This document outlines role playing scenarios for teachers to practice different classroom management techniques. It includes 18 scenarios focused on skills like greeting students, helping frustrated children, using incentives and rewards, ignoring misbehavior, and using time outs. For each scenario, teachers are instructed to role play the situation, with some teachers taking on roles as students, and provide feedback to the teacher demonstrating the skill. The role plays are intended to help teachers practice and improve their classroom management strategies.
The document discusses reinforcement strategies for children with autism spectrum disorder (ASD). Reinforcement aims to increase desirable behaviors and skills by rewarding children when they display the target behavior. Teachers should identify highly motivating reinforcers for each child and deliver them consistently according to a reinforcement schedule. A variety of reinforcers should be used to prevent the child from becoming habituated to any single reward. Examples of positive reinforcers include toys, praise, and preferred activities. Negative reinforcement can also be used to reduce undesirable behaviors by removing an undesired stimulus or task contingency on displaying the target behavior.
The document outlines expectations for classroom behavior using the CHAMPS framework. It discusses teaching expectations to students using a three step process of clarifying, observing, and providing feedback. Specific expectations are defined for instructional activities, transitions, and a sample CHAMPS board is shown outlining expectations for different classroom contexts in both English and Spanish using the CHAMPS acronym to guide behavioral standards. The conclusion emphasizes that clearly communicating expectations will lead to well-managed classroom behavior.
The document provides behavior management strategies for several common behaviors seen in students with autism, including self-injurious behaviors, self-stimulating behaviors, running away, fixations and repetitions, inability to deal with change, and screaming/crying. The strategies suggest identifying the underlying causes or triggers for behaviors, modifying the classroom environment, teaching compensatory communication skills, using visual schedules, and addressing anxiety through self-monitoring rather than rewards to avoid reinforcing undesirable behaviors.
This document discusses the science and evidence-based practices of Positive Behavior Support (PBS) in classrooms. PBS uses functional assessment of behavior and positive, proactive interventions to create an environment where students' dignity and rights are respected. The document outlines three levels of PBS support and recommends five key practices including maximizing structure, actively engaging students, acknowledging appropriate behavior, and responding to inappropriate behavior. Specific strategies are provided for implementing these practices in the classroom.
"Raise your hand to ask a question."
Student: Raises hand and waits patiently.
Teacher: Calls on student who asks question respectfully.
Possible Motivation: Obtain adult attention
Interventions:
-Prevention: Provide frequent positive attention
-Teach: Explicitly teach raising hand and waiting
-Response: Quickly respond when hand is raised appropriately
ABC’s, Motivation, and Proactive Interventions
Antecedent Behavior OutCome
Possible Motivation:
Interventions:
Prevention Teach Response to Behavior
Teacher assigns independent work time
Student throws paper on floor
Teacher reprimands student
Possible Motivation: Avoid task
The document discusses behaviorist techniques that can be used in classroom management, including contracts, consequences, reinforcement, extinction, modeling, shaping, cueing, and behavior modification. Positive reinforcement is highlighted as a behaviorist technique that can increase desired behaviors by rewarding them. An example is provided of a teacher using positive reinforcement to improve disruptive student behavior in her class by having students help establish new classroom rules and consequences.
This document provides an overview of positive behavior support (PBS) strategies that can be used in schools. It discusses implementing PBS at the school-wide, classroom, and individual level using approaches like CHAMPs, functional behavior assessment, and the Prevent-Teach-Reinforce model. Specific strategies are outlined, such as teaching expectations, reinforcing positive behaviors, ignoring negative behaviors, and using consequences consistently. The document recommends assessing the function of problem behaviors and using reinforcement, extinction, and overcorrection as needed based on the individual student.
Reinforcement is a teaching skill that strengthens the connection between a student's response and a stimulus. It involves providing positive or negative feedback immediately after a response to increase or decrease the likelihood that the response will occur again. The goal is to motivate students and facilitate learning. Effective reinforcement uses a variety of verbal praise, physical gestures, and other signals at the right time depending on the student. Too much repetitive reinforcement can lose its impact, so teachers should not overuse the same reinforcements. Mastering this skill can help students learn more and stay engaged in the classroom.
The document discusses reinforcement strategies for children with autism spectrum disorder (ASD). Reinforcement aims to increase desirable behaviors and skills by rewarding children when they display the target behavior. Teachers should identify highly motivating reinforcers for each child and deliver them consistently according to a reinforcement schedule. A variety of reinforcers should be used to prevent the child from becoming habituated to any single reward. Examples of positive reinforcers include toys, praise, and preferred activities. Negative reinforcement can also be used to reduce undesirable behaviors by removing an undesired stimulus or task contingency on displaying the target behavior.
The document outlines expectations for classroom behavior using the CHAMPS framework. It discusses teaching expectations to students using a three step process of clarifying, observing, and providing feedback. Specific expectations are defined for instructional activities, transitions, and a sample CHAMPS board is shown outlining expectations for different classroom contexts in both English and Spanish using the CHAMPS acronym to guide behavioral standards. The conclusion emphasizes that clearly communicating expectations will lead to well-managed classroom behavior.
The document provides behavior management strategies for several common behaviors seen in students with autism, including self-injurious behaviors, self-stimulating behaviors, running away, fixations and repetitions, inability to deal with change, and screaming/crying. The strategies suggest identifying the underlying causes or triggers for behaviors, modifying the classroom environment, teaching compensatory communication skills, using visual schedules, and addressing anxiety through self-monitoring rather than rewards to avoid reinforcing undesirable behaviors.
This document discusses the science and evidence-based practices of Positive Behavior Support (PBS) in classrooms. PBS uses functional assessment of behavior and positive, proactive interventions to create an environment where students' dignity and rights are respected. The document outlines three levels of PBS support and recommends five key practices including maximizing structure, actively engaging students, acknowledging appropriate behavior, and responding to inappropriate behavior. Specific strategies are provided for implementing these practices in the classroom.
"Raise your hand to ask a question."
Student: Raises hand and waits patiently.
Teacher: Calls on student who asks question respectfully.
Possible Motivation: Obtain adult attention
Interventions:
-Prevention: Provide frequent positive attention
-Teach: Explicitly teach raising hand and waiting
-Response: Quickly respond when hand is raised appropriately
ABC’s, Motivation, and Proactive Interventions
Antecedent Behavior OutCome
Possible Motivation:
Interventions:
Prevention Teach Response to Behavior
Teacher assigns independent work time
Student throws paper on floor
Teacher reprimands student
Possible Motivation: Avoid task
The document discusses behaviorist techniques that can be used in classroom management, including contracts, consequences, reinforcement, extinction, modeling, shaping, cueing, and behavior modification. Positive reinforcement is highlighted as a behaviorist technique that can increase desired behaviors by rewarding them. An example is provided of a teacher using positive reinforcement to improve disruptive student behavior in her class by having students help establish new classroom rules and consequences.
This document provides an overview of positive behavior support (PBS) strategies that can be used in schools. It discusses implementing PBS at the school-wide, classroom, and individual level using approaches like CHAMPs, functional behavior assessment, and the Prevent-Teach-Reinforce model. Specific strategies are outlined, such as teaching expectations, reinforcing positive behaviors, ignoring negative behaviors, and using consequences consistently. The document recommends assessing the function of problem behaviors and using reinforcement, extinction, and overcorrection as needed based on the individual student.
Reinforcement is a teaching skill that strengthens the connection between a student's response and a stimulus. It involves providing positive or negative feedback immediately after a response to increase or decrease the likelihood that the response will occur again. The goal is to motivate students and facilitate learning. Effective reinforcement uses a variety of verbal praise, physical gestures, and other signals at the right time depending on the student. Too much repetitive reinforcement can lose its impact, so teachers should not overuse the same reinforcements. Mastering this skill can help students learn more and stay engaged in the classroom.
