Slide ppt changing and modifying tasks for individuals and groups
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This document discusses modifying instructional tasks based on student abilities and circumstances. It provides examples of how teachers can change tasks by altering complexity, competitiveness, refinement levels, or errors. The document also discusses challenges in the Philippine education system like weather issues, visitors, time constraints, and idealistic textbooks. It suggests teachers budget time wisely, be flexible, plan ahead, and minimize disruptive behaviors by preparing students and responding consistently.
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Transitions presentation (revised)
This Power Point presentation shares the importance of smooth transitions in the classroom. In addition, the presentation outlines effective strategies for smooth transitions. More importantly, the Power Point presentation shares the importance of promoting independence during transitions.
Behavioral intervention strategies
This document discusses behavioral intervention strategies for managing student behavior in the classroom, including positive reinforcement, redirection, calming techniques, social skills instruction, and self-talk. Some key points covered are:
- Behavioral interventions have measurable outcomes and aim to enable student control over their behavior rather than control students.
- Positive reinforcement increases appropriate behavior by presenting desirable stimuli after good behavior is displayed.
- Redirection and calming techniques involve watching for signs of student frustration and using de-escalation strategies to redirect and calm students.
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1. Precorrecting problem behaviors by restating expectations before issues arise.
2. Greeting students positively by name when they arrive.
3. Reviewing behavior expectations with the group within the first minute.
It also includes acknowledging appropriate behavior, responding briefly but firmly to minor problems, and closing sessions positively by name. A self-assessment checklist is provided to track strategy implementation.
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- Some schools have implemented new practices like internal Instructional Rounds or a focus on differentiated learning based on what they observed.
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This document discusses how to improve the outcomes of students assigned to in-school suspension (ISS). It argues that ISS should not just be used as a punishment, but to teach replacement behaviors so problem behaviors are less likely to reoccur. Effective ISS programs have a structured physical environment and academic support. They also take time to directly address problem behaviors through teaching replacement behaviors and social skills lessons. De-escalation techniques like showing empathy, respecting space, and remaining calm can also help when students are upset. Ongoing monitoring and follow up can help determine if behaviors are actually improving with ISS assignments.
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This document discusses strategies for working with students' families and colleagues. It recommends communicating with families at the start and throughout the year using various methods to keep them informed and build trust. Some families may resist due to past experiences or cultural norms. It also discusses managing lesson delivery through effective grouping, accountability, record keeping, and applying models like SIOP to make input comprehensible and promote interaction.
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This document discusses behaviour for learning and why students may misbehave. It provides several possible reasons for misbehaviour, including that students may not know what to do, how to do it, or why they should do a task. It also notes that there may not be consequences for misbehaviour or relevant feedback. Additionally, the document discusses adolescent brain development from ages 11-25, noting that the prefrontal cortex, which controls risk and logic, shrinks during this time. This leads teenagers to be impulsive, love risk-taking, and be ruled by emotions over logic.
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This document discusses using Positive Behavior Intervention and Support (PBIS) to manage challenging behavior in an In-School Suspension (ISS) classroom. It contrasts traditional discipline, which focuses on punishing bad behavior, with PBIS, which alters environments, teaches skills, and rewards good behavior. PBIS is effective because behavior is learned and has functions, so students need to be taught appropriate behavior. The document provides strategies for responding to misbehavior, such as modeling good behavior and giving clear choices. Finally, it discusses scenarios of misbehaving students and potential PBIS responses using de-escalation techniques.
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1) Student attitudes were mostly positive both before and after a 6-week placement period with trainee teachers, with only a modest negative shift in mathematics.
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This document discusses providing positive feedback in the classroom. It defines praise and feedback, noting that praise involves judgement while feedback objectively describes behavior. The document recommends using specific, descriptive feedback focused on the situation, behavior, and impact. It provides examples of encouraging and constructive feedback using this S-B-I model. Feedback should avoid judgements and focus on effort, not ability. Tips are given for practicing this type of feedback and getting better at avoiding judgements.
