior, such as making clear expectations, providing countdowns for transitions, and giving students choices, as well as antecedents to avoid like negative attention, delayed consequences, and disproportionate consequences.
3. Examples of challenging behaviors seen in primary schools are discussed, including aggressive, disruptive, withdrawn, stereotypical, self-injurious, and destructive behaviors.
Instructional schemes
1. The document discusses various instructional schemes that can be used to individualize instruction for students with special needs within the Philippine education system.
2. These schemes include pull out within the room, pull out in another venue, resource room plan, assistanceship plan, team teaching plan, shadow teaching plan, support service plan, integration plan, and multigrade/multilevel plan.
3. The schemes allow for structural flexibility, collaborative teaching between regular and special educators, and resource sharing to maximize support for students with special needs.
Beyond the Journal • Young Children on the Web • May 2008 .docx
Beyond the Journal • Young Children on the Web • May 2008 �
1, 3, 4
®
Over the past decade, there has been a
significant rise in the number of children in group care
settings, including child care, Head Start, and public and
private preschool (U.S. Department of Education 2007).
Along with this trend, programs face increased pres-
sure to document children’s academic and social out-
comes (Shonkoff & Phillips 2000). As teachers work
toward these outcomes, they have become more
concerned about children with challenging behaviors
and the effects of those behaviors on others in the
classroom.
Within most preschool settings, there are likely to
be only a few children with persistent challenging
behavior. On any given day, however, there may be
a number of children who engage in some form of
challenging behavior. These behaviors are often related
to issues such as being in a group care setting for the first
time, not knowing the expectations for a setting, not having
the social skills to engage in more appropriate behaviors,
being bored, and not knowing how to communicate emo-
tions in appropriate ways. Transitions from one activity to
another are times when children are more likely to engage
in challenging behavior.
There is guidance in the field for teachers about plan-
ning and implementing transitions. NAEYC emphasizes
the importance of predictable, structured daily routines in
which children feel secure and teachers seek opportunities
to expand on children’s ideas and interests (Bredekamp &
Copple 1997). The Division for Early Childhood (DEC) of the
Council for Exceptional Children emphasizes that transi-
tions should be structured to promote interaction, com-
munication, and learning (Sandall et al. 2005). Here we offer
a discussion of why challenging behavior occurs during
transitions, strategies for planning and implementing more
effective transitions, ideas for using transitions to teach
social skills and emotional competencies, and a planning
process for working with children who continue to have
difficulty during transitions.
Transitions: What are they and why does
challenging behavior occur?
Within early childhood contexts, transitions are the times
in the day when children move or change from one activity
to another. Typically, these include arriving in the class-
room, moving from morning meeting to centers, cleaning
up after center time to get ready for outdoor play, snack or
nap times, and preparing to go home. Children’s challeng-
ing behavior during transitions may be related to how pro-
gram staff structure, schedule, and implement transitions.
Challenging behavior is more likely to occur when there are
too many transitions, when all the children transition at the
same time in the same way, when transitions are too long
and children spend too much time waiting with nothing to
do, and when there are not clear instructions.
Children may engage in challenging behavior when they
do not ...
Involving children in active learning
involving learners actively in the process of learning gives more to the teacher and learner. the learners construct more concepts when they are actively involved in the process of learning
dtyfyugftyd
After attending the workshop, participants will be able to:
Recognize the important role that observation and listening play in working with children. Learn to incorporate skills of listening and observing to record children's behavior in various settings. Use observation and listening processes in partnership with parents and caregivers to help children.
Attach 2015 What counts as success
This document summarizes key points from a presentation about helping traumatized children succeed in school. It discusses how trauma affects children's ability to learn due to problems with safety, trust and attention in a classroom setting. It then explains that conventional school approaches are often not effective for these children because they are not relationship-based. The presentation advocates for a trauma-informed approach centered around building trusting relationships to help children feel safe and regulated. Specific strategies are provided for teachers, such as individualizing instruction, focusing on emotional regulation, and negotiating definitions of school success based on each child's needs.
IB Parent Information
The document provides information about the International Baccalaureate (IB) Primary Years Programme at Fork Shoals School. It discusses the learner profile attributes that are emphasized, such as being principled, knowledgeable, and caring. It also describes the six transdisciplinary themes that are incorporated across subjects, such as "Who We Are" and "How We Express Ourselves." Inquiry-based instruction is used to allow students to explore concepts through their own interests and questions. The goal is for students to take action based on their learning.
