This document provides guidance for teachers on supporting LGBTQ+ students. It discusses reflecting on personal transitions, knowing issues like bullying LGBTQ+ students face, appropriate terminology around names and pronouns, what to do if a student comes out, and ways teachers can help such as stopping discrimination, increasing visibility, attending training, and using inclusive materials. The overall message is how teachers can educate themselves and support LGBTQ+ students.
Developmental assessment of child 1 5 yearBeenish Iqbal
Skills such as taking a first step, smiling for the first time, and waving “bye bye” are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move (crawling, walking, etc.)
Developmental assessment of child 1 5 yearBeenish Iqbal
Skills such as taking a first step, smiling for the first time, and waving “bye bye” are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move (crawling, walking, etc.)
How Youth and Technology Equal Fantastic Health and Sex Education ClassesYTH
This presentation focuses on a collaboration of San Francisco Department of Public Health, San Francisco Unified School District and 21 non-profit community agencies serving youth. A big part of the discussion focuses on how social media can complement in classroom learning in high school.
Cool Tools Volunteer Training Slides for Parents ttieu2016
Roosevelt Elementary School
Presented by: Debbie Stern
Cool Tools is designed to help build, maintain & repair relationships. It also helps children learn how to handle conflict with a community common language.
6 peer responses due in 18 hours Each set of 2 responses will ha.docxBHANU281672
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
For four years, we studied 31 highly effective teachers in nin.docxAKHIL969626
For four years, we studied 31 highly effective teachers in nine low-performing urban schools in some of
the most economically depressed neighborhoods in Los Angeles County, Calif. The first thing that struck
us was how strict the teachers were. But it was a strictness that always was inseparable from a grander pur-
pose, even in students’ minds. For example, a 2nd grader admitted, “Ms. G kept me in the classroom to do
my work. She is good-hearted to me.” A high school math student wrote, “I think Mrs. E is such an effec-
tive teacher because of her discipline. People might think she is mean, but she is really not. She is strict.
There is a difference. She believes every student can learn.”
She’s Strict for a Good Reason
Highly Effective Teachers in
Low-Performing Urban Schools
Studying the work of highly
effective teachers can help
us better understand what
really works to improve
student learning and help
us avoid practices that are
complicated, trendy, and
expensive.
By Mary Poplin, John
Rivera, Dena Durish, Linda
Hoff, Susan Kawell, Pat
Pawlak, Ivannia Soto
Hinman, Laura Straus, and
Cloetta Veney
kappanmagazine.org V92 N5 Kappan 39
MARY POPLIN is a professor of education at Claremont Graduate University, Claremont, Calif. JOHN RIVERA is a professor and
special projects assistant to the president, San Diego City College, San Diego, Calif., and the study’s policy director. DENA DURISH
is coordinator for alternative routes to licensure programs for Clark County School District, Las Vegas, Nev. LINDA HOFF is director
of teacher education at Fresno Pacific University, Fresno, Calif. SUSAN KAWELL is an instructor at California State University, Los
Angeles, Calif. PAT PAWLAK is a program administrator in instructional services at Pomona Unified School District, Pomona, Calif.
IVANNIA SOTO HINMAN is an assistant professor of education at Whittier College, Whittier, Calif. LAURA STRAUS is an instructor
at the University of Montana Western, Dillon, Mont. CLOETTA VENEY is an administrative director at Azusa Pacific University, Azusa,
T
h
in
ks
to
c
k/
C
o
m
st
o
c
k
The teachers we studied had the highest percent-
age of students moving up a level on the English/lan-
guage arts or math subtests of the California Stan-
dards Test (CST) for two to three years. Toward the
end of the school year, we asked their students why
they thought their teacher taught them so much.
One Latino 4th grader summed up much of what we
discovered: “When I was in 1st grade and 2nd grade
and 3rd grade, when I cried, my teachers coddled
me. But when I got to Mrs. T’s room, she said, ‘Suck
it up and get to work.’ I think she’s right. I need to
work harder.”
We began our study with three questions: Are
there highly effective teachers in low-performing ur-
ban schools? If so, what instructional strategies do
they use? And what are their personal characteris-
tics?
