The Bad News Bears
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This Power Point presentation provides a meaning for behavioral expectations. In addition, the presentation identifies the benefits of stating behavioral expectations for both students and teachers. And finally, this Power Point presentation outines steps for developing and teaching expectations for children's behaviors.
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Here are two steps I will take towards my goal of becoming a knowledgeable and caring early childhood educator:
1. I will carefully read and take notes on each weekly reading assignment to gain a deeper understanding of child development and best practices in early education.
2. I will observe and record interactions with children to practice objective observation skills and gain insight into how to meet the individual needs of each child.
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General policies for group activities
Tutors and students must sit in specific formations during group activities to provide multiple learning opportunities. Tutors must actively engage their student during music activities by prompting them to imitate actions and reinforcing approximations. During speech, the tutor's job is to keep the child on task and seated, prompting when needed by partially cueing the child to respond. At snack time, the tutor should sit behind the student and keep them in their chair, prompting from behind if the child does not attend to the communication board.
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Annex 11.2
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IEFE Forum 2014
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The document discusses the developmental-behavioral approach to early childhood education. It outlines three core considerations of developmentally appropriate practice: knowledge of child development, individual appropriateness, and cultural importance. High-quality early learning environments should work for all children, including those with special needs, and use positive social-emotional guidance rather than punitive discipline. The developmental-behavioral approach focuses on arranging environments to support learning based on children's developmental levels and individual needs.
Does this really work examination of first grade curriculum
The document discusses developmentally appropriate practice (DAP) in primary school curriculums. DAP aims to make curriculums more developmentally appropriate for young children by considering their age, individual characteristics, and social/cultural backgrounds. The document analyzes a sample first grade curriculum and finds that it focuses heavily on standardized testing and worksheets rather than play, exploration, and culturally relevant learning. It recommends that curriculums incorporate more integrated, hands-on, and culturally sensitive learning to better match children's developmental needs.
PD Effective Observation
This document provides an overview of a professional development session on effective observation in early years education. The session will be split into two parts: attitudes and reality. Part 1 focuses on defining observation, why teachers work with children, and group reflections. Part 2 covers characteristics of effective learning, how observations and assessments are conducted using 2Simple and Classroom Monitor software, the planning cycle, a video observation activity, and reflective questions. The goal is to strengthen understanding of observation cycles and bring attitude and reality together to best support children's learning and development.
VAECE 2017: Conducting Observational Assessments: A Key to successful impleme...
VAECE 2017: Conducting Observational Assessments: A Key to successful impleme...The Source for Learning, Inc.
This document discusses the importance of conducting observational assessments in early childhood education. Observational assessments provide valuable information about what children know and how they learn in their natural environment. This type of informal assessment is important for guiding instruction, evaluating curriculum, and monitoring child progress. The document reviews different methods for conducting observational assessments, such as using rubrics, checklists, portfolios, and documenting observations through notes, photos, and videos. It emphasizes assessing children within the context of daily activities and routines.Assessment - website version
The document discusses the curriculum and assessment approaches at Mayfield Primary School. It provides details about the curriculum topics covered in each year, as well as how teachers assess student progress through methods such as questioning, observations, marking, and tracking progress towards end-of-year expectations using online tools. It also discusses baseline assessments in early years, phonics screening checks in Year 1, and end-of-year assessments for Years 2 and 6.
Pivotal response treatment
Pivotal Response Treatment (PRT) is a comprehensive treatment model that uses applied behavior analysis to provide learning opportunities for children with autism in natural environments. PRT targets pivotal areas like motivation, response to cues, self-management, and social initiation to facilitate improvement across other skills. The goal is to move individuals toward typical development trajectories. PRT sessions are typically 25+ hours per week and encourage carryover at home. Examples demonstrate using interests to motivate learning, involving parents, and improving social skills like question asking.
AE Goals
This document outlines the role of goal setting in the FACE Adult Education curriculum. It discusses how FACE helps students identify both long-term and short-term goals in various areas of their lives. The curriculum guides students through a process of envisioning goals, identifying the steps to achieve them, setting specific and timed actions, getting support, and adapting goals as needed. It emphasizes that setting and working towards goals drives the student-centered FACE programming and helps students stay motivated as they work to improve their lives, families, jobs and communities.
