Verbal intervetions
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Verbal Interventions are great ways to interact with students. These interventions make for great opportunities for building deeper relationships with students.
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The document discusses the value and application of role-playing in drama education. It outlines 3 phases of role-playing: planning and preparation, interaction, and reflection/evaluation. Role-playing encourages experimentation, develops empathy and social skills, and involves students in direct experiential learning. It promotes verbal, physical, logical, and interpersonal skills. Through negotiating roles, students rehearse lifelong learning skills like communication, empathy, and social competence. The goal is for students to become empowered social actors who can cope with human relationships.
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Role play is an engaging teaching strategy where students take on imaginary roles and situations. It allows students to practice language skills in a safe environment. Role play is motivating for students and lets quieter students express themselves. It helps students understand consequences of behaviors and explore values. Effective role play involves clearly defining the scenario, casting roles, allowing students to act out their roles, and discussing lessons learned. Both the benefits of practicing skills in a low-risk setting and the potential drawbacks like evoking strong emotions or lack of focus if not well-planned are discussed.
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Role play is an educational technique where participants act out scenarios to analyze human relations problems. It can be used to get groups actively involved in discussions and make learning more engaging. There are two broad types - sociodrama which deals with interactions between individuals/groups, and psychodrama which focuses on a specific person's needs. The role play process involves planning scenarios, having students act them out while others observe, and then providing feedback to facilitate learning. It helps develop communication skills, sensitivity, problem solving abilities and independent thinking.
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Role-play refers to a dramatization put on by students where they take on roles. There are two types: structured role-playing involves assigned roles while spontaneous role-playing does not. Role-playing helps develop interpersonal communication skills, teaches problem-solving through simulation, and allows students to express views and gain insight into personal interests, attitudes, and values. The process involves identifying a problem, selecting students for roles, assigning roles, preparing students on techniques, and allowing students to play roles while peers provide feedback which is summed up by the teacher.
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The document discusses social skills interventions for students. It provides:
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Role play praveen
Role play is an educational technique where participants act out scenarios to analyze human relations problems. It can be used to get groups actively involved in discussions and make learning more engaging. There are two broad types - sociodrama which deals with interactions between individuals/groups, and psychodrama which focuses on a specific person's needs. The role play process involves planning scenarios, having students act them out while others observe, and then providing feedback to facilitate learning. It helps develop communication skills, sensitivity, problem solving abilities and independent thinking.
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Role-play refers to a dramatization put on by students where they take on roles. There are two types: structured role-playing involves assigned roles while spontaneous role-playing does not. Role-playing helps develop interpersonal communication skills, teaches problem-solving through simulation, and allows students to express views and gain insight into personal interests, attitudes, and values. The process involves identifying a problem, selecting students for roles, assigning roles, preparing students on techniques, and allowing students to play roles while peers provide feedback which is summed up by the teacher.
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The document discusses social skills interventions for students. It provides:
1) A variety of intervention strategies to either promote skill acquisition or enhance social performance, such as social stories, video modeling, and reinforcement.
2) Methods for assessing students' social functioning and determining if deficits are due to skills not being learned or performance issues.
3) A process for developing social skills interventions that includes assessing the student, selecting appropriate strategies, implementing interventions, and monitoring progress.
Use of humor in teaching
Teachers use humor during teaching in a classroom, it is an effective tool to improve the learning environment, but if the teacher used humor without understanding good or bad types of humor than it can make the negative impact.
Role play
Dr. Priti Sonar discusses role playing as a model for teaching. Role playing has personal and social dimensions, helping students find meaning within social worlds and resolve dilemmas with peers. Socially, it allows students to analyze situations and problems together and develop democratic ways of coping. The role playing process involves delineating a problem, acting it out, and discussing it. Students explore feelings, attitudes, values and problem solving strategies. As a model, role playing is meant to help students explore their feelings, gain insight into attitudes, develop problem solving skills, and explore subject matter in varied ways.
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Environmental Adaptation/Changes:
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- Use visual schedules and reminders of reading goals
Positive Programming:
- Celebrate small successes with preferred rewards or activities
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Focused Support:
- Daily 1:1 reading practice sessions with feedback and praise
- Multi-sensory phonics instruction tailored to their needs
- Preview and review vocabulary to build comprehension
Incident Management:
- Remain calm and patient if frustration occurs
- Redirect to
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Here are some strategies I would consider implementing in an intensive support plan to help a child struggling with reading fluency:
Environmental Adaptation/Changes:
- Provide a quiet space for reading practice with few distractions
- Use visual schedules and reminders of reading goals
Positive Programming:
- Celebrate small successes with preferred rewards or activities
- Incorporate reading into engaging games/activities they enjoy
Focused Support:
- Daily 1:1 reading practice sessions with feedback and praise
- Multi-sensory phonics instruction tailored to their needs
- Preview and review vocabulary to build comprehension
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- Remain calm and patient if frustration occurs
- Redirect to
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This document discusses teaching social skills in the classroom. It begins by defining social skills as the abilities to initiate, build, and maintain positive relationships through communication, problem-solving, decision making, and peer relations. It notes that not everyone naturally develops strong social skills and there is a correlation between poor social skills and behavior problems or lack of academic achievement. The document then outlines reasons to teach social skills like helping students participate in groups, form friendships, and have success after school. It discusses strategies for teaching social skills, including discrete trial training, incidental teaching, social stories, cognitive rehearsal, and structured learning. It provides examples of activities and tips for incorporating social skills training into the classroom.