This document discusses the skill of reinforcement and different types of reinforcement used by teachers. It defines reinforcement as a consequence that increases the likelihood a behavior will occur again. There are four main types of reinforcement discussed: positive verbal reinforcement, positive non-verbal reinforcement, negative verbal reinforcement, and negative non-verbal reinforcement. The document provides examples of each type and advises that positive reinforcement should be used to encourage desirable behaviors while negative reinforcement can discourage undesirable behaviors if used properly. It emphasizes that reinforcement must be used systematically and contingently to be effective.
The document discusses the skill of reinforcement in teaching. It defines reinforcement as strengthening the connection between a stimulus and response. There are different types of reinforcement including positive and negative reinforcement using verbal and non-verbal methods. The skill of reinforcement is important as it increases student learning, motivation, attention, and participation when applied properly through praise, encouragement, and acknowledging correct responses. Effective reinforcement involves using a variety of reinforcement strategies at appropriate times to strengthen desirable behaviors and responses from students.
1) Desmond is struggling with math concepts as the teacher only provides formulas without examples or scaffolding.
2) According to Vygotsky's theories, the teacher should provide social interaction and scaffolding to support Desmond's learning. This could involve working in groups, using real-world examples, and simplifying tasks to his zone of proximal development with guidance.
3) The teacher should also assess Desmond's understanding throughout the lesson by listening to his responses to questions, rather than just at the end, to better adapt instruction to his level.
This lesson teaches students about the phases of the Moon through reading, modeling, and a performance activity. Students are assigned a Moon phase and create a pose and phrase to represent its shape and characteristics. They then perform the full Moon cycle in sequence. The goal is for students to understand how the Moon's observable shape changes due to its position relative to the Earth and Sun. Assessment involves students labeling diagrams of the Moon's phases and reflecting on what they learned.
Improving Student Behavior Giving Praise and EncouragementCarmen Y. Reyes
The document discusses the importance and effectiveness of praise in reducing disruptive behaviors in the classroom. It notes that praise increases on-task behaviors and decreases problem behaviors. When teachers give a rate of 2 or more praises per minute, students' disruptive behaviors decrease, but when praise is less than 1 per minute, problem behaviors increase. The document provides guidelines for teachers on how to give specific, descriptive, and varied praise to students following appropriate behaviors.
The document provides guidance on creating an embedding schedule to target specific child outcomes through daily activities. It involves making a matrix with activities down the left column and children's names across the top rows. For each intersection of a child's name and activity, an "X" is placed if that activity provides an opportunity to teach the target outcome for that child. Examples are given of completed embedding schedules, with notes on variations like specifying the actual teaching strategies instead of just using "X"s.
Mindfulness and motivation in the classroomRaul Ramirez
This document discusses strategies for motivating students and incorporating mindfulness in the classroom. It defines mindfulness as paying attention to one's present experiences with kindness and curiosity. Some tips for motivating students include encouraging them, offering incentives, getting creative with lessons by using games and visual aids, drawing real-world connections, and getting students involved by giving them roles and responsibilities. The overall goal is to keep students engaged and focused during class activities.
The document discusses weak students and how to identify them. It notes that weak students often have poor reading, writing, and academic skills. They may have poor self-esteem, disorganized notebooks and books, and avoid interaction with teachers. However, the document emphasizes that weak students are not inherently incapable, and that with the proper support from educators and parents, such as developing their interest in learning and nurturing their strengths, weak students can improve their performance.
Philip silvester feed bacl meeting testing january 19th 2016Mr Bounab Samir
The document summarizes feedback from Phil Silvester on a presentation and workshop about testing and examinations that was given by the recipient. Phil provides positive feedback on the organization, content, and facilitation of the workshop. He notes several suggestions, including allowing more time for discussion and sharing of experiences between teachers, involving students more in the testing process, and considering students' learning styles when developing exams. Phil commends the clear documentation provided and 100% attendance achieved at the workshop.
The document summarizes a classroom observation task where the observer was asked to note:
1) Examples of classroom situations and the action the teacher took.
2) Other options the teacher could have taken but did not.
Several classroom situations are described, such as a student arriving late, students not answering a question, instructions being misunderstood, and students completing a worksheet. For each, the teacher's action is described and alternative options presented, such as asking why the student was late or using a visual aid for instructions.
Lecture 14 Why do I Need a Teacher When I have got Google by Prof. bhawaniMotahar Reza
1) The document discusses different approaches to teaching and their impact on students. It notes that traditionally teaching has focused on the teacher's performance and preparation rather than ensuring students learn.
2) An experiment found that simply asking students to identify their gender or race before a test can negatively impact performance by subconsciously reinforcing stereotypes. However, reframing ability as mutable rather than fixed improved test scores by 50%.
3) The document advocates for a growth mindset and praising student effort rather than innate ability. It also promotes active, hands-on "kinesthetic learning" over traditional teaching that stresses the teacher's role and performance. A good teacher facilitates learning rather than being the "hero"
This document discusses cooperative learning techniques. It defines cooperative learning as a teaching strategy where small teams with students of varying abilities work together on learning activities. This creates an environment where students help each other learn and are responsible for their own and their teammates' understanding. The document outlines problems that can arise with cooperative learning like noise and lack of motivation, and the teacher's role in addressing these issues. It also discusses the importance of cooperative learning for promoting academic achievement, satisfaction, and social skills. Key elements of cooperative learning are identified along with classroom activities and advantages of the approach.
The lesson began with the class sitting on the floor while the teacher introduced the lesson. The class then played a Kahoot game, but some students got too excited so the teacher stopped to remind them to behave. One student called out answers after being warned not to and received a final warning. The students were then instructed on creating posters and worked on them while the teacher supervised and helped. The lesson covered cyberbullying and incorporated the school value of Manaaki.
This document describes an observation task for students in an English teaching program to analyze teaching skills and strategies. It involves observing teacher presentations and recording what teachers do and what students do. Students are asked to identify key components of effective presentations. They also observe how teachers give instructions and manage student errors. The purpose is for students to become aware of effective teaching techniques for skills like classroom presence, voice quality, instruction delivery, and error correction.
Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movement and actions in response to verbal commands to help students learn vocabulary. TPR activities get students out of their chairs and require no special preparation by teachers. They are simple, enjoyable for students, and effective for those who need a multisensory approach or have fewer language skills. Common games that use the TPR technique include Simon Says and What's the Time Mr Wolf.
The document provides examples of how to use various teaching materials and props to enhance language lessons in creative ways. It describes using a blackboard to introduce new language and check understanding, using flashcards for vocabulary practice and guessing games, and using real-life objects like scissors, a corkscrew, and a stapler to illustrate grammar points through metaphorical demonstrations. Pictures, photos and other visual materials can be used for descriptions, information gap activities, and developing storytelling skills.
Verbal Interventions and Use of Logical ConsequencesFebriano Arfiandi
Subject : Classroom Management
Topic : Coping with Common Behavior Problem --> Verbal Intervention and Use of Logical Consequences
Credits : Me & Vicky Monica
This science lesson plan is for a 2nd grade class and focuses on balance and stable positions. The lesson builds on a previous lesson where students learned about balance and counterweights. Students will experiment balancing tagboard shapes like triangles and arches using craft sticks and clothespins to discover multiple stable positions. Formative assessment will be done through observation and a worksheet where students identify stable and unstable positions of shapes. The lesson aims to help students understand and predict stable balance points.
