Professionalism
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Your professionalism is evaluated daily at your practicum site. This includes arriving on time, following the dress code, implementing discrete trial instruction as instructed, and accepting feedback professionally. Your grade can be affected by inappropriate behavior. The expectations aim to ensure you conduct yourself appropriately for an educational setting and interact respectfully with students, staff, and parents.
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Professionalism
Your professionalism is evaluated daily at your practicum site. This includes arriving on time, following dress code, implementing discrete trial instruction as instructed, and accepting feedback professionally. Your grade can be affected by inappropriate behavior. The expectations aim to ensure you conduct yourself appropriately for an educational setting and interact respectfully with students, staff, and parents.
08.09 Wildwood Opening
The document provides guidance and responsibilities for teachers including:
- Ensuring lesson plans are prepared and accessible for substitutes, and being observed to verify plans are in place.
- Properly requesting substitutes in advance and having sub folders prepared.
- Maintaining classroom discipline, only sending students to the office as a last resort and with proper documentation.
- Following protocols for student arrival, departure, and supervision including never leaving students unattended.
The school discipline policies elementary
The document discusses disciplinary policies for elementary schools. It notes that students often exhibit disruptive behaviors like excessive talking, not following directions, and tantrums. This makes it difficult for teachers to provide quality instruction and can lead to suspensions. The document proposes creating a "Shape Your Behavior Lab" as an alternative. In the lab, students who are disruptive would spend 1-3 days learning proper classroom conduct through role playing, computer lessons, and visual schedules. The goal is to teach students to control their behavior and minimize disruptions and suspensions from school.
Qed506 group project(john)
The document discusses John, a student with ADHD and anger management issues. Currently, the school provides John with counseling but little other support. Recommendations are made to improve collaboration between home and school, provide more structured support within the classroom, and involve external organizations. Suggestions include developing behavior strategies, using peer support, differentiating instruction, and focusing on building John's self-esteem and setting individual goals.
Assertive discipline
I created this PowerPoint with a classmate for class last semester which was in Classroom Management. The end of the slideshow is a Jeopardy game we created for people to participate in our presentation.
Dont Lose Your Cool: Dealing With Difficult students
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
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The document discusses various causes of disruptive behavior in classroom settings from both teacher and student perspectives. It identifies factors like time of day, student attitudes, desire for attention, boredom, and external factors that can influence student behavior. It also discusses the role of the teacher in preventing problems through enthusiasm, professionalism, building rapport, and having a clear code of conduct. The document provides guidance on how teachers should respond to disruptive behavior, such as acting immediately, focusing on the behavior not the student, treating students fairly, keeping calm, and seeking guidance from colleagues.
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Professionalism
Your professionalism is evaluated daily at your practicum site. This includes arriving on time, following dress code, implementing discrete trial instruction as instructed, and accepting feedback professionally. Your grade can be affected by inappropriate behavior. The expectations aim to ensure you conduct yourself appropriately for an educational setting and interact respectfully with students, staff, and parents.
08.09 Wildwood Opening
The document provides guidance and responsibilities for teachers including:
- Ensuring lesson plans are prepared and accessible for substitutes, and being observed to verify plans are in place.
- Properly requesting substitutes in advance and having sub folders prepared.
- Maintaining classroom discipline, only sending students to the office as a last resort and with proper documentation.
- Following protocols for student arrival, departure, and supervision including never leaving students unattended.
The school discipline policies elementary
The document discusses disciplinary policies for elementary schools. It notes that students often exhibit disruptive behaviors like excessive talking, not following directions, and tantrums. This makes it difficult for teachers to provide quality instruction and can lead to suspensions. The document proposes creating a "Shape Your Behavior Lab" as an alternative. In the lab, students who are disruptive would spend 1-3 days learning proper classroom conduct through role playing, computer lessons, and visual schedules. The goal is to teach students to control their behavior and minimize disruptions and suspensions from school.
Qed506 group project(john)
The document discusses John, a student with ADHD and anger management issues. Currently, the school provides John with counseling but little other support. Recommendations are made to improve collaboration between home and school, provide more structured support within the classroom, and involve external organizations. Suggestions include developing behavior strategies, using peer support, differentiating instruction, and focusing on building John's self-esteem and setting individual goals.
Assertive discipline
I created this PowerPoint with a classmate for class last semester which was in Classroom Management. The end of the slideshow is a Jeopardy game we created for people to participate in our presentation.
