This document discusses strategies for promoting positive behavior in early childhood classrooms. It emphasizes building strong relationships with children through positive interactions like greeting them, praising their accomplishments, and showing interest in their lives. Classrooms should be designed to engage children through well-organized learning centers and visual schedules and routines. Challenging behaviors are addressed by focusing on teaching appropriate skills, monitoring children, and giving positive attention and feedback. The goal is to help children feel successful and supported.
How learning through play is creating systemic change in South Africa from the CIES Annual Conference, March 7, 2016 . By Andrew Bollington, Brent Hutcheson, Kimberly Josephson and Vidya Putcha.
How learning through play is creating systemic change in South Africa from the CIES Annual Conference, March 7, 2016 . By Andrew Bollington, Brent Hutcheson, Kimberly Josephson and Vidya Putcha.
Have A Ball_Full-Day Kindergarten_Health Nexus_Nexus SantéLouise Choquette
This workshop was done by the Best Start Resource Centre for Full-Day Kindergaten teams in school boards of Ontario. Funding was provided by Lawson Foundation.
Assessment, planning and evaluation in PlaycentreDalene Mactier
This booklet is the result of a group committed Playcentre whānau who worked on developing their understandings and ideas of what assessment, planning and evaluation in Playcentre involves. This guide provides some possible ways to engage in more meaning and manageable assessment.
Steve Vitto Positive Approaches For All ChildrenSteve Vitto
A review of traditional views of discipline and why they are often problematic, and inneffective; and then a presentation of research based approaches for treating challenging behaviors
Play-Based Learning: Benefits and How It WorksYCIS Beijing
Sponsored by Yew Chung International School of Beijing: http://www.ycis-bj.com/
Learning through play - how does it really work? Specific areas of a child's skills, knowledge and life that are improved by play-based learning programmes taught in school.
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
19 Proven Tips for Getting Parents Involved at SchoolEdutopia
Experts agree that parent involvement in their children's education is one of the biggest predictors of student success. This guide offers 19 proven strategies for increasing family engagement and strengthening the home-to-school connection. These recommendations were contributed by the educators and parents of the two great communities at Edutopia.org and GreatSchools.org.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
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.
Have A Ball_Full-Day Kindergarten_Health Nexus_Nexus SantéLouise Choquette
This workshop was done by the Best Start Resource Centre for Full-Day Kindergaten teams in school boards of Ontario. Funding was provided by Lawson Foundation.
Assessment, planning and evaluation in PlaycentreDalene Mactier
This booklet is the result of a group committed Playcentre whānau who worked on developing their understandings and ideas of what assessment, planning and evaluation in Playcentre involves. This guide provides some possible ways to engage in more meaning and manageable assessment.
Steve Vitto Positive Approaches For All ChildrenSteve Vitto
A review of traditional views of discipline and why they are often problematic, and inneffective; and then a presentation of research based approaches for treating challenging behaviors
Play-Based Learning: Benefits and How It WorksYCIS Beijing
Sponsored by Yew Chung International School of Beijing: http://www.ycis-bj.com/
Learning through play - how does it really work? Specific areas of a child's skills, knowledge and life that are improved by play-based learning programmes taught in school.
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
19 Proven Tips for Getting Parents Involved at SchoolEdutopia
Experts agree that parent involvement in their children's education is one of the biggest predictors of student success. This guide offers 19 proven strategies for increasing family engagement and strengthening the home-to-school connection. These recommendations were contributed by the educators and parents of the two great communities at Edutopia.org and GreatSchools.org.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
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.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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!
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.
2. Individual-small group activity…
• On a sticky, jot down the challenging
behavior that pushes your “HOT
BUTTON”.
• Think about a child who exhibits this
behavior
• How do you feel when around this child?
• We have trouble separating the child from
the behavior. We see the child as the
challenge.
3. Large group activity…
• Reframe it! When we reframe our thoughts,
we feel differently about the child.
• Instead of: “This child is a monster! I hope
he moves far away!”
• Tell yourself: “He is testing me to see where
the limits are. My job is to stay calm and help
him learn better ways to behave.”
• Instead of: “Wonder if Sheetz is hiring?”
• Tell yourself: “I feel undervalued right now. I
need to talk to my supervisor and get
support.”
4. Challenging behaviors
• Interfere with children‟s learning,
development and/or play
• Are harmful to the child or others around
them
• Put the child at risk for future social and
school challenges
5. Challenging behaviors
• Can be either direct or indirect
– Direct:
• Hitting, pushing, pinching, spitting, etc.
– Indirect:
• Bullying, teasing, ignoring rules, refusing to share,
excluding others, etc.