This document discusses the target demographic and setting of a film. The main demographic is teenagers who will be able to relate to the teenage protagonist. Walking at night is common for teens, allowing them to empathize with the main character. When his phone runs out of battery, something realistic that could happen, it creates fear in the audience that this scenario could occur in real life. The film is set at night, common for thrillers, which builds mystery as anything could be in the shadows. The film would be better released online to a niche audience rather than mainstream.
Dominic Davies has worked therapeutically for over 30 years, initially focusing on gay and bisexual men but now working with a more diverse clientele, including those dealing with gender identity issues and chemsex. Chemsex, or the use of drugs like crystal meth and GHB to enhance sexual pleasure, is an increasing challenge, with about three-quarters of his gay male clients dealing with issues related to it. While progress has been made on LGBT rights, Davies believes counselors still need more training to competently serve LGBT clients and address their higher rates of mental health issues. He is proud of his work through Pink Therapy in publishing on LGBT issues, translating materials, and providing specialized trainings to help therapists better support gender
This document discusses the skill of reinforcement and different types of reinforcement used by teachers. It defines reinforcement as a consequence that increases the likelihood a behavior will occur again. There are four main types of reinforcement discussed: positive verbal reinforcement, positive non-verbal reinforcement, negative verbal reinforcement, and negative non-verbal reinforcement. The document provides examples of each type and advises that positive reinforcement should be used to encourage desirable behaviors while negative reinforcement can discourage undesirable behaviors if used properly. It emphasizes that reinforcement must be used systematically and contingently to be effective.
The document discusses the skill of reinforcement in teaching. It defines reinforcement as strengthening the connection between a stimulus and response. There are different types of reinforcement including positive and negative reinforcement using verbal and non-verbal methods. The skill of reinforcement is important as it increases student learning, motivation, attention, and participation when applied properly through praise, encouragement, and acknowledging correct responses. Effective reinforcement involves using a variety of reinforcement strategies at appropriate times to strengthen desirable behaviors and responses from students.
1) Desmond is struggling with math concepts as the teacher only provides formulas without examples or scaffolding.
2) According to Vygotsky's theories, the teacher should provide social interaction and scaffolding to support Desmond's learning. This could involve working in groups, using real-world examples, and simplifying tasks to his zone of proximal development with guidance.
3) The teacher should also assess Desmond's understanding throughout the lesson by listening to his responses to questions, rather than just at the end, to better adapt instruction to his level.
This lesson teaches students about the phases of the Moon through reading, modeling, and a performance activity. Students are assigned a Moon phase and create a pose and phrase to represent its shape and characteristics. They then perform the full Moon cycle in sequence. The goal is for students to understand how the Moon's observable shape changes due to its position relative to the Earth and Sun. Assessment involves students labeling diagrams of the Moon's phases and reflecting on what they learned.
Improving Student Behavior Giving Praise and EncouragementCarmen Y. Reyes
The document discusses the importance and effectiveness of praise in reducing disruptive behaviors in the classroom. It notes that praise increases on-task behaviors and decreases problem behaviors. When teachers give a rate of 2 or more praises per minute, students' disruptive behaviors decrease, but when praise is less than 1 per minute, problem behaviors increase. The document provides guidelines for teachers on how to give specific, descriptive, and varied praise to students following appropriate behaviors.
The document provides guidance on creating an embedding schedule to target specific child outcomes through daily activities. It involves making a matrix with activities down the left column and children's names across the top rows. For each intersection of a child's name and activity, an "X" is placed if that activity provides an opportunity to teach the target outcome for that child. Examples are given of completed embedding schedules, with notes on variations like specifying the actual teaching strategies instead of just using "X"s.
Mindfulness and motivation in the classroomRaul Ramirez
This document discusses strategies for motivating students and incorporating mindfulness in the classroom. It defines mindfulness as paying attention to one's present experiences with kindness and curiosity. Some tips for motivating students include encouraging them, offering incentives, getting creative with lessons by using games and visual aids, drawing real-world connections, and getting students involved by giving them roles and responsibilities. The overall goal is to keep students engaged and focused during class activities.
The document discusses weak students and how to identify them. It notes that weak students often have poor reading, writing, and academic skills. They may have poor self-esteem, disorganized notebooks and books, and avoid interaction with teachers. However, the document emphasizes that weak students are not inherently incapable, and that with the proper support from educators and parents, such as developing their interest in learning and nurturing their strengths, weak students can improve their performance.
Philip silvester feed bacl meeting testing january 19th 2016Mr Bounab Samir
The document summarizes feedback from Phil Silvester on a presentation and workshop about testing and examinations that was given by the recipient. Phil provides positive feedback on the organization, content, and facilitation of the workshop. He notes several suggestions, including allowing more time for discussion and sharing of experiences between teachers, involving students more in the testing process, and considering students' learning styles when developing exams. Phil commends the clear documentation provided and 100% attendance achieved at the workshop.
The document summarizes a classroom observation task where the observer was asked to note:
1) Examples of classroom situations and the action the teacher took.
2) Other options the teacher could have taken but did not.
Several classroom situations are described, such as a student arriving late, students not answering a question, instructions being misunderstood, and students completing a worksheet. For each, the teacher's action is described and alternative options presented, such as asking why the student was late or using a visual aid for instructions.
Lecture 14 Why do I Need a Teacher When I have got Google by Prof. bhawaniMotahar Reza
1) The document discusses different approaches to teaching and their impact on students. It notes that traditionally teaching has focused on the teacher's performance and preparation rather than ensuring students learn.
2) An experiment found that simply asking students to identify their gender or race before a test can negatively impact performance by subconsciously reinforcing stereotypes. However, reframing ability as mutable rather than fixed improved test scores by 50%.
3) The document advocates for a growth mindset and praising student effort rather than innate ability. It also promotes active, hands-on "kinesthetic learning" over traditional teaching that stresses the teacher's role and performance. A good teacher facilitates learning rather than being the "hero"
This document discusses cooperative learning techniques. It defines cooperative learning as a teaching strategy where small teams with students of varying abilities work together on learning activities. This creates an environment where students help each other learn and are responsible for their own and their teammates' understanding. The document outlines problems that can arise with cooperative learning like noise and lack of motivation, and the teacher's role in addressing these issues. It also discusses the importance of cooperative learning for promoting academic achievement, satisfaction, and social skills. Key elements of cooperative learning are identified along with classroom activities and advantages of the approach.
The lesson began with the class sitting on the floor while the teacher introduced the lesson. The class then played a Kahoot game, but some students got too excited so the teacher stopped to remind them to behave. One student called out answers after being warned not to and received a final warning. The students were then instructed on creating posters and worked on them while the teacher supervised and helped. The lesson covered cyberbullying and incorporated the school value of Manaaki.
This document describes an observation task for students in an English teaching program to analyze teaching skills and strategies. It involves observing teacher presentations and recording what teachers do and what students do. Students are asked to identify key components of effective presentations. They also observe how teachers give instructions and manage student errors. The purpose is for students to become aware of effective teaching techniques for skills like classroom presence, voice quality, instruction delivery, and error correction.
Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movement and actions in response to verbal commands to help students learn vocabulary. TPR activities get students out of their chairs and require no special preparation by teachers. They are simple, enjoyable for students, and effective for those who need a multisensory approach or have fewer language skills. Common games that use the TPR technique include Simon Says and What's the Time Mr Wolf.
The document provides examples of how to use various teaching materials and props to enhance language lessons in creative ways. It describes using a blackboard to introduce new language and check understanding, using flashcards for vocabulary practice and guessing games, and using real-life objects like scissors, a corkscrew, and a stapler to illustrate grammar points through metaphorical demonstrations. Pictures, photos and other visual materials can be used for descriptions, information gap activities, and developing storytelling skills.