The curriculum
The document discusses the topics of teaching, learning, and trends in curriculum development. It defines teaching as intentionally aimed at producing cognitive or skill changes, while learning is defined as acquiring knowledge or skills. It states that learning occurs through experience, not by teachers directly transmitting information, and is evident through modified behavior. Recent curriculum reforms have focused on subjects like math, science, and language arts in response to students' lack of understanding. The document outlines eleven generalizations about learning and teaching, including that discovery learning leads to more effective learning than direct instruction, and that studying topics in depth better facilitates relationship discovery than superficial coverage of many topics.
Research to teach edf6211
This document discusses how a child's environment affects their cognitive growth. It outlines that children who attend daycare between ages 1-5 show increased cognitive development compared to children who do not. Children need interaction with other children and a stimulating environment to promote learning. Theories from Vygotsky and Piaget are discussed, with Vygotsky believing adult interaction is crucial and Piaget focusing on self-learning. Teachers can enhance learning by arranging classrooms to be well-organized with clearly defined spaces and seating arrangements that facilitate interaction and minimize distractions. Parents can also influence development through activities like reading, establishing routines, and creating a stimulating home environment.
Positive discipline in the inclusive learning friendly classroom
This document provides guidance for teachers on using positive discipline techniques in inclusive classrooms. It begins by outlining the challenges teachers face in managing diverse classrooms and behaviors effectively. It defines an inclusive, learning-friendly classroom as one that welcomes and educates all children, regardless of their differences, in a supportive environment. The document aims to help teachers eliminate punishment and violence in schools by providing concrete alternatives for disciplining students in a positive manner. It contains information on understanding student behavior, building relationships, creating supportive classroom environments, and using encouragement and appropriate consequences to guide students.
Unesco positive discipline
This document provides guidance for teachers on using positive discipline techniques in inclusive classrooms. It begins by outlining the challenges teachers face in managing diverse classrooms and behaviors effectively. It defines an inclusive, learning-friendly classroom as one that welcomes and educates all children, regardless of their differences, in a supportive environment. The document aims to help teachers eliminate punishment and violence in schools by providing concrete alternatives for disciplining students in a positive manner. It contains strategies for building relationships with students, understanding their needs and contexts, creating supportive classroom environments, and responding to misbehaviors in ways that teach rather than punish. The overall goal is for teachers to establish well-managed classrooms where all students are actively engaged in learning.
Problems in peer-relationships
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.
CHAPTER 5_Being Learners_by Lecturer VATH VARY.pptx
Discuss the impact of age factors on learning outcomes.
Identify and accommodate learner differences in educational settings.
Explore various motivations that drive learning behaviors.
Differentiate between levels of learning and tailor instruction accordingly.
Promote learner autonomy through open learning, self-access centers, and student helpers, while encouraging student choice and effective homework practices.
Behaviour twilight 18.09.14
This document summarizes a training session on positive behavior management strategies for teachers. The session discussed how childhood stress and trauma can impact brain development and behavior. Various models of behavior were presented, including behavioral, humanistic, ecological, biological, systemic, social, and cognitive models. Teachers were given examples of strategies under each model and an activity to reflect on personal experiences with strong emotions and behavior. As homework, teachers were asked to analyze factors influencing behavior in two specific students using the theories covered.
Inclusion and supporting learners with SEN
This document discusses strategies for supporting learners with special educational needs (SEN) in mainstream classrooms. It covers national policies on SEN, the graduated approach of assess-plan-do-review, involving specialists, requesting Education, Health and Care plans, the Disability Discrimination Act, and mental health issues in schools. Specific strategies are provided for difficulties with literacy, numeracy, autism spectrum disorder, ADHD, dyslexia, attachment issues, and complex learning needs. The importance of understanding individual learners, pupil-centered planning, and developing nurturing classroom environments is emphasized.
Management of behaviour
This document provides guidance on managing challenging behavior in schools. It discusses:
- Analyzing the behavior to understand its causes and prevent recurrences. This includes identifying triggers, patterns, and consequences of the behavior.
- Responding to behaviors appropriately depending on their type, with consequences being consistent, fair and least disruptive. More serious behaviors warrant consequences that are clear, logical and immediate.
- Additional strategies like ignoring minor behaviors, using time outs, developing behavior plans, and properly handling aggressive or violent situations to de-escalate them. Physical restraint should only be used in special circumstances according to school policy.
