The document outlines classroom rules and procedures for students, including being on time, having materials ready, participating respectfully, and following rules regarding mobile devices. It then describes a 5-step behavior management plan involving teacher interventions like eye contact, proximity, and warnings, followed by consequences such as detention or removal from class for unsafe behavior. Potential reward systems are also listed, such as coupons, raffle tickets, movie days, and potlucks to encourage positive behavior. Sources are cited at the end.
The Department of Education today issued a resource document that present and describe 15 principles for state, district, and school staff; parents; and other stakeholders to consider when states, localities, and districts develop policies and procedures which should be in writing on the use of restraint and seclusion. This resource document discusses the context within which these principles were developed, lists the principles, and highlights the current state of practice and implementation considerations for each principle.
This presentation was delivered as a keynote talk at one of IQ's Security Industry Forum meetings on the 26th July 2013. The presentation is about the future of physical intervention training in the security industry sector and why there is a need for change and what form that change should be in.
The Department of Education today issued a resource document that present and describe 15 principles for state, district, and school staff; parents; and other stakeholders to consider when states, localities, and districts develop policies and procedures which should be in writing on the use of restraint and seclusion. This resource document discusses the context within which these principles were developed, lists the principles, and highlights the current state of practice and implementation considerations for each principle.
This presentation was delivered as a keynote talk at one of IQ's Security Industry Forum meetings on the 26th July 2013. The presentation is about the future of physical intervention training in the security industry sector and why there is a need for change and what form that change should be in.
ony O’Donovan
Child Welfare Advisor, Irish Youth Justice Service
Tony O’Donovan has worked in youth detention, at differing levels, for over 30 years in both Ireland and Canada. He became a Certified Instructor in 1989 and was part of the International Advisory Board of CPI for many years. He is presently the Child Welfare Advisor in the Irish Youth Justice Service and involved in developing policy in relation to youth detention.
Presentation Topic: Tackling Challenging Behaviour in Irish Children Detention Schools
Using his expertise in Youth Justice, Tony showcases the impact of ongoing training, at an organisational level, on the reduction in the use of restraints in the Children Detention Schools. Tony outlines how developing staff confidence in dealing with challenging behaviours has helped the Irish Youth Justice Service and present statistics that demonstrate the effectiveness of training in reducing the number and severity of physical restraints across the service.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter 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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. The student will be in the classroom and seated when the bell rings.
The student will have a notebook, writing utensil, and textbook out on
their desk when the bell rings for class to begin.
The student will wait to share their thought or opinion until another
student has finished their thought or opinion, or until the teacher is
through talking.
The student will have their mobile devices turned on silent and put
away unless teacher has approved for their use.
The student will follow all school rules.
3. It is important that students are ready to begin learning when the bell begins because of the large
amount of material to cover in a short amount of time. The teacher can not afford to lose valuable
class time getting students settled in their seats.
It is important that students have their learning materials ready when class begins. It can be a
disruption to other students if some are digging through their bags or sharpening their pencils during
class time.
The students in my classroom will be respectful of others. Together we will create an environment
where students feel safe to share their thoughts and opinions and participate in class discussions
without being interrupted. It is important the teacher isn’t interrupted so that students do not miss
instructions or important lesson notes.
My classroom will have certain times when mobile devices are allowed but during times when they are
not approved they need to be put away so that no one is distracted and students are focused on the
lesson.
It is important that students know I support the school’s policies and procedures and they must abide
by them in my class as well.
4. First Offense- Teacher look
Making eye contact with the student- facial expressions convey a lot to students (Lindberg, pg.32)
Use proximity control- positioning yourself near a student not following directions lets them know you
are aware they are off task (Lindberg, p.32)
Drop the student’s name in the lesson
Non-verbal cues allow the teacher to hold the student accountable for their actions without
interrupting the entire class (Tucker, p.63)
Second Offense- Verbal Warning
Remind the student of the expected behavior one on one and not across the classroom; this may
embarrass the student and make them act out even more. This verbal warning lets the student know
you are aware of their behavior.
Third Offense- Conference with student
Meet with student separately to talk about desired behavior. Do not make them late for another class
but this will keep from them getting their few minutes of free time with their friends between classes
which students don’t like to lose. Let the student know if the behavior continues you will call their
parents next (Wright, Intervention Central)
Fourth Offense- Written warning and call to parent
Write a contract with the student determining the desired behavior, criteria showing improvement, and
incentive (Lindberg, p. 37)
Call parents and inform them of contract between teacher and student with desired behavior, criteria
showing success, and incentive
Keep parents informed through notes or phone calls of progress
Fifth Offense- After school detention
This can be effective because students are always ready to leave school when school is over and in this
case the student will have to remain after school and not participate in any after school activities
Severe clause
If a student becomes a danger to themselves or other students, the student will be removed from the
class by an Administrative professional. (Georgetown Independent School District)
5. Coupons
I will have coupons made to give out to students who are
following classroom rules, showing leadership in the
classroom, and to students who are making efforts in
class.
Coupons will be given at the discretion of the teacher
when she sees positive behaviors taking place
Coupons will be for:
5 minutes of free time
A snack item in the snack basket
Lunch with the teacher and 2 friends
6. Raffle Tickets
Students will earn raffle tickets throughout the week
Each student gets 1 raffle ticket for every homework
assignment they turn in completed and on time
Each student gets 1 raffle ticket for actively and
respectfully participating in class discussions
Each Friday there will be a drawing of 1 ticket per class
period to award a prize consisting of either:
1 pass on a homework assignment (can not be used on 2
homework assignments consecutively)
Snack from the snack basket
Gift card to local eatery (Fast food, yogurt shop, coffee shop)
7. Movie Day
Class can earn up to 5 points per day
1 point per classroom rule being followed by all students
Points can be taken away from existing total if students are not
following any classroom rules
100 points is the goal to earn a movie day, with students being
allowed to bring their own snacks to eat
90 to 100 points is the sliding scale
For 80-90 points students can have a movie day without any
snacks
For 75-80 points students can have 30 minutes of free time
without any snacks
A chart will be posted at the front of the class next to the
classroom rules keeping track of the amount of points per
period
8. Pot Luck Day
Students will be allowed to put together pot lucks to eat
during class on special occasions (specific holidays such
as Cinco de Mayo, the day leading into a holiday
weekend or vacation, the day after a midterm or final)
This will be awarded at the discretion of the teacher if
the class is staying on task and following classroom rules
for the majority of the time
A reminder will be posted by the class in-boxes for the
upcoming possible pot luck day
9. Lindberg, J., Evans Kelley, D., Swick, A. (2005). Common-Sense
Classroom Management for Middle and High School Teachers.
California: Corwin Press.
Tucker, Ginger. (2013). First Year Teacher Notebook. Amarillo: TX.
GKT Publishing.
Wright, Jim. (2013). How To: Handle Common Classroom Problem
Behaviors Using a Behavior Management Menu.
www.interventioncentral.org
Georgetown Independent School District. (2013) Georgetown ISD
Secondary School Model Student Handbook.
www.georgetownisd.org