Dont Lose Your Cool: Dealing With Difficult students
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
Disruptive Behaviour
The document discusses various causes of disruptive behavior in classroom settings from both teacher and student perspectives. It identifies factors like time of day, student attitudes, desire for attention, boredom, and external factors that can influence student behavior. It also discusses the role of the teacher in preventing problems through enthusiasm, professionalism, building rapport, and having a clear code of conduct. The document provides guidance on how teachers should respond to disruptive behavior, such as acting immediately, focusing on the behavior not the student, treating students fairly, keeping calm, and seeking guidance from colleagues.
How to Motivate Your Students and Get Them to Listen to You part 1
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Assertive discipline
Assertive discipline is a classroom management approach that emphasizes establishing clear rules and consequences for behavior, as well as positively reinforcing desirable behavior. It involves 6 steps: 1) building student-teacher relationships, 2) establishing rules, 3) tracking misbehavior, 4) using punishment to enforce limits, 5) implementing rewards for good behavior, and 6) gaining parent support. Teachers are trained to communicate rules firmly but not abusively, and apply appropriate punishments like timeouts or loss of privileges, while also rewarding students with praise, privileges, or awards when they follow rules. The goal is to catch students behaving well and shape behavior through positive reinforcement.
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This document provides faculty and staff guidance on responding to distressed or disruptive student behavior. It defines distressed students as experiencing emotional or psychological problems interfering with learning, and disruptive students as those whose behavior makes teaching and learning difficult. The document advises addressing problems promptly, making referrals to campus resources as needed, and maintaining a learning environment. Signs of minor or severe distressed behavior are outlined. Questions for departments to discuss around students' rights and due process are also provided.
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This document provides guidance on identifying and dealing with disruptive student behavior in the workplace from the Office of Ethics and Student Conflict Resolution at Miami University. It defines minimally and significantly disruptive behaviors. For minimally disruptive behaviors, the recommendations are to privately address the issue with the student and document it. If it continues, file a complaint. For significant disruptive behaviors, the recommendations are to remove oneself from the situation, contact security if threatening, and file an immediate complaint. It outlines the complaint and judicial process, noting the need to serve as a witness if it goes to a hearing.
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Teachers should clearly describe acceptable classroom behaviors and have students demonstrate and practice them. This includes defining different voice levels for various activities like group work, reading time, and discussions. Teachers should also provide ongoing, specific feedback to students about their behaviors and regularly remind them of classroom rules and routines. When a student misbehaves, the teacher should address it privately and have the student reflect on why their actions were inappropriate and how to improve their behavior next time.
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This document outlines the Assertive Discipline model developed by Lee and Marilyn Canter. It describes assertive discipline as a direct and positive approach that helps both teachers and students succeed. The model asserts that teachers must insist on responsible behavior from students and maintain firm control over the classroom in a humane way. Both teachers and students have basic rights - teachers have the right to an optimal learning environment while students have the right to support and understanding of consequences from their teachers. The document provides guidelines for an assertive discipline plan, including stating clear expectations, using a calm and firm voice, and following through consistently with limits and rewards.
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Teachers should clearly describe acceptable classroom behaviors and have students demonstrate and practice them. This includes defining different voice levels for various activities like group work, reading time, and discussions. Teachers should also provide ongoing, specific feedback to students about their behaviors and regularly remind them of classroom rules and routines. When a student misbehaves, the teacher should address it privately and have the student reflect on why their actions were inappropriate and how to improve their behavior next time.
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Assertive discipline 1
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This document provides an overview of classroom procedures and expectations for Mr. Bravo's 8th grade U.S. History class. It outlines policies regarding attendance, dress code, materials, classroom behavior, assignments, and grading. The goal is to establish an organized and focused learning environment where students can develop their skills and have fun learning history.
A&P Classroom Expectations
The document provides an overview and expectations for Mr. Hildebrandt's Anatomy & Physiology I course during the Fall 2011-12 semester. It will cover organ systems like the skeletal, muscular, integumentary, and cardiovascular systems. The class will be divided into units with exams, quizzes, and projects. Students will participate in discussions, labs, minor dissections, and group work. They will also be expected to take notes and complete homework assignments. The document outlines three classroom rules and consequences for not following them. It details policies around tardiness, leaving the classroom, dismissal, and grading.
Professionalism
This document discusses several aspects of professional conduct for teachers. It addresses how teachers must balance connecting with students while maintaining professional standards. Teachers have greater ethical responsibilities than many other professions. Professional classroom conduct can vary depending on the situation and region but teachers should be sensitive to student demographics and maintain good communication in all situations. A teacher's conduct outside the classroom also reflects on the profession and they should be aware they are always in the spotlight in the community.
Zoom Class rules.pptx
The document outlines class rules and expectations for students, including:
- Be kind, respectful, forgiving, and use appropriate greetings when communicating.