Asperger's syndrome final[1]
This document discusses inclusion programs for children with Asperger's syndrome. It outlines key characteristics of Asperger's including difficulties with social skills, communication, and rigid routines. The benefits of inclusion are described as well as tips for teachers such as using visual schedules and social stories. Creating individualized family service plans and assessing progress is also covered. Overall, the document provides guidance for setting up inclusion programs that meet the unique needs of students with Asperger's.
Ages and stages and parenting 6 hours
The document discusses strategies for promoting children's social emotional development and addressing challenging behaviors. It emphasizes building positive relationships, designing supportive environments, and directly teaching social emotional skills to children. Specific strategies include using visual schedules and supports, giving positive feedback, involving children in developing rules and routines, and focusing on prevention through teaching appropriate skills rather than punishment.
Ages and stages and parenting 6 hours
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
Pen Green Session part 2
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Reach for the stars, handout
The document discusses strategies for promoting positive behavior and development in children. It emphasizes building relationships, teaching social and emotional skills, creating a supportive classroom environment, and using positive reinforcement. Challenging behaviors often indicate that children lack skills for appropriate social interaction, so teachers should focus on explicitly teaching skills like sharing, taking turns, giving compliments, and problem solving.
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The developmental behavioral approach - chapter 12
The developmental behavioral approach - chapter 12
Does this really work examination of first grade curriculum
Does this really work examination of first grade curriculum
VAECE 2017: Conducting Observational Assessments: A Key to successful impleme...
VAECE 2017: Conducting Observational Assessments: A Key to successful impleme...
Redirecting behavior presentation for childcare centers
Redirecting behavior presentation for childcare centers
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More than Water Cooler Chit Chat
This Power Point presentation provides the key elements and benefits of meaningful conversations with children. It also illustrates basic strategies for engaging young children in conversations. In addition, this Power Point identifies opportunities for conversations with young children.
Serving as the Referee in a Wrestling Match
This Power Point presentation demonstrates how to guide children's behavior and support children in solving problems. Moreover, the presentation shows some common strategies for all adults to use in the classroom.
Fostering Children's Thinking
This presentations provides a working definition of fostering children's thinking skills. In addition, it gives examples and strategies for how teachers can foster children's thinking skills in the classroom. This presentation also connects fostering children's thinking skills to the Early Learning Framework. The Power Point also provides suggestions for teachers on how to improve their ability to foster children's thinking skills. Unfortunately, video clips are not included in the presentation.
Extreme Classroom Makeover
This presentation describes the effects and identifies the components of effective classroom environments. This presentation also discusses the approaches to designing the physical space, the contents, and grouping arrangement of a well-organized classroom.
Asking Questions that Extend Conversations
This Power Point outlines how asking questions enhances conversations. It also identifies qualities of questions that extend conversations. This presentation provides knowledge of the types of questions that strengthen conversations. This Power Point provides a definition of an open-ended questions and describes the types of questions that stop conversations.
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.
Effective instruction challenging behavior (revised)
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
The Scientific Method for the Little Ones
The scientific method is a series of steps that helps children understand their world. It involves asking questions, making observations and predictions, experimentation, and discussion of results. Teachers can incorporate the scientific method throughout the classroom by engaging children in activities involving these steps. The document provides examples of how teachers prompt children's natural curiosity by using the scientific method during discussions, centers, and other classroom experiences. It also suggests teachers can improve by videotaping lessons to evaluate how frequently they employ this method of learning.
Effective Coaching
This Power Point presentation shares the various methods to provide professional development to teachers and teacher assistants. The presentation also discusses the effects of quality coaching and the components of practice-based coaching. And finally, the Power Point presentation provides the three Ps of programmatic support to educational staff -- preparation, policies, and processes.