Verbal Interventions and Use of Logical ConsequencesFebriano Arfiandi
Subject : Classroom Management
Topic : Coping with Common Behavior Problem --> Verbal Intervention and Use of Logical Consequences
Credits : Me & Vicky Monica
This science lesson plan is for a 2nd grade class and focuses on balance and stable positions. The lesson builds on a previous lesson where students learned about balance and counterweights. Students will experiment balancing tagboard shapes like triangles and arches using craft sticks and clothespins to discover multiple stable positions. Formative assessment will be done through observation and a worksheet where students identify stable and unstable positions of shapes. The lesson aims to help students understand and predict stable balance points.
This document discusses the target demographic and setting of a film. The main demographic is teenagers who will be able to relate to the teenage protagonist. Walking at night is common for teens, allowing them to empathize with the main character. When his phone runs out of battery, something realistic that could happen, it creates fear in the audience that this scenario could occur in real life. The film is set at night, common for thrillers, which builds mystery as anything could be in the shadows. The film would be better released online to a niche audience rather than mainstream.
Dominic Davies has worked therapeutically for over 30 years, initially focusing on gay and bisexual men but now working with a more diverse clientele, including those dealing with gender identity issues and chemsex. Chemsex, or the use of drugs like crystal meth and GHB to enhance sexual pleasure, is an increasing challenge, with about three-quarters of his gay male clients dealing with issues related to it. While progress has been made on LGBT rights, Davies believes counselors still need more training to competently serve LGBT clients and address their higher rates of mental health issues. He is proud of his work through Pink Therapy in publishing on LGBT issues, translating materials, and providing specialized trainings to help therapists better support gender
This document summarizes narrative structures and techniques commonly used in thriller films. It discusses the typical plot points in a thriller, including the inciting incident, act 1 climax, midpoint revelation, act 2 conflicts, climax, and resolution. It then analyzes how several well-known thriller films, like Gone Girl, Memento, and The Usual Suspects, employ nonlinear storytelling, flashbacks, mysteries (or enigmas), and plot twists to engage audiences.
Treatment (by Lewis Herd and George Jennison)George Jennison
The document proposes a 1-2 minute film titled "Purgatory" to be filmed at night along a road. It will follow a teenage boy who believes he is being stalked as ambient sounds and music build tension. His increasing paranoia will be shown through jerky camera movements and distorted sounds. The film aims to portray themes of isolation, mental instability, and the protagonist's failure to get help from his disconnected phone. It will end on an ambiguous note with the boy receiving a threatening message after calling emergency services from a phone booth.
The document outlines two potential film scripts. The first script is about George and Nathan, film students where George is the ideas man and Nathan is cynical. George proposes making a film about two guys who can't decide what to film, but Nathan says that's too cliche. George then proposes a more complex film about making a film about making a film, and Nathan slowly smiles, finding the idea amusing. The second script is about a drug exchange between unnamed characters, where one character asks for "the stuff" and they exchange money for broccoli, playing on expectations.
The document provides a summary of Nathan Stewart Ratcliffe's work experience, qualifications, and contact information. It lists his various roles in industries including oil and gas drilling, construction, water purification, food delivery, security, and auto repair. It also outlines skills acquired in each role such as customer service, time management, safety procedures, and technical skills. Contact details and references are provided at the end.
The document outlines a training series on autism consisting of 21 modules. It discusses strategies for engaging students with autism, including floor play to build social interactions, structured table work focusing on joint attention and imitation, teaching basic play and social skills, and using demand fade to teach new skills. The goal is to actively engage students through meaningful learning experiences tailored to their needs and skill levels.
School training module four,getting the student ready to leasworaac
The document outlines a training series on autism consisting of 21 modules. It discusses strategies for engaging students with autism, including floor play to build social interactions, structured table work focusing on joint attention and imitation, teaching basic play and social skills, and using demand fade to teach new skills. The goal is to actively engage students through meaningful learning experiences tailored to their needs and motivation.
The document provides guidance on training for behavior, including identifying the antecedents and functions of behavior, using positive reinforcement, and teaching replacement behaviors. Effective behavior management involves understanding behavior from the student's perspective, using clear directions and consequences, and addressing the root causes of misbehavior through functional analysis. Educators are encouraged to view student mistakes as learning opportunities and focus on catching students exhibiting good behavior.
Cooperative learning and some kagan structuresHushamAlezzi1
This document discusses cooperative learning and Kagan structures. It begins by outlining the objectives of introducing Kagan structures to broaden teaching methods and improve student engagement. It then defines cooperative learning as students working in small teams to complete tasks and help each other learn. The document contrasts traditional and group work strategies with Kagan's approach, which ensures equal participation. It provides descriptions and examples of 16 specific Kagan structures to actively engage all students, such as Numbers Heads Together, Round Robin, and Jigsaw. The goal is to improve academic achievement, social skills, and thinking through cooperative learning.
This document summarizes a 6-day in-service training on academic assessment for transforming future teachers. It discusses key topics like the nature of teaching, learning processes, the changing roles of teachers and students, and an approach called "whole brain teaching" which incorporates interactive strategies and classroom games. The whole brain approach involves 7 steps - getting students' attention, reviewing rules, teaching in short lessons with student repetition, using a scoreboard game for motivation, gaining focus, having students mirror the teacher, and rotating student teachers. The goal is to empower teachers and engage students through fun and collaborative learning.
Promoting Seal In The Classroom Practical SuggestionsDavid Drake
The document discusses strategies for promoting social and emotional learning in the classroom. It focuses on creating a positive learning environment, helping students develop self-awareness and manage their feelings, and encouraging positive attitudes and social skills. Some key recommendations include using praise and rewards to reinforce positive behavior, clearly establishing and referring to expectations and rules, teaching and modeling listening and communication skills, and providing opportunities for student voice and peer support.
The document outlines the daily routine and schedule for a classroom. It includes purposes and descriptions for different parts of the day like entrance routine, sensory activities, reviewing the schedule, morning dialogue, independent work, calendar/circle time, rotations between activities, you choose time, peer buddies, academics/small groups, relaxation, art/music/gym, and reviewing the day's activities. The schedule is designed to promote independence, reduce anxiety, and provide a variety of learning experiences including sensory, social, and academic activities.
This document summarizes a training on promoting children's social and emotional success. It discusses reflecting on relationship building and environment strategies from Modules 1 and 2. It reviews conducting functional behavior assessments to understand the meaning and function of challenging behaviors, in order to develop individualized interventions for children with persistent issues. The training focuses on building positive relationships, creating supportive environments, and teaching social-emotional skills to benefit all children.
The document provides various teaching tips and strategies for educators. It discusses using blended learning approaches that combine both online and offline learning. Specific techniques mentioned include the flipped classroom model, as well as synchronous and asynchronous learning. Tips are provided for lesson planning, managing student attention spans, classroom interaction and communication, and gamification of learning activities. The importance of clear explanations, involvement of all students, and avoiding overuse of technical terms is emphasized.
This document discusses various teaching methods and learning techniques that can be used in the classroom, including lecture, demonstration, discussion, role-playing, mind mapping, projects, case studies, visualization, stories, and energizers. It provides details on how to effectively implement each technique, with the overall goal of engaging students in active learning and helping them to retain the material. The key is for educators to use a variety of methods appropriate for the content and learners.