- Stay on topic, follow directions, and do your own original work, citing sources for ideas that are not your own.
- Proofread your work before submitting to check for accuracy.
- Do not use inside jokes or disrupt the learning of others.
- Comply with all school rules and behave responsibly and respectfully towards teachers, staff, fellow students and the community.
Sgae presentation1
The document provides advice for teachers in their first year on essential tasks like being organized and prepared for the first day, developing classroom procedures and routines, handling difficult situations, self-care, and finding resources. Key recommendations include having planned activities, dressing professionally, greeting students with a smile, using a three-tray system to organize student work, developing a reward system, employing strategies like "cool down breaks" for difficult situations, applying structure outside the classroom, and seeking help from other teachers.
Physics Syllabus
Michelle Hurst is the science teacher for the upcoming year. She has over 10 years of teaching experience and degrees in interdisciplinary sciences. The physics class will involve hands-on labs where students work in groups, but must also complete individual projects. The goal is to help students develop skills like problem solving and teamwork for college and careers. Attached are the course overview, guidelines, and rules which students and parents should review.
common classroom rules.docx
The document provides a list of classroom rules for middle school and high school students. It begins with strategies for effective rule-setting, focusing rules on positive behaviors and using action verbs. The bulk of the document then lists over 40 specific rules covering respecting others, participation, equipment use, behavior, assignments, attendance, and dress code. It concludes with enforcing the rules through warnings and escalation, as well as considering alternative democratic rule-setting and the teacher's role in addressing misbehavior.
2009-2010 10 Syllabus
1) This document outlines the course guidelines for a 10th grade Western Perspectives class, including the essential question of "What does it mean to be human?". 2) Students will read and analyze texts to develop their understanding, with a focus on persuasive writing and vocabulary development. 3) Novels to be read include The Curious Incident of the Dog in the Night-time, Frankenstein, and Othello. 4) Classroom policies require students to be respectful, responsible, and rational, and outline consequences for late work and absences.
8th Grade Language Arts Survival Guide Gone Digital
This document outlines the rules, procedures, and expectations for an 8th grade language arts class. It discusses the weekly vocabulary lessons, major assignments like research projects, and classroom policies around entering the room, notebooks, headings, make-up work, late work, and extra credit. The teacher emphasizes respect, kindness, learning as much as possible, and having fun, within the guidelines of following instructions and authority.
Dealing with difficult students
This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
Procedures, expections, ect.
This document outlines classroom policies and procedures for a class. It details what materials students need to bring, how they should enter and exit the classroom in an orderly fashion, expectations for behavior in the halls and during emergencies, and consequences for violating rules around food, gum, and personal devices. It also discusses the classroom behavior management system, library visits, homework and absentee policies, and how students will be graded.
Beaded lanyards
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A. Tolene PowerPoint
Mrs. Tolene welcomes students and parents to her 2nd grade classroom. She emphasizes building students' strengths and encouraging them to try new things. Her classroom uses differentiated instruction to meet individual needs. Parents are an essential part of their child's education. The summary outlines classroom procedures, leadership jobs, daily schedule, rules, consequences, and communication methods like newsletters and conferences. Homework is assigned Monday, Tuesday, and Thursday to practice skills.
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8th Grade Language Arts Survival Guide Gone Digital
8th Grade Language Arts Survival Guide Gone Digital
More from Colette Gillis
Discrete trial workshow
The document discusses using behavior analysis techniques like discrete trials to teach children important skills. Discrete trials involve presenting a discriminative stimulus, the child's response, and a consequence. A hierarchy of prompts is used to shape the desired behavior, starting with verbal prompts and progressing to physical prompts if needed. The goal is to reinforce correct responses and improve children's lives.
Preprac syllabus spring '13
This document outlines the course details for Psychology 3561: Autism Pre-Practicum. It includes information about meeting times, required materials, grading structure, and topics to be covered each week. The course consists of seminars, visits to observation sites, readings, homework assignments, and quizzes to prepare students for the basic practicum experience in autism services. Attendance is important as the seminar is only seven weeks and absences impact grades.
Playroom protocol
While in the playroom with a child, a caregiver should interact with and praise the child, ensure safe play, provide structure and reminders, and reinforce appropriate behavior. They should not leave the child unattended, allow unsafe play, take toys from others, ignore self-stimulatory behaviors, or remove the child without warning.
General policies for group activities
Tutors and students must sit in specific formations during group activities to maximize learning opportunities. During speech activities, tutors should keep students on task and in their seats, prompting them when needed, and assist the speech therapist if a student becomes disruptive by redirecting them or blocking inappropriate behaviors. The goal is to get students focused on the activity.