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1. The document discusses current approaches to teaching and learning, including teacher-centered vs learner-centered methods and principles of effective teaching like reflection, collaboration, and real-world application.
2. It provides examples of different teaching approaches such as flipped classroom, project-based learning, blended learning, and personalized learning.
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Week 14 AssignmentsReadingsRead Chapter 12 in your text.As.docx
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Readings:
Read Chapter 12 in your text.
Assignments:
1. Answer the Chapter 12 Short Answer Responses and submit to dropbox
Teaching Students to Manage their own Behavior
Chapter 12
Our overall goal as a teacher is to have student manage their own behavior.
Self-Management
Think about how we manage our behaviors as adults
Examples?
Anyone who is to function independently to any extent must learn how to manage their own behaviors.
Overview
We will further examine techniques/stratagies that we can use to help students become less dependent on teachers environmental manipulations.
Why do we need to teach this skill?
We are NOT perfect. We will miss things.
Miscommunication between people in different settings (parents, BHRS, teachers, etc. )
We can serve as an environmental cue for performance.
When we have input from students, they are more likely to increase their performance.
Certain things that appear in one setting, aren’t always available in other settings.
Overview Continued
Useful skill for typical learners as well as those with disabilities
Increasingly critical as our focus is more of an inclusionary model in both education and community settings.
Students can be taught to set their own goals and objectives, record the data,evaulate their behavior and provide consequences to their behaviors.
Self- management comes in a package
Taught via DI and modeling.
Overview Continued
Self-Management procedure are part of the Natural Environment
Goal Setting
Self-Recording
Self-Reinforcement
Self-punishment
Self-instruction
B.F. Skinner use these techniques up until his death at 84
Increase and maintain productivity
A Common Experience
Preparing Students to Manage their own Behavior
Teachers may...
ask students to set goals.
ask students to evaluate their performance.
explain to the student what behavior resulted in reinforcement (following delivery of reinforcement).
ask the student to relate part of the contingency for reinforcement.
ask the student to state the entire contingency for reinforcement.
involve students in choosing reinforcers and in determining their cost in terms of behavior.
12-3
6
Goal Setting
Students can be taught to set their own goals
Perform better than goals that are chosen for them
Less intrusive than cued self-recording
When assisting students to set goals
Specific
Challenging, but achievable
Attaining the goals at first can be quick rather than long-term
Provide feedback about goal achievement
Goal Setting
Self-Recording of Data
“Self-Monitoring” vs. Self-recording & Self-Evaluation
Provide student and teacher with concrete feedback regarding behavior
Reactive Effect- collecting the data may result in an immediate yet temporary change in behavior.
Least effective with students with emotional/behavioral disorders and those who do not want to change their behaviors
Self-Recording
Teaching students to use self-recording should include:
Selectin.
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Cooperative Discipline Theory- Linda Albert
Linda Albert developed the theory of Cooperative Discipline to help teachers effectively manage student behavior. She believes teachers should focus on influencing positive student choices rather than controlling them. Her theory outlines identifying the underlying motivation for a student's misbehavior such as seeking attention or avoiding failure. The theory also emphasizes building students' sense of capability, connection, and contribution. Albert recommends teachers form caring relationships with students and work collaboratively with parents.
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Topic : Coping with Common Behavior Problem --> Verbal Intervention and Use of Logical Consequences
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The document discusses the experiences and perspectives of school principals regarding their participation in Instructional Rounds. Key points include:
- Principals now look more closely at student learning and engagement in classrooms rather than just teacher actions.
- Professional discussions around teaching practice have increased as a result of participation in Instructional Rounds.
- Some schools have implemented new practices like internal Instructional Rounds or a focus on differentiated learning based on what they observed.
