Things Teachers Can Do to Prevent Bullying
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Headquartered in Cherry Hill, New Jersey, Source4Teachers recruits talented substitute educators and connects them to school districts looking to fill temporary classroom vacancies. Building on its passion for helping students reach their potential, Source4Teachers also supports a number of charitable initiatives, including Kids Bridge, which focuses on preventing bullying.
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Samantha Speck is currently pursuing a Bachelor's degree in Psychology from Wilmington University with a 3.75 GPA. She previously earned an Associate's degree in Human Services from Delaware Technical and Community College with a 3.6 GPA. Her work experience includes an internship as a Juvenile Probation Officer where she learned about the juvenile probation system and community services. She has also worked in customer service roles at WaWa and as an Early Education Teacher at Great New Beginnings, where she cared for children and maintained lesson plans.
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Teacher engagement is related to student achievement in several ways, such as motivation, connecting to students' lives, and creating a safe classroom environment. Engaging students can influence whether they succeed or not. A student's needs, interests, and challenges also impact achievement. Motivating and engaging struggling middle/high school students starts with finding what interests them. Positive teacher-student relationships can enhance social and cognitive development and engagement. To motivate low-income students, teachers should invest in student support, provide real-world learning experiences, and use culturally relevant teaching.
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This document provides guidance for schools on responding to different levels of bullying behavior. It discusses tools like a bullying assessment matrix and quick reference guide to help schools make decisions in response to bullying incidents. The document also addresses involving other agencies if a child's safety is at risk and the importance of parental and community involvement. Schools are advised to use suspensions, exclusions, and expulsions carefully and consider both the targets' and initiators' educational outcomes. The document provides tips for schools on interacting with the media and preventing cyberbullying through policy, education, and cultivating responsible technology use.
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The document outlines Jonathan Gutierrez's proposal for a truancy prevention program. The program would engage 5 boys after school for an hour each day for a month. Key aspects of the program include building relationships, providing life skills advice, and incorporating elements of anti-bullying education. The goals are to give youth opportunities to succeed and break intergenerational cycles. Funding would come from fundraising and the boys would keep the MMA equipment if they meet attendance and physical benchmarks. The overall aim is to help at-risk youth through mentoring.
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Teacher engagement is related to student achievement in several ways, such as motivation, connecting to students' lives, and creating a safe classroom environment. Engaging students can influence whether they succeed or not. A student's needs, interests, and challenges also impact achievement. Motivating and engaging struggling middle/high school students starts with finding what interests them. Positive teacher-student relationships can enhance social and cognitive development and engagement. To motivate low-income students, teachers should invest in student support, provide real-world learning experiences, and use culturally relevant teaching.
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This document provides guidance for schools on responding to different levels of bullying behavior. It discusses tools like a bullying assessment matrix and quick reference guide to help schools make decisions in response to bullying incidents. The document also addresses involving other agencies if a child's safety is at risk and the importance of parental and community involvement. Schools are advised to use suspensions, exclusions, and expulsions carefully and consider both the targets' and initiators' educational outcomes. The document provides tips for schools on interacting with the media and preventing cyberbullying through policy, education, and cultivating responsible technology use.
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The document outlines Jonathan Gutierrez's proposal for a truancy prevention program. The program would engage 5 boys after school for an hour each day for a month. Key aspects of the program include building relationships, providing life skills advice, and incorporating elements of anti-bullying education. The goals are to give youth opportunities to succeed and break intergenerational cycles. Funding would come from fundraising and the boys would keep the MMA equipment if they meet attendance and physical benchmarks. The overall aim is to help at-risk youth through mentoring.
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Bullying is defined as repeated negative actions against a student who cannot easily defend themselves. It can take various forms including physical, verbal, social, and cyber. The document discusses the prevalence of bullying in schools in the Philippines and worldwide. It outlines the different roles in bullying situations - the bully, the victim, and observers. Interventions to address bullying should be comprehensive, involving curriculum, counseling, social skills training, and creating a supportive environment through open communication between students, teachers, and parents. The goal is to prevent bullying and promote respectful relationships.
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A major advance in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional.
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Here are some key characteristics of a successful student based on the essay:
- Organization - Using tools like calendars, planners, and computers to stay organized. Having a dedicated study space.
- Time management - Scheduling time for homework, studying, extracurricular activities, work, and leisure. Avoid procrastination.
- Effective studying - Using study techniques like flashcards, study groups, reviewing notes. Studying in moderation without overdoing it.
- Hard work and determination - Putting in consistent effort towards academics and not giving up when challenges arise.
- Believing in one's abilities - Having confidence that success is possible through effort and perseverance.
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PBS is a theory-based approach to practical, in-school intervention. In this article you will be introduced to how to use positive behavior support at each of the three levels of intervention: 1) primary, 2) secondary and 3) tertiary.
Why is it so important to focus on teaching positive social behaviors?
In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBS is to establish a climate in which appropriate behavior is the norm.
What is School-wide PBS?
A major advance in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional.
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PASBO Mentorship Program Benefits Mentees and Mentors
A leading provider of substitute staffing services, Source4Teachers handles evaluation, training, and recruitment responsibilities for a broad range of school districts. Source4Teachers maintains an active involvement with several professional education associations, including the Pennsylvania Association of School Business Officials (PASBO). The organization offers training and professional development through the PASBO Mentorship Program.
The Objectives of the Cherry Hill Education Foundation
Established with the aim of helping school districts locate qualified substitute teachers, Source4Teachers provides its candidates with extensive training to prepare them for the unique issues they may face as substitute teachers. Source4Teachers president Kevin Bush is also an active philanthropist who serves on the advisory board for the Cherry Hill Education Foundation (CHEF).
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- 1. THINGS TEACHERS CAN DO TO PREVENT BULLYING Source4Teachers
- 2. INTRODUCTION Headquartered in Cherry Hill, New Jersey, Source4Teachers recruits talented substitute educators and connects them to school districts looking to fill temporary classroom vacancies. Building on its passion for helping students reach their potential, Source4Teachers also supports a number of charitable initiatives, including Kids Bridge, which focuses on preventing bullying. According to StopBullying.gov, an anti-bullying resource managed by the U.S. Department of Health & Human Services, more than 70 percent of students say they have witnessed bullying in school. Here are some things you can do to prevent this as a teacher. 1. Understand the school district’s policies on bullying so you have complete certainty in any disciplinary action you take. This is particularly crucial for substitutes, who may work across multiple districts with different guidelines.
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