Transcript: Professional Development Presentation Coleby Burford EDU. 630 PROFESSIONAL ORGANIZATION What is a professional organization? A professional organization is a group of people joined together to learn and grow around a certain topic or belief. For example, professional organizations in the world of education focus on learning and growing its knowledge on educational trends, issues, and ideas. Examples of professional organizations in the world of education include but are not limited to: International Society for Technology in Education (ISTE), National Council of Teachers of English (NCTE), and the National Education Association (NEA). These organizations and others like it provide resources for teachers to help them grow in their profession. Why should teachers join professional organizations? All teachers are required to engage in professional development in order to renew/receive a teaching license. Joining a professional organization like the ISTE is a great way to always have access to professional development opportunities so teachers can earn their points and learn new skills. These organizations also offer support for teachers and help to keep them up-to-date on the newest trends in the world of education. They also allow educators to connect with other people in their profession in order to gain insight and advice in order to help them learn. ISTE SOURCES The EdSurge Podcast The ISTE website offers many different types of professional development opportunities/resources. One of these resources is in the form of podcasts. The Edsurge Podcast focuses on current and future trends in education. Teachers who choose to listen to this podcast will learn about new methods and resources that are to come in education as well as hear from real educators about how they incorporate technology into their classrooms. The purpose of this podcast is to keep teachers up to date on the newest resources and practices entering the world of education. The EdSurge Podcast It is important for educators to always explore new and improved ways of teaching. This podcast will help teachers to always know what is coming up in the future of education so they can learn and be proactive for their students. This resources is not geared toward a specific population of students, rather, it focuses on education as a whole in order to benefit ALL students. ISTE Creative Constructor Lab ISTE offers conferences where experiences educators and innovators speak on different topics. The Creative Constructor Lab is a conferences geared toward enhancing student learning by allowing them to use their creativity in the classroom. According to its description, teachers who attend this conference will learn about how they can use technology to provide their students with projects and activities that allow them to think creatively in order to learn. ISTE Creative Constructor Lab This conferences would ensure that teachers are allowing students to independently think about their learning. It would help teachers to revamp their teaching ideology in a way that allows students to freely think and grow within the classroom. This form of learning would benefit all students in the long run but I believe it would be extremely beneficial for students who learn through hands-on experiences. Allowing these children to demonstrate their learning in creative ways is more beneficial than a paper-pencil test or worksheet. Assistive & Adaptive Technology Blog Tag The ISTE website also features blog posts by different authors who are associated with the organization. One of the tags that you can search on their website is "Assistive and Adaptive Technology." When you search this topic, you are able to find a plethora of blog posts related to assistive technology for students with disabilities. One of the articles I found to be quite interesting is called, "AT Avengers: Create a superhero team for students with disabilities." This blog post guides teachers through the process of incorporating assitive technologies into the classroom. AT Avengers It then gives tips for implementing the technology into the classroom and what to do if there are issues involving the implementation. One of the tips mentioned is to invite a mentor into the room to assist with the process. This blog post, and the other posts that fall under this tag, help teachers to know how to incorporate assistive technology into their classrooms as well as why they are important. These posts serve to educate people on the different things that students with disabilities may need in order to be successful in the classroom. EDTECH CONFERENCE EdTech Conference The EdTech conference is held yearly and new speakers are featured to discuss the newest trends in education and how to implement new ideas and activities into the classroom. At the 2020 EdTech conference, many different speakers were featured. They discussed topics such as inclusion, compassion, and collaboration. I picked out a couple of the Nina
Transcript: Relationships Response Toyota of Plano. (n.d.) Creating an Effective Classroom Learning Environment KEEP CALM CAUSE I HAVE A PLAN. (n.d.). Retrieved June 22, 2016, from http:// www.keepcalm-o-matic.co.uk/p/keep-calm-cause-i-have-a-plan/ Play, Learn and Grow… Together! (n.d.). Retrieved June 22, 2016, from http:// earlylearningworkshop.com/play-learn-and-grow-together/ Sue Larkey - autism and aspergers training and resources. (n.d.). Retrieved June 22, 2016, from http://www.suelarkey.co.nz/shopping/pgm-more_information.php?id=121 Toyota of Plano. (n.d.). Retrieved June 22, 2016, from http://toyotaofplano.net/? p=883 “Teachers absolutely must be actively involved in engaging students in dialogue about classroom behavior issues prior to and along with interventions provided by outside support” (Jones & Jones, 2015, p. 322). Image “If children and youth are not taught how to meet behavioral expectations in classroom environments, then behavioral delinquency is likely to persist” (Banks & Obiakor, 2015, p. 85). Behavior Change Plans Increasing Motivation Create clear goals but tangible results related to the goal (Wiggins, 2012). Clarify the children understand the expectations. Be specific and concrete as possible. Jones & Jones (2015) suggests goal setting in the sense it is a form of choice enhances the sense of optimism and self-satisfaction. Feedback is a powerful tool that influences learning and achievement in any field, especially in education as an administrator, teacher, or student. Children build on their strengths and need teachers to recognize and encourage them through the power of reinforcing language (Responsive Classroom, 2015). Intrinsic rewards are so much more satisfying because the feeling of accomplishment cannot be replaced (Taylor, McNaney-Funk, Jardine, Lehman, & Fok-Chan, 2014). Jones, Bailey & Jacob (2014) state that teachers need knowledge about student behavior and development and