Homework #6
This document contains homework questions for a pre-practicum that asks what to do during a child's speech, whether a child should be ignored or left unattended, what should be done instead, and requests reviews of phase change and whistle blow/red dot criteria.
Discrete trial monitoring
This document describes discrete trial monitoring, which will be used by supervisors to evaluate student performance throughout the semester. Students will be monitored on 14 components of discrete trial implementation, including properly delivering SDs, responses, corrections, and reinforcers. The supervisor will use the same form and guidelines to code trials and provide feedback to students.
Homework #6
This document contains homework questions for a pre-practicum that asks what to do during a child's speech, whether a child should be ignored or left unattended, what should be done instead, and requests reviews of phase change and whistle blow/red dot criteria.
Professionalism
Your professionalism is evaluated daily at your practicum site. This includes arriving on time, implementing discrete trial sessions as scheduled, maintaining appropriate attire and language, and accepting feedback professionally. Your grade may be affected by inappropriate behavior. The expectations aim to ensure you conduct yourself professionally and provide quality services to clients.
Homework #5
This document contains 7 questions related to proper conduct and procedures when working with children. It asks about the appropriate tone of voice to use, how to respond to disruptive behavior, when to deliver instruction cues, professionalism standards around clothing and verbal abuse, and how to handle toys as rewards.
Maintenance
Maintenance procedures are procedures where the child has met mastery criteria for the final phase. When a procedure reaches maintenance status, it is marked as such in the child's data book and folder. During maintenance skills time on the child's schedule, tutors should look at the child's acquired skills list and choose an activity, place the data book outside the booth, and have fun reinforcing skills without taking data. The purpose is to enhance functional communication and maintain acquired skills.
Token economy
A token economy is a behavior modification system where generalized learned reinforcers like points, chips or tickets are earned for appropriate behaviors and can later be exchanged for backup reinforcers chosen by the individual. At WoodsEdge, students earn tokens for things like sitting properly or responding independently, with tokens then traded for preferred items or activities.
Data sheet codes
This document provides definitions for various data sheet codes used to record tutoring sessions. Codes include AAA for alternate activities, OT for when a child is off task, IP for implementation problems, IN for invalid data, OH for procedures placed on hold, PT for probe trials, SA for when a child is absent, SI for when a child is ill, and SL for when a child arrives late. Justifications must be provided for any codes and supervisors must initial coded sessions. Tutors should notify their TA if they have multiple instances of certain codes in a row or within a set number of sessions.
Homework #4
This document contains 7 questions as part of a homework assignment for pre-practicum. The questions cover topics like maintenance skills procedures, recording data during those procedures, what to do with extra time in sessions, defining a token economy, typical number of tokens used, and who codes procedures.
Pecs overview
PECS (Picture Exchange Communication System) is used by many students to communicate. It involves 6 phases that teach students to request items and label their environment using picture icons. During training, students bring their PECS book and exchange pictures for desired items. If a student is using icons inappropriately, the tutor ignores the behavior and redirects the student back to the PECS task.
Transitions
The document provides guidance for tutors on helping children with transitions between activities, including using an icon ring to show the child where they are going, making transitions fun by praising and rewarding appropriate behavior, and enticing children to return to the booth with a preferred toy rather than picking them up if they resist. Tutors are instructed to make transitions quick, use rewards from their apron, and never chase, pull, lift, or leave the child alone as ways to best handle problematic transitions.
Homework #3
This document appears to be homework questions for a pre-practicum class. It asks 10 multiple choice questions about transitions, physical guidance of children, visual supports, Picture Exchange Communication System (PECS), phases of PECS implementation, access to communication tools, diaper changing procedures, reinforcement of prompts during self-care routines, and use of prompt hierarchies for toileting. The questions cover topics like classroom transitions, child guidance, augmentative and alternative communication, self-care support, and applied behavior analysis techniques.
What happens if i get bitten
If a child bites you, push your arm into the bite to avoid tearing skin. Call over a teacher for help. Wash any bites that break skin with soap and water. Report all bites to a teacher, and see the nurse for bandaging or ice if bleeding or swelling occurs. The biting child's parents will be informed. To prevent biting, tell teachers if a child attempts or is known to bite so they can watch for the behavior and warn others.
Reinforcer assessment
The document discusses conducting reinforcer assessments with children which involve two components: 1) toy exchange and 2) preference assessments. The toy exchange takes place in the playroom to obtain new reinforcers and involves allowing the child to choose toys to keep in their bin. Mini preference assessments then take place in the booth to determine the most effective reinforcer for motivating the child at that time by having them choose between two toys.