There are highly effective teachers in these
schools, and we chose 31 of them for o ...
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TEACHERS AS AGENTS OF CHARACTER FORMATION Mann Rentoy
PRESENTED IN Hotel Sapphire, Colombo Sri Lanka on November 12, 2022
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Subscribe to my YouTube Channel to access hundreds of Teacher Training Videos: https://www.youtube.com/@characterformation
Gender responsive setting represents the specific needs of both boys and girls .It also includes the policies, practices and functions of the school management.
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!
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TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Supporting LGBTQ+ Students
1. INTRODUCTION
Think of a transition in your life which has made you
feel, or seem, like “a whole n’other person” Using the
T-chart, or the back of the page to journal, write about
this experience, reflecting on each version of yourself.
1
Adapted from “Trans Allyship Workbook” by Davey Shlasko
4. KNOW THE
ISSUES
CHOOSE ONE TO DISCUSS WITH A
PARTNER:
❏ Have you seen examples of anti-LGBTQ
name-calling, bullying, or harassment
at our school?
❏ How are students affected by anti-LGBTQ
bias or assumptions at our school?
❏ Did you see anti-LGBTQ bias,
name-calling, bullying, or harassment at
your own school? How did your
teachers handle it?
Adapted from GLSEN’s Safe Space Training Series
4
5. 2017 National School Climate
Survey
❏ Biennial survey first conducted in
1999
❏ Documents the experiences of
LGBTQ+ students in U.S. schools
5
Adapted from GLSEN’s Safe Space Training Series
7. KNOW THE
ISSUES
Each episode of
LGBT
victimization, such
as physical or
verbal harassment
or abuse,
increases the
likelihood of
self-harming
behavior by 2.5x,
on average.
LGB youth
seriously
contemplate
suicide at
almost 3x the rate
of heterosexual
youth, and are
almost 5x as
likely to have
attempted
suicide.
In a national study,
40% of
transgender
adults reported
having made a
suicide attempt.
92% of these
individuals
attempted
suicide
before the
age of 25.
7Source: The Trevor Project “Facts About Suicide”
8. DOE
SPECIFIC
STUFF
❏ The new “Name and Gender Change
Request Form” allows students to
change their ATS name and gender in
ATS
Please, refer to students’ change as their
CHOSEN NAME and CHOSEN GENDER
PRONOUN. Previously, we called this
“Preferred Name” or “Preferred Pronoun.”
8
9. PRONOUNS:
THE BASICS
When referring to transitioning kids:
What gender did they used to be?
✔ What sex were they assigned at birth? ✔
*ONLY for use if you need to pull up old records… do not ask a child this please*
When checking in with a student:
Do you use he or she?
✔ What pronouns do you use? ✔
Please don’t assume students’ pronouns,
and correct yourself if you accidentally
misgender! 9
10. PRONOUNS:
THE BASICS
What does that sound like?
Teacher: Jesus, can you move next to
her?
Jesus: Ms. T, Lin is a he.
Teacher: Sorry, Jesus can you move next
to him.
10
11. PRONOUNS:
THE BASICS
What does that sound like?
Teacher 1: His work has actually been
declining recently.
Teacher 2: Kim actually uses she.
Teacher 1: Oh, sorry, her work has been
declining recently.
11
12. WHAT DO I
DO IF A
STUDENT
COMES OUT
TO ME?
❏ Listen.
Adapted from GLSEN’s Safe Space Training Series
12
13. REFLECTION
How can you begin to bring some of these
concepts and understandings into your
classroom?
13
14. HOW CAN I
HELP?
Stop Bullying
and
Discrimination!
Listen
Report
Follow-up
*if there are kids
that you KNOW
struggled last
year… please let
the next grade
team know so
they can be
supported!*
Increase
Visibility!
Consider
integrating
LGBTQ history
or biography
into your
curriculum
Educate!
Attend one of our
upcoming Safe Space
Trainings during CPT
time
Download the Teaching
Tolerance “Best
Practices for Serving
LGBTQ Students” guide
Browse our school
library for
fiction/non-fiction titles
related to LGBTQ+ issues
-- and join the faculty
book club!
14