6. Sources of challenging behaviors:
• Pregnancy and birth complications
• Prenatal exposure to toxic substances
• Developmental delays
• Improper nourishment
• Attention issues
• Temperament
• Gender
• Poverty and social conditions surrounding it
• Exposure to violence
• Parenting style, family factors
• Low quality child care
7. Skills children need to succeed
• Confidence
• Ability to develop positive and healthy
relationships with peers and adults
• Concentration and persistence on
challenging tasks
• Ability to effectively communicate
emotions
• Ability to listen to instructions and be
attentive
• Ability to solve social problems
8. What we know…
• Challenging behavior usually has a
message (I am bored, I am sad, you hurt
my feelings, I need some attention)
• Children often use challenging behavior
when they don‟t have the social or
communication skills they need to engage
in more appropriate interactions
• Behavior that persists over time is usually
working for the child
• We need to focus on teaching children
what to do in place of the challenging
behavior
9. Promoting children’s success
• Create an environment where EVERY
child feels good about coming to school
• Design an environment that promotes
child engagement
• Focus on teaching children what to do!
– Teach expectations and routines
– Teach skills that children can use in place of
challenging behaviors
10. Center on the Social Emotional
Foundations of Early Learning
Only 3-10% of
children will have
Individualized persistent
Intensive
Interventions challenges
Intentional teaching
of social skills and Social Emotional
emotional regulation
Teaching Strategies
High quality ECE
Designing Supportive programs should
Environments naturally support
this!
Building Positive Relationships
11. Major Messages
• The 1st and most important thing we can do is
build positive relationships
• Focus on prevention and teaching
appropriate skills.
• Promoting social emotional development is
not easy. There are no quick fixes to
challenging behavior.
• It requires a comprehensive approach that
includes building relationships, evaluating our
own classrooms and behaviors, and
TEACHING.
13. Building relationships
• Helps children feel accepted in the group
• Assists children and learning to
communicate get along with others
• Encourages feelings of empathy and
mutual respect among children and adults
• Provides a supportive environment in
which children can learn practice
appropriate and acceptable behaviors as
individuals and as a group
16. Ideas for making deposits
• Greet each child by name as they arrive
• Post children‟s work around the room
• Have a “star” of the week
• Allow children to bring in items from home
and share during circle time
• Call it the child‟s parent in front of them to say
what a great day they are having
• Call a child after a difficult day and say, “I‟m
sorry we had a tough day today. I know
tomorrow will be better”
17. Ideas for making deposits
• Give hugs, high-fives and thumbs up for
accomplishing tasks
• When they are absent, tell them how much
you missed them
• Write on a T-shirt all the special things about
a given child and let them wear it
• Find out a child‟s favorite book and read it to
the whole class
• Play with children, following their lead
• Have children create an “All About Me” book
and share them at circle time
18. The bank deposit…
• Child level
• Taps into interests
• Knows about their „world‟
• Facial expressions, excitement
• Shares personal experiences
• Engaged in play
• Joke and laugh
20. Classroom arrangement and design
Traffic patterns:
• Minimize large open spaces
• Minimize obstacles and other hazards
• Consider the needs of children with
physical and sensory disabilities
Question… how does the following picture
address physical and sensory issues?
21.
22. Classroom arrangement and design
Learning Centers: Physical Design
• Clear boundaries
• Visibility
• Visual prompts when centers are not an option
• Adequate number of centers
• Size and location of centers
• Number of children in centers
• Organization of materials
• Preparation of centers
23. Classroom arrangement and design
Learning Centers:
• Create meaningful and engaging learning
centers that:
– Are relevant to children‟s needs, interests and
lives
– Are highly engaging and interesting
– Provide a variety of materials in each center
– Are changed and rotated on a regular basis
24. Stand in the center of the room…
• Is there a clear entry to each center?
• Is each center inviting?
• Are there enough materials? (3 units of play per
child in center)
• Is there a system for entering and exiting centers?
• Are centers and materials/shelves labeled?
• Is there a rotation of materials?
• Are materials highly engaging?
• Are the activities relevant to children‟s needs,
interests and lives?
25. Activity…
With a group of 3-4,
discuss these two
writing centers.
What strengths do
they have? What
are your concerns?
26. Activity… This is your
circle time area. Put
your class in it. What
would happen?
Now… Redesign it!
27. Schedules and routines
Develop a schedule that promotes child
engagement and success. To do this:
• Balance activities
– Active and quiet
– Small group and large group
– Teacher directed and child directed
• Teach children the schedule
• Establish a routine and follow it consistently
– When changes are necessary, prepare children ahead of time
37. Large group activity…
• You scheduled water play outside for
today. Everyone is excited. Now there is
a tornado warning and it‟s raining.
– What do you do?
38. Transitions
Plan for transitions
• Minimize the number of transitions that children have
during the day.