Khalid presentation se ns
This document provides guidance for teachers on teaching children with special educational needs (SEN). It defines SEN and different terms used, discusses teacher attitudes and experiences with SEN students, and strategies for differentiation, managing behavior, and addressing specific learning issues such as ADHD and dyslexia. The document emphasizes understanding students' individual needs, using visual and hands-on techniques, positive reinforcement, and focusing on students' strengths rather than weaknesses. It encourages teachers to reflect on their own learning preferences and ensure they teach in varied modalities to engage all students.
Teacher-Student Relationship
Here are some suggestions for Ms. Palmer in this situation:
1. Remain calm and do not engage or escalate the confrontation. Speak in a calm, even tone.
2. Clearly communicate classroom expectations and consequences for disruptive behavior according to the school's code of conduct. Refer the student to the administration if needed.
3. After class, have a respectful conversation to understand the student's perspective and try to resolve issues. Set clear boundaries while showing you care about the student.
4. Ask for support from a more experienced colleague or administrator to help de-escalate tensions and mediate if needed. Your safety and authority should not be compromised.
5. Praise and positively reinforce other
Effective teaching for Teahcers
This PowerPoint presentation discusses the qualities of a good teacher. It provides a long list of traits that researchers and students say make an effective teacher, such as being affectionate, patient, creative, passionate, and having a sense of humor. It also gives tips for teachers, such as maintaining good body language, listening to students, and understanding that all students learn differently. The overall message is that great teachers inspire students and help make the world a better place.
Emotionally Intelligent Library Instruction
This document discusses incorporating emotional intelligence into library instruction. It defines emotional intelligence as having self-awareness, self-regulation, motivation, empathy, and social skills. An emotionally intelligent teacher is an expert in their subject, approaches teaching in a positive way, and is aware of learners' needs. The document provides strategies for teaching with empathy, self-awareness, and setting a positive tone. It encourages reflection on teaching style and incorporating emotional intelligence goals.
Emotional Intelligence - TILC 2015
This document discusses incorporating emotional intelligence into library instruction. It defines emotional intelligence as having self-awareness, self-regulation, motivation, empathy, and social skills. An emotionally intelligent teacher is an expert in their subject, approaches teaching in a positive way, and is aware of learners' needs. The document provides strategies for teaching with empathy, self-awareness, and setting a positive tone. It encourages reflection on teaching style and incorporating emotional intelligence goals.
Slow learners, socially maladjusted and emotionally disturbed students
The document discusses slow learners, emotionally disturbed students, and socially maladjusted students. Slow learners learn at a slower pace than peers but do not have a disability, emotionally disturbed students have severe behavioral or emotional issues affecting their learning, and socially maladjusted students choose not to conform to rules. The document provides characteristics, factors, methods of identification, and strategies for teaching these different types of students.
Teacher approach in dealing with emotional and behaviours disorders children ...
This document provides guidance for teachers on managing students with emotional and behavioral disorders in the classroom. It outlines 10 approaches for teachers to use, including keeping class rules simple, rewarding positive behaviors, allowing mini-breaks, treating all students fairly, using motivational strategies, listening to students' thoughts and feelings, observing and describing emotions, using toys or drawing to help students express themselves, allowing time with encouragement, and understanding students' current situations. The overall approaches recommend maintaining clear and simple classroom structures while also focusing on understanding students individually and motivating positive behaviors.
Chp 13 for students
The document discusses the importance of creating a peaceful classroom environment to support learning. It notes that social distractions and a lack of respectful relationships can hinder intellectual development. The characteristics of a peaceable classroom include affirmation, cooperation, communication, and appreciation for diversity. The document also outlines specific causes of conflict in classrooms and effects of bullying on victims. It provides eight ways for teachers to establish an atmosphere of love and acceptance, such as declaring the classroom a zone of peace, expressing feelings appropriately, encouraging respect for differences, and teaching conflict resolution skills.