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This document discusses how to improve the outcomes of students assigned to in-school suspension (ISS). It argues that ISS should not just be used as a punishment, but to teach replacement behaviors so problem behaviors are less likely to reoccur. Effective ISS programs have a structured physical environment and academic support. They also take time to directly address problem behaviors through teaching replacement behaviors and social skills lessons. De-escalation techniques like showing empathy, respecting space, and remaining calm can also help when students are upset. Ongoing monitoring and follow up can help determine if behaviors are actually improving with ISS assignments.
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This document discusses using Positive Behavior Intervention and Support (PBIS) to manage challenging behavior in an In-School Suspension (ISS) classroom. It contrasts traditional discipline, which focuses on punishing bad behavior, with PBIS, which alters environments, teaches skills, and rewards good behavior. PBIS is effective because behavior is learned and has functions, so students need to be taught appropriate behavior. The document provides strategies for responding to misbehavior, such as modeling good behavior and giving clear choices. Finally, it discusses scenarios of misbehaving students and potential PBIS responses using de-escalation techniques.
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Subject : Classroom Management
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The document provides information from a PBIS (Positive Behavioral Interventions and Supports) training for school staff. It includes an agenda for the day-long training covering topics like PBIS principles and practices, defining school expectations, developing acknowledgment systems, and using data to support student behavior. Breakout groups were held for staff to discuss their vision for student behavior at the school and how PBIS could help achieve this.
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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.
Session 1 Christine Roy Dixons City Academy
The document summarizes a study conducted with 26 schools that assessed the impact of trainee teachers on student achievement and attitudes. Key findings include:
1) Student attitudes were mostly positive both before and after a 6-week placement period with trainee teachers, with only a modest negative shift in mathematics.
2) Overall, student achievement increased after exposure to trainee teachers, with average scores rising by 0.27 points for all students, 0.25 for boys and 0.30 for girls.
3) Mentor teachers generally provided positive feedback on trainee teachers and commented that their involvement allowed for new teaching strategies, better understanding of students, and more individualized learning.
Student Employment Essentials - Discipline
Student employees should be disciplined through correction, redirection, and education rather than punishment. Discipline involves teaching proper work habits and having students take ownership over correcting issues. It is a disservice to not discipline through problem solving with the student, peers, department, and community. Discipline of students should mirror that of staff, starting with verbal warnings, then written warnings by involving the student employment manager, and possible termination for serious actions like time theft or being under the influence. Termination from a student position can impact the student's employment going forward.
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This document outlines 10 principles for effective classroom management: 1) Consistent, proactive discipline is key; 2) Establish routines for daily tasks; 3) Orchestrate smooth transitions throughout the day; 4) Strike a balance between variety and challenge in activities; 5) Be aware of all actions in the classroom; 6) Resolve minor issues before they become major; 7) Reinforce positive behavior; 8) Treat minor disturbances calmly; 9) Arrange the classroom to facilitate interaction; 10) Make use of instructional moments and minimize discipline time. The document was produced by the Philippine Normal University to provide guiding principles for classroom management.
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This document discusses providing positive feedback in the classroom. It defines praise and feedback, noting that praise involves judgement while feedback objectively describes behavior. The document recommends using specific, descriptive feedback focused on the situation, behavior, and impact. It provides examples of encouraging and constructive feedback using this S-B-I model. Feedback should avoid judgements and focus on effort, not ability. Tips are given for practicing this type of feedback and getting better at avoiding judgements.
Tiered behavior interventions
This document summarizes a presentation on tiered behavior interventions. It discusses collecting discipline data to identify students in need of Tier 2 and Tier 3 interventions beyond universal Tier 1 supports. Tier 2 involves interventions for some students demonstrating similar behavior errors, which may include check-in/check-out, social skills instruction, or mentoring. Tier 3 is for individual students with significant behavioral concerns and involves functional behavior assessment, behavior intervention plans, and one-on-one interventions like nonverbal cues or visual schedules. The document provides tips for using tools like interval recording, rating scales, and ABC charts to collect behavioral data for intervention and progress monitoring.
