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FGCU

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by

Daman Essert

on 1 November 2014

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Transcript of FGCU

Intern tip getting a job: Every principal that interviews you will ask some type of classroom management question. What they want to hear is that you have a plan. That you have thought about how your classroom is organized and runs. Start planning during internship it will help you find a job.
They are not monsters and its not personnel.
Attention deficit disorder
Conduct disorder
Schizophrenic disorder
Mood disorder
Anxiety disorder
http://iris.peabody.vanderbilt.edu/bi1/chalcycle.htm
Charlotte County School Exceptional Student Education (941)-255-0808 ext. 3111
Kristy Johnson and Sandi Redman, Behavioral Support (941)-255-0808 ext. 3111

Collier County Schools Exceptional Student Education (239) 377-0130
Dr. Sheryl Alvies, ESE Coordinator (239) 377-0122

Lee County Schools Exceptional Student Education (239) 337-8616
Jessica Duncan Coordinator Behavior (239)337-8326
Acting Out Cycle
Trigger
School-based triggers may include:
• A negative interaction with a teacher
• An argument with a peer
• A change in the daily schedule (e.g., an assembly)
• High rate of failure on an academic task
• Confusion about an assignment

Non–school-based triggers may include:
• Hunger
• Lack of sleep
• Medical problems
• Stressful home situations
•Saying “no” or “don’t
•Directions to stop doing a particular behavior
•Sharply worded directives to do a particular behavior
•Gestures, facial grimace, or body language that conveys disapproval
•Idle time for the students
Last stop
Crisis Management checklist

•Engineer the environment so the child is apt to make the right response.

•Mitigate the daily antecedents known to detonate the child.

•Work with the child to determine a safe place where the child will go.

•Determine who will facilitate the implementation of the plan and go with the child.

•Help the child develop the plan.

•Determine a “transition object” (important for preschool and elementary children).

•Help the child reflect on the behaviors that necessitated the removal.

•Help the child develop alternative , positive responses in lieu of the negative behaviors.

•Review the rules before returning to the classroom
Do not provide the student with anymore energy. Students at the peak phase are already using a lot of energy. If you start screaming or making wild gestures it will add fuel to the fire.
When a student is separated from the class, they should be required to complete some type of course work. This may be a reflection sheet about what just happened or some other instructionally appropriate material.
Plan
Plan
Plan
Plan
Plan
Ask you cooperating teacher what the plan is
Plan
Plan
Plan
Questions
The acting out cycle
Principal: The principal is the educational leader of a school and is there to support you. Don't be afraid to ask questions of this person.

Assistant principal: Often have more interaction with students related to behavior. In the case of Lee county an assistant principal is always assigned to help new teachers. They are called the Apple administrator.
The rest of the Team
Counselors: These people are your greatest ally as a new teacher. One they often let you cry in their office. Two they know the students and their special needs. If you have a student acting out and you don't know why talk to the counselor.

Behaviors Specialist: Develop and implement programs to remediate behavioral and social problems for
students eligible for emotional/behavioral disturbed, intellectually disabled, and autism spectrum
disorders program. Serve as a consultant to school personnel and parents of these students.
Parents/Guardians: These most critical team members have spent more time with the student then you ever will. Communicate often and frequently. They can let your know little things like my child really enjoys jelly beans. To big things like their father killed him self on June 11th

Student: It is their life and education. You are there to facilitate. Don't ever cut the child out of the process. They have valuable information and any plan that does not include the student will likely fail.
This product was developed by Florida's Positive Behavior Support Project through the University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the individuals with Disabilities Education Act (IDEA). Part B
Provide advance organizers/pre-corrections. Pre-corrections function as reminders by
providing students with opportunities to practice or be prompted about expected behavior before they enter situations in which displays of problem behaviors are likely (Colvin, Sugai, Patching, 1993).
Classroom management best
practices check list
http://flpbs.fmhi.usf.edu/pdfs/CurriculumTAguide.pdf
Cooperating Teacher: Your cooperating teacher is your life line. They are there to support you and help reflect on challenging behavior and instruction.
What is the cycle of acting out and the triggers that can teachers understand each part of the process?

How can working collaboratively help students with behavior issues?


Jose came to school one morning with a sad feeling. He entered the classroom and the teacher was busy talking to another adult. The day started out with a timed math test even before the news started. As soon as the test was over the students were directed to pass their test to the person sitting next to them to be graded. Jose stood up loudly, his chair pushed over and he crumpled his test up and threw it in the trash.

What are possible triggers that caused Jose to act out?

What could have been done to create a calming environment?

What would you do to engage Jose back into the classroom?
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