The document outlines 15 steps teachers can take to help students with attention and behavior problems in the classroom. The steps include taking the mystery out of attention, understanding inconsistent behavior, exploring medication options, allowing movement breaks, varying instructional strategies, using signals, leveraging student interests, minimizing distractions, developing planning skills, using behavior modification, discouraging frenetic work, getting organized, using planners, setting up home offices, and allowing wind down time. The overall goal is for teachers to have strategies to engage students and help them focus.
The document provides teaching strategies and tips for setting high expectations for students based on chapters 1 and 2 of Teach Like a Champion. Some key points include:
1) Ensure all students respond to questions, even reluctant students, by providing clues or answers for them to repeat. Accept only fully correct answers.
2) Plan lessons purposefully, starting with measurable learning objectives that are manageable and focus on important skills. Assess if objectives were met.
3) Consider the student perspective in planning by determining what both the teacher and students will do in each part of the lesson. Post objectives and useful tools to guide students.
The document summarizes teaching techniques from the books Teach Like a Champion Chapters 3 & 4. It discusses structuring lessons using the I, We, You framework and provides examples of specific techniques for each part including modeling concepts, having students help teach, and independent practice. It also covers engaging students through techniques like cold calling, call and response, pepper questions, wait time, and having students write responses. The goal is to increase student participation, checking for understanding, and developing independent mastery of the material.
Lesson 2 The Changing Role of the Teacher.pptxEvgeniyaYugay
This document provides guidance on teaching different age groups and adapting teaching styles accordingly. For kindergarten, lessons need high-energy activities, songs, movement and visuals to maintain short attention spans. Elementary students can focus longer but still need role-playing and thinking exercises. Junior students are beginning to care about peers, so make lessons relatable to their interests and media. Adults may feel insecure learning from younger teachers, so create a neutral, collaborative environment where all can learn from each other. The document stresses adjusting methods to suit each age rather than a one-size-fits-all approach.
Helping the Student Having Difficulty Following DirectionsCarmen Y. Reyes
This document provides teaching techniques and strategies for helping students who struggle with following directions. It explains that following directions requires attending to tasks, distinguishing key information, integrating information, and organizing and executing tasks. For students with weak auditory or language skills, following directions can be overwhelming. The document then lists and describes alternative teaching methods teachers can use to provide extra support, such as presenting directions in multiple ways, simplifying information, using pauses and signals, providing extra auditory support, sequencing steps, and training students on complex directions.
Peer coaching involves a process of observation, reflection, and feedback between colleagues to improve teaching practices. The document outlines the stages of peer coaching including pre-observation meetings, observation, and post-observation feedback. It also provides guidance on developing skills for effective peer coaching through questioning, paraphrasing, and building rapport.
This document provides guidance for teachers on key teaching practices, including giving clear directions, modeling, monitoring student work, being sensitive to student needs, using the board effectively, using visual aids, cueing students, eliciting responses from students, checking comprehension, correcting errors effectively, and providing feedback. The document discusses techniques for each practice and emphasizes the importance of clear communication, understanding students' abilities and needs, actively involving students, and avoiding embarrassment when correcting errors.
This document provides strategies for teaching numeracy and mathematics. It outlines several objectives, including comprehending the purpose of math education, following the teaching cycle, demonstrating models for planning instruction, and adapting new strategies. The teaching cycle involves identifying objectives, planning instruction, implementing the plan, checking for understanding, and assessing learning. Two common models for lesson planning are also described: ADIDAS and 5E's. Several instructional strategies are explained, including game-based learning, collaboration techniques, and Bansho, a Japanese method focusing on problem-solving.
The document provides an overview of Randy Sprick's principles for classroom discipline in secondary education. It discusses establishing clear behavioral expectations and consequences, maintaining a positive learning environment, and motivating students by relating lessons to their interests and ensuring high rates of success. Key ideas include focusing attention on positive behaviors, addressing misbehaviors consistently and briefly, and enhancing student motivation by explaining how activities are useful and relating tasks to prior knowledge.
nursing management of patient with Empyema pptblessyjannu21
prepared by Prof. BLESSY THOMAS, SPN
Empyema is a disease of respiratory system It is defines as the accumulation of thick, purulent fluid within the pleural space, often with fibrin development.
Empyema is also called pyothorax or purulent pleuritis.
It’s a condition in which pus gathers in the area between the lungs and the inner surface of the chest wall. This area is known as the pleural space.
Pus is a fluid that’s filled with immune cells, dead cells, and bacteria.
Pus in the pleural space can’t be coughed out. Instead, it needs to be drained by a needle or surgery.
Empyema usually develops after pneumonia, which is an infection of the lung tissue. it is mainly caused due in infectious micro-organisms. It can be treated with medications and other measures.
CHAPTER 1 SEMESTER V COMMUNICATION TECHNIQUES FOR CHILDREN.pdfSachin Sharma
Here are some key objectives of communication with children:
Build Trust and Security:
Establish a safe and supportive environment where children feel comfortable expressing themselves.
Encourage Expression:
Enable children to articulate their thoughts, feelings, and experiences.
Promote Emotional Understanding:
Help children identify and understand their own emotions and the emotions of others.
Enhance Listening Skills:
Develop children’s ability to listen attentively and respond appropriately.
Foster Positive Relationships:
Strengthen the bond between children and caregivers, peers, and other adults.
Support Learning and Development:
Aid cognitive and language development through engaging and meaningful conversations.
Teach Social Skills:
Encourage polite, respectful, and empathetic interactions with others.
Resolve Conflicts:
Provide tools and guidance for children to handle disagreements constructively.
Encourage Independence:
Support children in making decisions and solving problems on their own.
Provide Reassurance and Comfort:
Offer comfort and understanding during times of distress or uncertainty.
Reinforce Positive Behavior:
Acknowledge and encourage positive actions and behaviors.
Guide and Educate:
Offer clear instructions and explanations to help children understand expectations and learn new concepts.
By focusing on these objectives, communication with children can be both effective and nurturing, supporting their overall growth and well-being.
Research, Monitoring and Evaluation, in Public Healthaghedogodday
This is a presentation on the overview of the role of monitoring and evaluation in public health. It describes the various components and how a robust M&E system can possitively impact the results or effectiveness of a public health intervention.
This particular slides consist of- what is hypotension,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is the summary of hypotension:
Hypotension, or low blood pressure, is when the pressure of blood circulating in the body is lower than normal or expected. It's only a problem if it negatively impacts the body and causes symptoms. Normal blood pressure is usually between 90/60 mmHg and 120/80 mmHg, but pressures below 90/60 are generally considered hypotensive.
The Ultimate Guide in Setting Up Market Research System in Health-TechGokul Rangarajan
How to effectively start market research in the health tech industry by defining objectives, crafting problem statements, selecting methods, identifying data collection sources, and setting clear timelines. This guide covers all the preliminary steps needed to lay a strong foundation for your research.
"Market Research it too text-booky, I am in the market for a decade, I am living research book" this is what the founder I met on the event claimed, few of my colleagues rolled their eyes. Its true that one cannot over look the real life experience, but one cannot out beat structured gold mine of market research.
Many 0 to 1 startup founders often overlook market research, but this critical step can make or break a venture, especially in health tech.
But Why do they skip it?
Limited resources—time, money, and manpower—are common culprits.
"In fact, a survey by CB Insights found that 42% of startups fail due to no market need, which is like building a spaceship to Mars only to realise you forgot the fuel."
Sudharsan Srinivasan
Operational Partner Pitchworks VC Studio
Overconfidence in their product’s success leads founders to assume it will naturally find its market, especially in health tech where patient needs, entire system issues and regulatory requirements are as complex as trying to perform brain surgery with a butter knife. Additionally, the pressure to launch quickly and the belief in their own intuition further contribute to this oversight. Yet, thorough market research in health tech could be the key to transforming a startup's vision into a life-saving reality, instead of a medical mishap waiting to happen.