Life Skills
The document discusses life skills and their importance. It defines life skills as abilities that allow individuals to effectively handle daily challenges. Key life skills include thinking skills like critical thinking and social skills like empathy. The World Health Organization identified ten core life skills: self-awareness, empathy, critical thinking, creative thinking, decision making, problem solving, relationship skills, communication, coping with stress, and handling emotions. The document outlines various learning activities to develop life skills, such as interactive activities, creative activities, appreciating activities, and decision making activities.
eTwinning online seminar: The importance of emotional intelligence in school.
eTwinning online seminar: The importance of emotional intelligence in school.Francisco José Balsera Gómez
This document discusses the importance of teaching emotional intelligence in schools. It provides a brief history of the concept and defines emotional intelligence as the ability to recognize, understand, and manage one's own emotions and the emotions of others. The document outlines the core components of emotional intelligence, including self-awareness, self-regulation, empathy, and social skills. It suggests various strategies and activities teachers can use to help develop students' emotional intelligence, such as teaching self-awareness, stress management, and empathy. The overall message is that educating the whole child, including their emotions, is necessary for success.Learning styles 66
Learning styles refer to the different ways people absorb and process information. The three main learning styles are visual, auditory, and tactile/kinesthetic. Visual learners prefer visual aids, auditory learners learn best through listening, and tactile learners learn through physical engagement and manipulation. Understanding one's own preferred learning style can help maximize learning and academic success in college.
Learning styles
Learning styles refer to the different ways people absorb and process information. The three main learning styles are visual, auditory, and tactile/kinesthetic. Visual learners prefer seeing information through pictures and diagrams. Auditory learners prefer hearing information spoken. Tactile/kinesthetic learners prefer learning through physical experience and interaction. Understanding your own learning style can help you study more effectively and get the most out of your educational experiences.
Ruths final projectpp
Anti Bullying PowerPoint
'Building a Framework to Stop Bullying'
Teacher toolkit
ED 526
Education / Winter 2016
Classroom Management
Here are sample rules for a foods lab and 7th grade exploratory course:
Foods Lab Rules:
1. Wash hands before and after preparing food.
2. Keep work areas clean and sanitize surfaces.
3. No gum, food or drinks allowed outside of designated eating areas.
4. Follow all safety procedures for equipment like the oven and knives.
5. Be respectful of others' space and work areas.
7th Grade Exploratory Course Rules:
1. Respect others by listening when they are speaking and keeping hands and objects to yourself.
2. Come to class prepared with materials and completed assignments.
3. Help take care of materials and equipment and return them to their
Empathy in the classroom.
The document discusses the importance of empathy in the classroom. It defines empathy as understanding another person's emotions. Developing empathy helps teachers understand students' needs and motivations to improve learning. Some ways for teachers to show empathy include smiling, listening respectfully, remembering students' names, and making students feel important. Empathy promotes mutual understanding and caring relationships that validate self-worth and make learning an enjoyable experience.
Chapter 8
This chapter discusses using humor in the classroom to lighten the environment and enhance learning. It defines humor and its purpose in education, exploring how humor can reduce stress and promote creativity. The theoretical foundations of humor are examined, including cognitive and affective theories. Different types of learners are considered in terms of using appropriate and relevant humor. Guidelines are provided for creating optimal conditions for learning using humor, as well as resources and techniques for incorporating humor effectively. Potential problems with humor in education are also reviewed.
Class management
The document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management is also about building student self-esteem and being creative in lessons. The document outlines principles for successful management like minimizing disruptions, teaching self-management, and keeping students engaged. It provides techniques for better control such as focusing attention, using a soft voice, monitoring groups, and coming to class prepared. The concepts of "withitness", proximity, rules, and dealing with misbehavior are examined in detail.
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Verbal intervetions
- 2. Classrooms are verbal environments
- 3. • Clear and effective verbal interventions can have significant effects • Angry/ overzealous responses could stress the teacher-student relationship
- 4. Practical Advice • Be concrete and specific • Avoid judgmental terms • Speak directly to students emphasis what is happening in present • Speak Calmly
- 6. Direct Appeal • Respectful Requests • Not threats • Appealing directly to any unwanted behavior
- 7. Sane Message • Insane Message? – Ginott (1971) “ negative statements that humiliate students” • Absence of anger, describing why a certain behavior is bothering • A teacher that models this well also models an appropriate way of expressing feelings.
- 8. I Message • Taking responsibility of your emotions. • Shows students we are humans • Time and place • Keeps things in perspective
- 9. Humor • Breaking tension Refocusing • Advantages: – “Saving Face” – Engaging – Redirects feelings/ behaviors – confidence • Disadvantages – Includes sarcasm
- 10. – Inside jokes (jokes that only some will understand) – Ethnic jokes – Ridicule • Best type of Humor: Self-deprecating • How can we apply humor? – Remember stories, comments – Pull from personal life – Props, toys and stuff’s – Bulletin board – Enjoy laughing – Activites
- 11. Listen • Simply…Listen – Trust – Modeling important skills – Form of data collection
- 12. Acknowledge Feelings • Emotionally illiterate • Learning how feelings play a role in life • We can help them understand – Except the feeling, not the behavior
- 14. Thoughts • Great foundation to build relationships • Always will use • Not the only important skill.