Common core state standards power point presentation
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
Center supervisor (12 11 13)
Here is a Power Point from the last meeting with Administrators. At this meeting, CLASS data from the first round of observations were shared, and administrators engaged in a structured reflective conversation. In addition, administrators reviewed the behavior indicators associated with concept development, and they were provided examples for each behavior indicator. And finally, administrators learned about the expectations of monitoring LAP-3 implementation at centers and at school sites.
Education and childhood development plan (12.2.13)
Here is a rough draft of a PowerPoint that will be presented to the Policy Council in January. The primary objective of the PowerPoint will be to explain the Classroom Assessment Scoring System (CLASS) and the Learning Assessment Profile - Third Edition. At the same time, the PowerPoint describes the curriculum that is being used in our early childhood programs.
Brearn Wright -- Making Learning Meaningful
These are presentation notes for Power Point entitled "Making Learning Meaningful." This presentation will lead to teacher improvement on the Classroom Assessment Scoring System (CLASS). Teachers will improve in the domain of Instructional Support and the dimension of Concept Development. Particularly, this presentation will help teachers with the following behavior indicators -- integration and connections to the real world.
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Effective instruction challenging behavior (revised)
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Common core state standards power point presentation
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Education and childhood development plan (12.2.13)
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The Bad News Bears
- 1. STATING BEHAVIORAL EXPECTATIONS IN ADVANCE: PREPARING CHILDREN FOR SUCCESS JANUARY 2012 V. 2
- 2. FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN
- 3. FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN
- 4. WHAT WILL I LEARN? • To define behavioral expectations. • To identify benefits of stating behavioral expectations in advance. • To learn the steps for developing and teaching expectations for children’s behaviors.
- 5. WHAT ARE BEHAVIORAL EXPECTATIONS? • Appropriate social behaviors expected from children during daily classroom activities and routines. • Teachers state behavior expectations in advance.
- 6. BENEFITS FOR CHILDREN • Prepares children for success! – Tells children what we expect them to do. – Maximizes children’s learning time.
- 7. BENEFITS FOR TEACHERS • Builds a common language. • Provides a consistent message to children. • Sets the stage for learning. • Helps prevent behavior problems before they happen.
- 8. DEVELOPING AND TEACHING EXPECTATIONS STEPS: 1. Anticipate behaviors. 2. Plan for appropriate behaviors. 3. Prepare children for what you want to see. 4. Recognize children’s appropriate behavior.
- 9. STEP ONE: ANTICIPATING BEHAVIORS Teachers anticipate by: • Thinking through activities, routines, and situations.
- 10. ANTICIPATING: EXPECTATIONS BEFORE BUS RIDE
- 11. STEP TWO: PLANNING Teachers plan by: • Determining the behaviors they want children to use versus what they do not want them to do or stop doing. • Preparing needed materials.
- 12. PLANNING: SAY WHAT YOU WANT TO SEE
- 13. STEP THREE: PREPARING CHILDREN Teachers prepare children by: • Stating expected behaviors in advance. • Posting expectations: – At children’s eye level. – Simple words and pictures.
- 14. PREPARING CHILDREN: BOOK AREA
- 15. PREPARING CHILDREN: VOICE VOLUME
- 16. PREPARING CHILDREN FOR WHAT YOU WANT TO SEE Teachers prepare children by: • Teaching – Providing demonstrations – Using role plays – Leading discussions
- 17. PREPARING: TEACHING QUIET WALKING
- 18. PREPARING: TEACHING EXPECTATIONS IN TRANSITION
- 19. STEP FOUR: RECOGNIZE CHILDREN’S APPROPRIATE BEHAVIOR Teachers recognize children’s appropriate behavior by: • Catching children following the expected behaviors. • Making a statement about their effort. • Encouraging them to keep it up.
- 21. REVIEW: STATING BEHAVIORAL EXPECTATIONS IN ADVANCE STEPS: 1. Anticipate behaviors. 2. Plan for appropriate behaviors. 3. Prepare children for what you want to see. 4. Recognize children’s appropriate behavior.
- 22. For more Information, contact us at: NCQTL@UW.EDU or 877-731-0764 This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.