Example of Market Research working
Innovaccer, founded by Abhinav Shashank in 2014, focuses on improving healthcare delivery through data-driven insights and interoperability solutions. Before launching their platform, Innovaccer conducted extensive market research to understand the challenges faced by healthcare organizations and the potential for innovation in healthcare IT.
Identifying Pain Points: Innovaccer surveyed healthcare providers to understand their difficulties with data integration, care coordination, and patient engagement. They found widespread frustration with siloed systems and inefficient workflows.
Competitive Analysis: Analyzed competitors offering similar solutions in healthcare analytics and interoperability. Identified gaps in comprehensive data aggregation, real-time analytics, and actionable insights.
Regulatory Compliance: Ensured their platform complied with HIPAA and other healthcare data privacy regulations. This compliance was crucial to gaining trust from healthcare providers wary of data security issues.
Customer Validation: Conducted pilot programs with several healthcare organizations to validate the platform's effectiveness in improving care outcomes and operational efficiency. Gathered feedback to refine features and user interface.
Enhancing Hip and Knee Arthroplasty Precision with Preoperative CT and MRI Im...Pristyn Care Reviews
Precision becomes a byword, most especially in such procedures as hip and knee arthroplasty. The success of these surgeries is not just dependent on the skill and experience of the surgeons but is extremely dependent on preoperative planning. Recognizing this important need, Pristyn Care commits itself to the integration of advanced imaging technologies like CT (Computed Tomography) and MRI (Magnetic Resonance Imaging) into the surgical planning process.
VEDANTA AIR AMBULANCE SERVICES IN REWA AT A COST-EFFECTIVE PRICE.pdfVedanta A
Air Ambulance Services In Rewa works in close coordination with ground-based emergency services, including local Emergency Medical Services, fire departments, and law enforcement agencies.
More@: https://tinyurl.com/2shrryhx
More@: https://tinyurl.com/5n8h3wp8
The facial nerve, also known as cranial nerve VII, is one of the 12 cranial nerves originating from the brain. It's a mixed nerve, meaning it contains both sensory and motor fibres, and it plays a crucial role in controlling various facial muscles, as well as conveying sensory information from the taste buds on the anterior two-thirds of the tongue.
TEST BANK FOR Health Assessment in Nursing 7th Edition by Weber Chapters 1 - ...rightmanforbloodline
TEST BANK FOR Health Assessment in Nursing 7th Edition by Weber Chapters 1 - 34.
TEST BANK FOR Health Assessment in Nursing 7th Edition by Weber Chapters 1 - 34.
TEST BANK FOR Health Assessment in Nursing 7th Edition by Weber Chapters 1 - 34.
India Home Healthcare Market: Driving Forces and Disruptive Trends [2029]Kumar Satyam
According to the TechSci Research report titled "India Home Healthcare Market - By Region, Competition, Forecast and Opportunities, 2029," the India home healthcare market is anticipated to grow at an impressive rate during the forecast period. This growth can be attributed to several factors, including the rising demand for managing health issues such as chronic diseases, post-operative care, elderly care, palliative care, and mental health. The growing preference for personalized healthcare among people is also a significant driver. Additionally, rapid advancements in science and technology, increasing healthcare costs, changes in food laws affecting label and product claims, a burgeoning aging population, and a rising interest in attaining wellness through diet are expected to escalate the growth of the India home healthcare market in the coming years.
Browse over XX market data Figures spread through 70 Pages and an in-depth TOC on "India Home Healthcare Market”
https://www.techsciresearch.com/report/india-home-healthcare-market/15508.html
R3 Stem Cell Therapy: A New Hope for Women with Ovarian FailureR3 Stem Cell
Discover the groundbreaking advancements in stem cell therapy by R3 Stem Cell, offering new hope for women with ovarian failure. This innovative treatment aims to restore ovarian function, improve fertility, and enhance overall well-being, revolutionizing reproductive health for women worldwide.
R3 Stem Cell Therapy: A New Hope for Women with Ovarian Failure
Tcm role-play-practice leading
1. Role Plays for Teacher Classroom Management
Collaboration, Workshop 1
After Vignette #4
Role Play/Practice: Making connection with quiet child
Practice making a connection with a child who is quiet, shy, or sad. Think
about how to be close to that child without overwhelming him/her.
After Vignette #7
Role Play/Practice: Daily greeting students individually
Set up practice where teacher greets students individually in the morning. Instruct
students to represent different personalities (happy, exuberant, shy, angry/difficult
Greetings may change with developmental level ___ for younger students, ___ check in
for older students.
After Vignette #9
Role Play/Practice: Daily goodbye ritual
Ask teacher to demonstrate his/her regular daily goodbye ritual (may
change with developmental level - songs for younger students, verbal or
signals such as thumbs up for older students).
After Vignette #11
Role Play/Practice: Helping discouraged child
Practice how to respond to child who is discouraged and frustrated about assignment.
After Vignette S-2
Role Play/Practice: Phone call to parents
Practice phone call to parents to establish a positive relationship. Focus of the call should be to
get to know parent, open lines of communication, and convey enthusiasm about child (Nothing
negative!). After doing one practice in large group, have teachers practice in pairs.
After Vignette 22
Role Play/Practice: Encouraging peer relationships
Practice setting up a situation where a more competent students helps a peer who is
struggling. Think of ways to do this so that all students feel valued.
Preventing Behavior Problems, Workshop 1, Part 2
After Vignette S-3
Role Play/Practice: Teaching children rules
2. Break teachers into groups of 4-5 people. Assign each group one rule and ask the group to
brainstorm developmentally appropriate ways of helping students understand the rule (e.g.
role plays or games students might do, visual cues). Then have the group pick a teacher to
demonstrate how to teach to his/her students, using their brainstorm ideas.
After Vignette #5
Role Play/Practice: Sharing stretch games
Ask teachers to share stretch break games or songs they use in their classes. Have at least
one teacher teach his/her song/game to the whole group.
After Vignette #9
Role Play/Practice: Transitions
Have a teacher practice leading a transition including a warning and then directions for
the actual transition. Coach him/her to praise students who are ready. Use
developmental principles to suit age group of students.
After Vignette S-7
Role Play/Practice: Opening circle time
Practice a transition to circle time. Emphasize beginning a song or other interesting
activity that will capture student attention and minimize waiting. Have students join
circle at various points. Have teacher focus on students who are engaged; ignore those
who are not.
After Vignette 25
Role Play/Practice: Commands
Have a teacher give clear, positive commands for a transition (make situation
developmentally appropriate to age group).
After Vignette 26
Role Play/Practice: Positive commands
Replay the above vignette, having a teacher restate the commands in a clear and positive way.
After Vignette 29
Role Play/Practice: Respectful commands
Replay this vignette using clear, respectful commands.
After Vignette 41
Role Play/Practice: Nonverbal signals
Have a teacher practice using a nonverbal signal while conducting circle time (e.g. finger to mouth/quiet
hand up).
3. The Importance of Teacher Attention, Coaching and Praise; Workshop 2
After Vignette #4 (2)
Role Play/Practice: Academic Coaching (large group)
Have a “child” play in front of room with large legos, blocks, or some other unstructured toy. Have each
teacher take a turn to come up and give 2-3 descriptive academic comments (colors, shapes, numbers,
positions, objects, actions). Pause this role play several times to process the kinds of comments being
made. Ask teachers to try to limit questions . Instruct child to be well behaved.