• Minimize the length of time children spend waiting with
nothing to do.
• Prepare children for transitions by providing a warning.
• Structure the transitions so that children have something
to do while they wait.
• Teach children the expectations related to transitions.
• Individualize supports and cues.
45. Giving directions
• Make sure you have the children‟s
attention before you give the direction
• Minimize the number directions given
• Individualize the way directions are given
• Give clear directions
46. Giving directions
• Give directions that are positive
• Give children the opportunity to respond to
a direction
• When appropriate, give the child choices
and options for following directions
• Follow through with positive
acknowledgment of children‟s behavior
47. General guidelines for rules
• Few and simple
• Involve the children in developing
• Post visually
• Teach them systematically
• They generally address:
– Noise level
– Movement inside
– Interactions with property
– Interactions with adults
– Interactions with peers
48. Fun ways to reinforce rules
• Rules Bingo
• Make a big book about school rules
• Playing “rule charades”
54. Ongoing monitoring and positive
attention
• Give children attention when they‟re
engaging inappropriate behaviors
• Monitor our behavior to ensure that we‟re
spending more time using positive,
productive language and less time giving
directions or correcting inappropriate
behavior
55. Positive Feedback and
Encouragement
1. Contingent on appropriate behavior
2. Descriptive
3. Conveyed with enthusiasm
4. Contingent on effort
56. Using positive feedback and
encouragement
• Use both verbal and nonverbal forms
• Individualized use based on child‟s needs
and preferences
• Encourage other adults and peers to use
positive feedback and encouragement
57. Large group activity…
• Count the number of positive comments
the teacher makes (and positive non-
verbals)
• What types of comments and nonverbal
behaviors did the teacher demonstrate?
59. Small group activity…
• Select one of the following scenarios and
brainstorm ways you could encourage that
child
– Gabe hangs his coat up in his cubby
– Cecilia sits down and draws a picture
– Nolan washes his hands before lunch
– Fatima keeps her hands to herself during
circle time
– Zoe says, “Teacher… Look at me!” after she
built the tower of blocks
60. Teaching Social Emotional Skills
• Why? • We don‟t ask why we
teach letters and
• When? numbers. They need
• What? these skills to be
successful in life
• Circle time, small group
time, teachable moments,
times of crisis
• How to be a good friend,
sharing, listening, helping
others, etc.
62. Stages of Learning
• Acquisition – new skill or concept
• Fluency – the ability to immediately use
the skill or concept without a prompt
• Maintenance – continuing to use the skill
or concept over time
• Generalization – applying the skill or
concept to new situations, people,
activities, ideas, and settings
63. Friendship Skills
• Think about children who are well liked
and friendly…
• What do you notice about their behavior
that makes it easier for them to make
friends?
64. Friendship Skills
• Gives suggestions (play organizers)
• Shares toys and other materials
• Takes turns (reciprocity)
• Is helpful
• Gives compliments
• Understands how and when to give an
apology
• Begins to empathize
65.
66. Play Organizers
• Describe skill
– Get a friend‟s attention
– Give a friend a toy
– Offer suggestions of what to do with
toys/materials
• Demonstrate skill
• Practice
• Promote
67.
68. Sharing
• Describe skill
– Child has materials
– Offers or responds to request from peer for
materials
• Demonstrate skill
• Practice
• Promote
69.
70. Being Helpful – Team Player
• Describe skill
– Children might assist each other
– Tell or show a friend how to do something
– Assist a friend in distress
• Demonstrate skill
• Practice
• Promote
71.
72. Taking Turns
• Describe skill
– “You take a turn, I take a turn”
– Might ask for a turn with a toy
– Might initiate turn taking games
• Demonstrate skill
• Practice
• Promote
73. Giving Compliments
• Describe skill
– Verbal – say things like: “Good job _____! or I
like the way you _____!”
– Physical – Do things like: Hug, pat on the
shoulder, high five
• Demonstrate skill
• Practice
• Promote
74.
75. Knowing How & When to Apologize
• Describe skill
– Children might say, “I‟m sorry I hit you when
you took my ball.”
– “I didn‟t mean to push you.”
• Demonstrate skill
• Practice
• Promote
76. Setting the Stage for Friendship
• Inclusive setting
• Cooperative use toys
• Embed opportunities
• Social interaction goals and objectives
• Atmosphere of friendship
77. Strategies for Developing
Friendship Skills
• Modeling
• Preparing peer partners
• Buddy system
• Reinforcement
78. Activities to Support Friendship
Skill Development
• Friendship Can
• Planting Seeds of Friendship
• Friendship Tree/Compliment Tree
• Books about Friendships
• Friendship Quilt
• Friendship Journal
• Music/Songs