S4.workingwtih noncompliantstudents.2016
This document provides strategies for working with non-compliant students. It recommends giving positive recognition, monitoring behavior proactively, speaking calmly and respectfully, conveying expectations, and teaching positive behaviors. Additional strategies include allowing cool-down breaks, asking open-ended questions, assigning reflective essays, emphasizing positives, expanding interventions, and giving specific praise. Teachers should also listen actively, offer face-saving outs, project calmness, reward alternatives, and state choices. The document prompts discussion of additional strategies and detailed processes for meeting student needs.
PiXL National Conference - 2nd December 2013 - Inspirational Leadership by @T...
PiXL National Conference - 2nd December 2013 - Inspirational Leadership by @T...Ross Morrison McGill
Title: Inspirational Leadership of Teaching and Learning:
Link: http://wp.me/p2HFBD-1Te
The context of my presentation, was to share our school journey and elaborate on the fusion between blogging and social media. My particular pitch, looked at promoting the benefits and impact of online collaborations and how they can shift leadership and impact on whole-school teaching and learning methodology.What's hot (20)
Verbal Interventions and Use of Logical Consequences
Verbal Interventions and Use of Logical Consequences
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Guiding Principles in Classroom Management by Darren Joy A. Laloon
PiXL National Conference - 2nd December 2013 - Inspirational Leadership by @T...
PiXL National Conference - 2nd December 2013 - Inspirational Leadership by @T...
Similar to Slide ppt changing and modifying tasks for individuals and groups
1st session (current approches to learning and teaching).ppt
1. The document discusses current approaches to teaching and learning, including teacher-centered vs learner-centered methods and principles of effective teaching like reflection, collaboration, and real-world application.
2. It provides examples of different teaching approaches such as flipped classroom, project-based learning, blended learning, and personalized learning.
3. Common problems in teaching are also outlined, such as diverse learning needs, classroom management, limited resources, and addressing individual differences.
Week 14 AssignmentsReadingsRead Chapter 12 in your text.As.docx
Week 14 Assignments
Readings:
Read Chapter 12 in your text.
Assignments:
1. Answer the Chapter 12 Short Answer Responses and submit to dropbox
Teaching Students to Manage their own Behavior
Chapter 12
Our overall goal as a teacher is to have student manage their own behavior.
Self-Management
Think about how we manage our behaviors as adults
Examples?
Anyone who is to function independently to any extent must learn how to manage their own behaviors.
Overview
We will further examine techniques/stratagies that we can use to help students become less dependent on teachers environmental manipulations.
Why do we need to teach this skill?
We are NOT perfect. We will miss things.
Miscommunication between people in different settings (parents, BHRS, teachers, etc. )
We can serve as an environmental cue for performance.
When we have input from students, they are more likely to increase their performance.
Certain things that appear in one setting, aren’t always available in other settings.
Overview Continued
Useful skill for typical learners as well as those with disabilities
Increasingly critical as our focus is more of an inclusionary model in both education and community settings.
Students can be taught to set their own goals and objectives, record the data,evaulate their behavior and provide consequences to their behaviors.
Self- management comes in a package
Taught via DI and modeling.
Overview Continued
Self-Management procedure are part of the Natural Environment
Goal Setting
Self-Recording
Self-Reinforcement
Self-punishment
Self-instruction
B.F. Skinner use these techniques up until his death at 84
Increase and maintain productivity
A Common Experience
Preparing Students to Manage their own Behavior
Teachers may...
ask students to set goals.
ask students to evaluate their performance.
explain to the student what behavior resulted in reinforcement (following delivery of reinforcement).
ask the student to relate part of the contingency for reinforcement.
ask the student to state the entire contingency for reinforcement.
involve students in choosing reinforcers and in determining their cost in terms of behavior.