Teacher approach in dealing with emotional and behaviours disorders children ...
This document provides guidance for teachers on managing students with emotional and behavioral disorders in the classroom. It outlines 10 approaches for teachers to use, including keeping class rules simple, rewarding positive behaviors, allowing mini-breaks, treating all students fairly, using motivational strategies, listening to students' thoughts and feelings, observing and describing emotions, using toys or drawing to help students express themselves, allowing time with encouragement, and understanding students' current situations. The overall approaches recommend maintaining clear and simple classroom structures while also focusing on understanding students individually and motivating positive behaviors.
Similar to IC PowerPoint for prepping teachers before training (20)
Beyond the Journal • Young Children on the Web • May 2008 .docx
Beyond the Journal • Young Children on the Web • May 2008 .docx
Positive discipline in the inclusive learning friendly classroom
Positive discipline in the inclusive learning friendly classroom
CHAPTER 5_Being Learners_by Lecturer VATH VARY.pptx
CHAPTER 5_Being Learners_by Lecturer VATH VARY.pptx
Teacher approach in dealing with emotional and behaviours disorders children ...
Teacher approach in dealing with emotional and behaviours disorders children ...
Recently uploaded
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Internet resources for social science
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
Recently uploaded (20)
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
IC PowerPoint for prepping teachers before training
- 1. Reducing anxiety & building resilience in children in NSW Public Schools
- 2. 2
- 3. A look at Locus of Control (LOC) Locus of control describes a person's future problem-solving orientation. 3
- 4. 4
- 5. • It is not innate. • It is malleable. • Parent and family-management strategies have a strong influence over locus of control orientation. LOC can be changed Locus of Control Orientation: Parents, Peers, and Place by Eileen M. Ahlin • Maria Joa˜o Lobo Antunes – 2015. 5
- 6. • Research shows there is strong correlation between a student’s external locus of control and increased levels of anxiety in children. • There is also a corresponding link between a child’s external locus of control and lower levels of academic achievement. LOC and anxiety 6
- 7. The significant adults can facilitate those cognitive behavioural skills across time. They can shift a child’s locus of control from an external orientation to an internal orientation. LOC and anxiety 7
- 8. 8 Our school Theory of Change Approach
- 9. 9 Some examples: • In our classrooms, students will regularly take a moment to talk themselves to remind themselves to stay calm and to realise that, “I’m okay and safe” • Students will understand that feelings are like visitors, they will come and go, so we need to let them. • Students will think like a detective - and look for evidence that their thoughts are correct. • When they are experiencing big feelings, students will use the breath waltz to return to calm. • Students will develop their skills to “think again” when facing a problem. Our school: Expectations of students
- 10. 10 “One way to distinguish between helpful and unhelpful accommodation is to ask the following questions: Is the accommodation promoting gradually more coping and increased functioning in this child? OR Is the accommodation promoting gradually more avoidance and decreased functioning in this child? When accommodation is one step on the way from low to high function or from avoiding to not avoiding it can be helpful. When an accommodation is maintaining avoidance and facilitating increased impairment in an anxious child’s functioning, it is unhelpful.” (Liebowitz, 2019, p.20) Accommodation: Understanding the term accommodation in anxiety.
- 11. 11 Some examples: • Allowing students to avoid tasks – class talks, assemblies, sport. • Allowing students to withdraw/isolate in the classroom – overuse of quiet areas. • Allowing use of headphones, fidget toys for undiagnosed children. • Allowing parents to negotiate regarding class allocations. • Accommodating children when grouping – allowing them to be with friends. • Overuse of sick bay. Accommodation: School Name: Accommodations we can reduce over time.
- 12. 12 Our Whole School Training will take part on 3 after school sessions via Zoom: • INSERT YOUR 3 dates and times. • INSERT your guidance on how to join the session. We strongly recommend that teachers join the session on individual devices, or in small groups, two or three. That way they can engage directly with the presenter. Whole School Training dates and time:
- 13. 13 SESSION 1 • Foundational ideas • Definitions of resilience • The role of the coach • Anxiety basics • How accommodating occurs SESSION 2 SESSION 3 • 3: Taming fears • 4: Enlisting parents What this course covers • A theory of change and why it matters • Changing patterns • A box of four alternatives • 1: Emotion coaching • 2: Help them think more accurately – use S.A.L.O.N. 13