Role Play/Practice: Academic Coaching (small groups)
Break up group into triads to practice academic coaching. One teacher is “child,” one is “teacher,” and
one is an observer. After the practice, the observer summarizes and praises the type of academic
coaching done. The “child” gives feedback about his/her feelings during the role play. Specify that the
child should be well behaved.
After Vignette #5
Role Play/Practice
Ask a teacher to circulate among several students who are working on academic tasks.
Challenge him/her to give each student a descriptive praise, using the list of academic
persistence coaching statements.
After Vignette #8
Role Play/Practice:
Re-do the above sequence, using specific labeled praise and positive affect.
After Vignette #10
Role Play/Practice:
Re-do this praise, focusing on the positive.
After Vignette #17
Role Play/Practice: Praising positive social behaviors
Set up a situation where children are following directions, listening, or attending (e.g. lining up, circle
time, transitioning). Have teacher focus on praising positive behaviors (listening, hands to self, calm
bodies). Ignore minor off-task behavior.
After Vignette S-10 (2)
Role Play/Practice: Social Coaching (large group)
Choose two teachers to be students and have them play cooperatively with toys. Have a teacher use
social coaching (use hand out) to reinforce helping, sharing, waiting, taking turns, etc.
4. Role Play/Practice: Social Coaching (small group)
Break up into small groups. Ask several teachers to role play being children while one “teacher” practices
social coaching and one is an “observer.” After the practice, the observer gives feedback on the types of
social behaviors coached. The “children” give feedback about their feelings. (Use the Teacher as Social
Coach handout.) Reiterate instructions for children to be cooperative.
After Vignette #20
Role Play/Practice—Proximal Praise
Pick several participants to be students and ask a teacher to model/demonstrate proximity praise.
After Vignette #24
Role Play/Practice: Ignoring
Set up a practice with a student calling out answers. Coach teacher to ignore calling out,
and praise prompt and quiet hands.
After Vignette #28
Role Play/Practice: Persistence coaching
Practice persistence coaching using the academic/persistence coaching handout. Have
teachers praise persistence, trying hard, keeping at it, trying again, sticking with it.
After Vignette #41
Role Play/Practice
Ask a teacher to demonstrate giving praise about a child or group to another adult
(another teacher or parent).
After Vignette #44
Role Play/Practice:
Set up a scenario where teacher has a child praise peer or select a peer based on appropriate
behaviors.
After Vignette #56
Role Play: Emotion Coaching (Optional, or do in Workshop #6)
Whole Group Role-Play
Ask two or three teachers to be students and one to be a teacher. While the “children” play, ask teachers
to practice emotion coaching by focusing on the children’s feelings and how they are managing their
behaviors. For example, “That is really frustrating, but you are keeping your body really calm.” (See
emotion coaching handout.)
Small Group Practice:
Break teachers into sets of five and practice with three people playing the role of children, one as
teachers, and one observer. Practice coaching and praise using persistence, social and emotion
coaching. (Bring blocks, crayons and puzzles to training.)
5. Motivating Children Through Incentives; Workshop 3
After Vignette #3
Role Play/Practice: Transition incentive
Set up a role play using incentives for a transition time. Have the teacher use a transition warning, clearly
give instructions for the transition, and then use a developmentally appropriate system to reward child
who follows directions (hand stamp, getting to line up first, ticket, or points). Make sure to combine
incentive with coaching and descriptive praise. Instruct a group of children to get ready at different rates,
so teacher can practice giving incentives as children are ready, but make sure all children do comply with
directions.
After Vignette S-14
Role Play/Practice:
Re-run the prior vignette using strategies to make the green patrol even more developmentally effective.
For example, set up a situation where children earn a chip immediately after walking quietly to circle
time.
After Vignette #9
Role Play/Practice: Not earning reward
Set up a scenario where a child does not earn a specified reward. Have teacher give this information to
the student in a way that focuses on future chances for success.
After Vignette #13
Role Play/Practice: Spontaneous rewards
Set up a circle time and have teacher use a spontaneous reward to highlight children who are paying
attention.
After Vignette #17
Role Play/Practice: Enthusiasm
Re-run the vignettes above with a focus on giving the stars with enthusiasm.
After Vignette #23
Role Play/Practice: Students rewarding peers
Set up a role play where one student gets to reward a privlege to another student who is following
directions. Coach the teacher to be specific about the expected behavior and to follow up with praise for
the student’s choice.
After Vignette #25
Role Play/Practice: First/Then
Set up a practice using the “first/then” rule (e.g. first you finish cleaning up, then you
can have a snack).
6. After Vignette #28
Role Play/Practice: Sharing with parents
Practice sharing a success with parents with at the end of day pick up or in a phone call.
Decreasing Inappropriate Behavior; Workshop 4 and Workshop 5, Part 1
After Vignette #3
Role Play:
Teacher working with two students at table. One student is off task with minor
disruptive behavior and the other student is mildly distracted but is working. Teacher
ignores disruptive behavior, focuses on positive. Looks for chance to engage disruptive
student.
Note: for all role plays with misbehavior, it is important to specify the level of
misbehavior so that role play does not get out of hand. Misbehavior can get worse over
the course of the session, but make sure that the teacher has an effective strategy to
handle the misbehavior prior to starting the role play.
After Vignette S-27
Role Play:
Practice ignoring a tantrum during circle time. Instruct child to be loud, but not destructive. Brain storm
with teachers ideas for keeping the class engaged while ignoring.
After Vignette S-29
Role Play/Practice: Ignore Circle Time Lesson Practice Activity
Have one person be teacher and share the problem your puppet Wally has about too much noise at
circle time. You might explain when something like this happened to you when you were little.
Practice showing the children how to turn their bodies away and look at a specific spot while ignoring.
Ask them to practice this.
Praise them for their great ignore muscles. You can even touch their arms and say how strong they are
when they ignore.
Switch roles so every teacher gets a chance to practice this lesson.
After Vignette #17
Role Play:
Replay the prior scene, using positive direct commands, praise for compliance, and
minimizing attention to negative behavior.
After Vignette #20
Role Play:
Practice using a positive verbal redirection to replay the prior scene.
7. After Vignette #23
Role Play: Contrasting styles
Set up a role play where child engages in disruptive and disrespectful behavior (name calling, back talk)
during circle time. First, have teacher try to stop student with commands, threats, warnings. In other
words - DO NOT ignore, but try to make child stop. Freeze role play and “re-do”, first brain storming with
the group about how to ignore this kind of extremely disruptive behavior (praise others for ignoring, make
activity more fun, pull other children closer). Instruct teacher to look for a chance to praise or draw in
disruptive child. In both role plays, child should be instructed to be very disruptive but NOT touch or hurt
people or property. Other children in group should not join in disruptions. After both role plays are
complete, ask teacher and student which role play gave each more power. Ask other students how they
felt when teacher attended to disruptions versus ignored. Usually it will be clear that student has power in
1st role play and teacher is in control of 2nd role play.
After Vignette #36
Role Play/Practice
Have teachers practice stating the logical consequences that they buzzed. Emphasize stating the warning
in a calm, clear way and then following through when necessary.
After Vignette #38
Role Play/Practice
Do a role-play of ignoring a student who is crying and whining while giving praise to a student
seated nearby. Demonstrate the “hit and run” strategy of giving attention as soon as you see
appropriate behavior and withdrawing it when the negative behavior resumes.
Decreasing Inappropriate Behavior, Workshop #5 Part 2
After Vignette S-31
Role Play/Practice
Break up into small groups of six or seven. Two people are teachers and the rest are students. The
teachers practice explaining Time Out to the children in terms of what it is for and how the children can
practice calming down.