Extra learning opportunities
Extra Learning Opportunities (ELOs) consist of informal learning trials that occur outside of scheduled sessions to reinforce targeted behaviors and skills. ELOs take place during transitions between activities or in unstructured settings like the playroom. Examples of ELOs include prompting a child to say words, follow simple directions like "walk" or "throw the ball", identify colors, body parts, and objects, with all responses positively reinforced.
How to handle problem behavior
Pat exhibits disruptive behaviors like tantrums, hitting and screaming during discrete trial training sessions. There are three potential reasons for these behaviors: the tasks may be too difficult, the tutor does not provide strong enough reinforcers, or the tutor provides attention after disruptive behaviors. To address this, the tutor should make tasks easier, use stronger reinforcers like playing, and limit attention after disruptive behaviors. Playing is especially important as a reinforcer for children with functional skills.
More from Colette Gillis (20)
Professionalism
- 1. Professionalism Your session supervisor evaluates your professionalism daily. Professionalism directly reflects your performance in the practicum itself. Feedback will be given on an as needed basis. Your grade will be affected if you engage in inappropriate behaviors at the practicum site. This list is not all-inclusive and may be updated to meet the needs of the practicum. Arrived on time: 8:30/10:30/12:30 (3pts per day) Took reinforcer bin to assigned booth (3pts) Brought pencil, child's procedure book, and materials to booth (3pts) Did not miss any phase changes (one point for each) Went to wait for child's bus to arrive (3pts) Implemented ADLs as scheduled and as described in the course pack (3pts) Left all unnecessary materials away from child and out of the discrete trial session (keys, coffee, pop, etc.) (3pts) Prompts child while they participate in scheduled activities (i.e., speech) (3pts) Worked until end of session 10:30/12:30/2:30 (3pts) Did not leave child unattended (any time) (3pts) Cleaned booth after session (threw away trash, picked up food, returned child’s book) (3pts) Followed dress code (including not showing underwear while sitting) (3 pts) Wore reinforcer apron and ID badges (3pts) Used icon ring (3pts) Blew the whistle on a procedure correctly/timely (3pts) Implemented feedback given during discrete trial sessions or seminar sessions (will vary) Behaved professionally when interacting with the classroom teacher, supervisors, aides, parents, peers, and other WoodsEdge staff (will vary) Accepted feedback professionally and appropriately (eye contact, asked for suggestions, etc.) (will vary)
- 2. • All practicum students are subject to the rules and regulations of Kalamazoo Regional Educational Services Agency (KRESA). – For instance, verbal or physical abuse will not be tolerated. If a WMU student engages in verbal or physical abuse of any kind, then the student will be terminated as a staff member of KRESA and the WMU student must drop the course. If it is too late to drop the course, then the WMU student will receive an “E” for the course. • Implement DTT as instructed – Teaching the child in your own way is NOT professional. We are providing instructions and feedback to practicum students based on the research results and years of experiences in teaching children with autism. If you have disagreements in the way that we conduct training, please talk to your TA. We are open to your suggestions. • Dress Code - WoodsEdge is a professional site and you are expected to adhere to the dress code. Your clothes should look appropriate for the parents of the children and any related professionals including teachers, occupational therapists, school nurses, school psychologists, etc. You will lose 3 professional points for wearing inappropriate clothes at WoodsEdge. Be aware that what you may consider “appropriate” may be “inappropriate” from their perspectives. o Examples of acceptable attire: clean, dark jeans, khakis, casual dresses and skirts, sweatshirts, tennis shoes, and sandals (with backs). o Examples of unacceptable attire: Any dirty, torn, patched, or stained clothing, cut-offs, beach wear, low-cut shirts, bare-midriff shirts, stretch pants or leggings, short skirts or shorts ("Daisy Dukes"), anything with writing on it, and clothing worn inside out or backwards. o Do not wear T-shirts with contents inappropriate for an educational setting (sex, drugs, alcohol, etc.), or with any writing. o Do not wear any clothes that do not cover your underwear or private parts of your body. (Low-rise jeans may be inappropriate if someone can see your underwear when you bend over.) • Language - Use school-appropriate language. Remember that you are working at a public school. Using swearwords, making negative comments, and talking about parties and who you’re dating are NOT appropriate. Choose appropriate topics at school. Believe it or not we actually see a fair amount of this….even in front of children and parents. • Accepting feedback is a large part of professionalism at WoodsEdge. We are open to suggestions as you will become very aware of the strength and weaknesses of your child, however we ask that you are respectful in both receiving feedback as well as addressing any issues with your child or supervision.