12-3
6
Goal Setting
Students can be taught to set their own goals
Perform better than goals that are chosen for them
Less intrusive than cued self-recording
When assisting students to set goals
Specific
Challenging, but achievable
Attaining the goals at first can be quick rather than long-term
Provide feedback about goal achievement
Goal Setting
Self-Recording of Data
“Self-Monitoring” vs. Self-recording & Self-Evaluation
Provide student and teacher with concrete feedback regarding behavior
Reactive Effect- collecting the data may result in an immediate yet temporary change in behavior.
Least effective with students with emotional/behavioral disorders and those who do not want to change their behaviors
Self-Recording
Teaching students to use self-recording should include:
Selectin.
Classroom Management
The document discusses effective classroom management strategies. It identifies the "Big Five" strategies as rules, routines, praise, consequences for misbehavior, and engagement. Rules should be clearly established and taught to students. Routines help structure classroom activities and situations. Praise should be specific and used to reinforce positive behavior. Consequences for misbehavior must be consistently enforced. Engagement is important for preventing misbehavior and fostering learning. A tiered system of intervention is recommended to support the varying needs of students.
Critical role and habits of effective curriculum implementoor
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This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.
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Teaching and learning theories from EDLE 5010
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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2) For students, developing self-discipline, time management and a positive self-image are important for success. Faculty must focus on imparting instruction, building interest through examples, and personalizing their classroom approach.
3) Both students and faculty experience transformations when they renew their minds and approaches to teaching/learning. Good teaching involves customizing one's approach to individual student needs through open communication and a supportive
Phases and stages of teaching
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
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Slide ppt changing and modifying tasks for individuals and groups
- 2. What is its Purpose? - For the teachers to design appropriate instruction for the students. It will then heighten the effectiveness of instruction - By using this method, teachers try to consider the students’ current abilities, level of skill, difficulties after feedback & availability of tools/equipments Change & Modify Tasks
- 3. Teachers can do the following: A. Change the content of the task B. Extend task by reducing /expanding complexity or seek a variety of responses of the same individual or group C. Move students into or out of competitive situations D. Extend task laterally for individual students E. Prescribe levels of refinement or correct errors on an individual basis Change & Modify Tasks
- 4. Some realistic situations in the Philippines… 1. Inevitable problems during rainy season 2. School Visitors 3. Time constraint situations for teachers with major subject 4. Harvest Season 5. Some authors of our books are too idealistic Change & Modify Tasks
- 5. Philippine Setting - What can we do? • Budget your allotted days wisely • Be flexible • Plan B or Plan ahead • Squeeze some days that are not that heavy on activities Change & Modify Tasks
- 6. Indirectly Contributing Behaviors These are… Events that has no direct contribution to the content of the lesson
- 7. The common events are: • Attending to injured students • Engaging in Off –Topic Discussions • Dealing with Students’ Personal Needs • Participating with Students and Officiating Indirectly Contributing Behaviors
- 8. The common events are: • Attending to injured students • Engaging in Off –Topic Discussions • Dealing with Students’ Personal Needs • Participating with Students and Officiating Indirectly Contributing Behaviors
- 9. The common events are: • Dealing with Students’ Personal Needs • Attending to injured students • Engaging in Off –Topic Discussions • Participating with Students and Officiating Indirectly Contributing Behaviors
- 10. The common events are: • Attending to injured students • Engaging in Off –Topic Discussions • Dealing with Students’ Personal Needs • Participating with Students and Officiating Indirectly Contributing Behaviors
- 11. Noncontributing Behaviors It adds nothing to lesson content but may occur during real instruction situations
- 12. Some Examples are: • fire / earthquake drills • Personal Visitors • Supervisor/Principal wants to relay a message NonContributing Behaviors
- 13. 2 Suggestions to Minimize Disruptions • Prepare your students to respond ahead of time • The teacher must respond in a consistent manner NonContributing Behaviors