After S-33
Role Play/Practice - Model Explaining Time Out or Calm Down to Students
Group leader models how s/he explains Time Out to students at the beginning of the year. Ask the
teachers to imagine they are students. Model explaining Time Out to them. Use Handout A on page 517
to help explain.
“You all did a great job of getting ready to listen today! Today I want to talk about something serious. I’m
going to tell you what happens if you forget and break the rule about keeping your hands to yourself.
This is a very friendly class, but sometimes kids forget and hit or hurt other people. If I see someone
8. hitting, I will ask him/her to go to Time Out (or another name, e.g., calm down chair, turtle chair). That is
the Time Out chair, right over there. If I tell you to go to T.O., you should use your walking feet to walk to
that chair. When you are in T.O., you should sit in the chair quietly and take deep breaths to calm down.
No one will talk to you when you are in T.O. so that you can calm down in private. When I see that you
are calm, I will tell you to walk back to the group. You can come and join the group and try again.
I am also going to keep track on this chart of any times I notice students staying calm in frustrating
situations and talking about their feelings in an acceptable way. When your class earns 35 points we will
plan a party.”
Role Play/Practice - What Happens When Someone Breaks the Rule
Next demonstrate Time Out by asking another adult to play the part of a student. Tell the class, “We’re
going to pretend that Ms. Jones is a kid named Sally and that she broke the rules and hurt another child
(do NOT model the actual hitting). I am going to tell her to go to Time Out and we’ll watch how calm she
stays in Time Out.”
“Sally, you broke the rule, you need to go to Time Out.” (As Ms. Jones models walking calmly back to the
T.O. chair, narrate her actions: “See how Sally is walking calmly. Look, she’s sitting in the chair quietly
and she is taking three deep breaths to calm down. I bet she is saying, ‘I can do it, I can calm down.’ Can
you all take three deep breaths with me to practice? Good! Now, while Sally is in Time Out, do you know
how we can help her? We can help by not looking at her and not talking to her–if we ignore her, she will
be able to calm down in private. Okay, Sally’s Time Out is over. Sally, you can come back to the circle.
When Sally comes back, she can say, “I’m embarrassed that I had to go to Time Out. DO you kids still
like me? I feel like you might think I’m a bad kid.” The teacher responds, “Everyone makes mistakes,
Time Out is just a way to calm down and then try again. We still like you a lot!”
This discussion of the student’s feelings who went to Time Out only occurs when the teacher is first
teaching Time Out. After that when Time Out is over the student is engaged as quickly as possible into
the classroom activities and the teacher looks for the first cooperative behavior to praise and give
attention to. No warnings or reminders of why the student was sent to Time Out are necessary–
remember it is a new learning trial now!
Role Play/Practice—Calm Down Thermometer
Explain Time Out. Now that teachers have seen you demonstrate how to teach Time Out to students,
demonstrate how to use the Anger Thermometer with students to teach them how to calm down. Use the
laminated thermometer with the arrow card and use the self-talk, “I can do it,” “I can calm down,” “I can
try again,” and taking three deep breaths. Discuss art activities that can be done with the anger
thermometer. Ask teachers to practice explaining anger thermometer in small groups.
After S-37
Role Play/Practice Basic Time Out:
Have the basic TO flow chart written on the flip chart. Pick a “teacher” and a “student” for the role play of
this basic scenario. Before starting the role play, review the TO steps with the whole group. Have the
child to pretend to hit another teacher and coach the teacher through giving the TO command,
monitoring the TO, and having the child return to this group. Instruct the child to be compliant and
cooperative with the TO procedure.
Next, re-do the same TO, but this time ask the child to be slightly disruptive during the TO, but to go and
9. stay in the TO chair. This time, coach the teacher to ignore the child’s fussing, and to listen for calm quiet
behavior. You might have another teacher coach this teacher to use positive self-talk while ignoring the
child.
After Vignette S-38
Role Play/Practice Time Out where child resists (4-6 years old)
Put the second TO scenario on the flip chart (4-6 year old resists going to TO) and review
the steps. Set up a role play where the child initially resists when the teacher tells him
her to go to TO. Coach the teacher to use the command “you can go by yourself or I’ll
take you…” Practice one scenario where the child goes after this warning and another
scenario where the child does not go, and the teacher needs to walk him/her to TO.
Complete the TO sequence by waiting until the child is calm and then inviting him/her back.
After Vignette S-39
Role Play/Practice Time Out where child resists (6-8
years old):
Put the third TO scenario on the flip chart (6-8 year old resists going to TO) and
review the steps. Discuss the relative merits of adding time or taking away a
consequence. Set up a role play where an older child resists TO and the teacher issues
a warning “If you don’t go to TO now, then you will owe me 5 minutes of your compu
er time.” If the child chooses to go to TO, then the TO is carried out. If the child does
not go to TO, then the teacher issues the consequence and drops the TO.
After Vignette S-40
Role Play/Practice: Thermometer lesson practice
Have one person be teacher and share the problem Wally had with his block tower being broken.
Introduce the thermometer and have children move it up and down as they practice making mad faces,
and calming themselves down with three deep breaths.
Lead the children in taking three deep breaths. Do it with them. Also have them say, “I can do it. I can
calm down.”
Some sample ideas to practice:
Your sister stole your toy.
You lost a soccer game.
You accidently ripped your favorite book.
Your favorite TV show wasn’t on.
Emotional Regulation, Social Skills and Problem Solving; Workshop 6
After Vignette #3
Role Play/Practice:
Put teachers in small groups and give each a children’s book containing a social problem. Have one
teacher read the book and discuss with “students”
10. After Vignette S-42
Role Play/Practice—Social & Emotion Coaching
Pair up four or five teachers per group. Two or three are students; one is a teacher and one is an
observer. Practice social and emotion coaching, and the observer will give feedback. (Use Coaching
handouts.)
After Vignette S-43
Role Play/Practice:
Have teacher coach two “students” who want to play with the same toys. Focus on
waiting, patience, sharing, trading, and taking turns.
After Vignette #10
Role Play/Practice Strategies That Promote Feeling Language and Social Skills
Break up group into fours with each group having some unstructured toys. Two teachers act the role of
students and one teacher is the “teacher” and one is the observer. First the teacher practices labeling
children’s feelings (happy, excited, pleased, content, calm, frustrated) with a focus on more calm and
happy feelings. The observer gives feedback on the process. Next the teacher practices labeling social
skills (e.g., you are good friend because you helped him with that, or, Jimmy is pleased because you
shared that toy, that is very friendly to do that). Use the peer coaching handout during this practice
exercise.
After Vignette#16
Role Play—Using Puppets to Teach Problem Solving
Break up into small groups, with a teacher and a group of students. Practice using puppets to
demonstrate problem situations and ways to problem-solve.
After Vignette S-48
Role Play/Practice—Using the Wally Book
In large groups using the “Wally Detective Book” (for solving problems at school), ask one teacher to
read one of the problems to the students. Then, ask the students to generate solutions for the problem.
After that, act out the solutions with puppets.
After debriefing this demonstration, divide group into groups of four or five and give everyone a chance to
use the books to teach problem solving. (These books may be obtained from the Incredible Years office.)
Problem Solving Circle Time lesson practice activity:
After sharing the problem ask the children how the person may be feeling.
Next, have the children restate the problem. Then, ask them to think of solutions. When they come up
with one, role play/practice it.
At every opportunity ROLEPLAY!! Remember you may need to provide the exact words for your
students. Have small props to make role-plays more realistic.
Switch roles so everyone gets a chance to be teacher.