they need familiarity and practice with strategies that have been proven to work. EDUC 6657 by Shannon Prisco References According to researchers and studies, classroom management issues tend to be a leading cause of teacher stress and burnout as teachers often feel alone to handle the challenges (Reinke, Herman, & Stormont, 2013). Expectations Classroom Management Jones & Jones (2015) believes it is important for teachers to teach students how to manage their own behaviors and take ownership of their actions. All students should feel safe and valued (Jones & Jones, 2015, p. 7). There should be a respectful relationship between the students and teacher. Create a strong link between academic success and social-emotional learning, which Responsive Classroom (2015) believes that high-quality education for every child is built on the foundation of a safe and joyful learning community. Some of my writing risk takers that felt comfortable and excited to share their writing Understanding Student Needs Jones, Bailey & Jacob (2014) state that teachers need knowledge about student behavior and development and they need familiarity and practice with strategies that have been proven to work. Changing the learning environment and employing classroom management strategies to meet the diverse needs of the students is not something that comes easily to an educator, it takes time, research and experience. Educators should be sensitive and take time to understand each student's diverse needs and interests to create a motivating, successful learning experience. Classroom Management Simulation (2015) students can mark the results of their progress and celebrate when they improve. Gradually the student can increase the number of times they must obtain their goal before they have a celebration. Positives: Students monitor their progress, collect data, individualized (focusing on specific goals), increases motivation, and works towards appropriate behavior Behavior Contracts Positive Relationships with Families Studies have proven that when the parents are involved, teachers develop trust in parents and their students, and their higher levels of trust lead teachers to develop a more humanistic orientation towards their students (Karakus & Savas, 2012). Students learn from their parents, if they see an effective working relationship with their parent and teacher, they will indeed follow the same path. Strong communication with parents connects home and school. Student learning is enhanced when students and teachers work together (Jones & Jones, 2015). Suggested Activities: Introductory Letter Friday or Monthly Letters Calls home (positive and negative feedback) Invite parents in the classroom (shows, occupation sharing, etc.) Back-to-school night and fall/spring conferences Data binders (progress reports) Classroom website References Banks, T., & Obiakor, F. E. (2015). Culturally responsive positive behavior supports: Considerations for practice. Journal of Education and Training Studies, 3(2), 83–90. Retrieved from Increasing
Transcript: Professional Development Experience By: Casmin Wilson Therapy for Black Girls Podcast 1 About the Podcast Dr. Joy Harden (founder), Licensed Psychologist Shaketa Robinson (co-host), NCC, LPC Podcast highlights mental health and personal development Generational Trauma What is Generational Trauma? Passed through behavior, beliefs, and DNA Shows up through violence, neglect, and substance abuse Keeping secrets Distrust in healthcare and law enforcement Limited Resources i.e. generational wealth The Friend Zone Podcast 2 Assante', Fran, and Dustin (founders) Podcast highlights mental health, wellness and hygiene in pop culture "Who in the hell wants a musty brain" About the Podcast "Whenever something doesn't work out the way you thought it would, instead of thinking that something went wrong see it as something that went unexpectedly well but for reasons that are not yet apparent". Boils down to your mindset Teachings about the process of pain Wallowing in pain and escapism Toxicity in Positivity Toxic Culture of Positivity Black Girl in Om Podcast 3 Lauren Ash and Zakkiyyah Najeebah, certified yoga instructors Podcast highlights wellness, self-care and self-love About the Podcast Learning to be of service Establishing boundaries and saying no Chill out, rejuvenate, and rest Recalibrate your health- holistic wellness Importance of mindfulness, diet, and exercise Finding Balance as a Creative Getting Clear and Staying True
Transcript: Creating an Effective Learning Environment Overall Classroom Management Module 1 -As teachers, is our priority to make sure constructive learning happens in our classrooms, leading to the importance of classroom management In order for our students to sucseed and do their best, they need a classroom with effective classroom management (Jones & Jones, 2016).- In order to have sucsessful classroom managemet skills, teachers need to be organized, have instrucitonal practices and behaviour interventions in place Understanding Student Needs Understanding Student Needs Personal needs of students are a priority which are, poverty, culture, language, socioeconomic, status, family systems Teachers need prior knowledge of the behaviour and development of their students along with proven strategies that will work which teachers are already familiar with (Jones et al, 2014). ). High-quality social-emotional learning programs will benefit teachers and students (Jones et al, 2014). (Bissonnette, 2017) Home to School Connections Module 2 The involvement of parents in their childrens' education experience plays a massive role in how their children do academically, and in order for that to happen, there needs to be a positive relationship between school staff members and the families of the students Establishing positive teacher-student relationships Know your students and their families 1 As the classroom teacher, it is our job to make sure we have positive relationships with our students and their families, which includes getting to know our students interests and cultural background (Jones & Jones, 2016). Incoporate interests into learning 2 When we have positive relationships with our students and their family, which leads us to get to know their culture; we are also learning about their interests which will add to our relationship and help them academically (Jones & Jones, 2016). Establishing positive teacher-student relationships Communicate Feedback 3 As positive relationships with both students and families are important, we need to make sure we are providing communcation and feedback to students but also to families so they are on the same page (Jones & Jones, 2016). Creating positive peer relationships Creating positive peer relationships As teachers, we understand the importance of collaborative approaches in our kids' development. We must assist and promote these healthy peer connections by introducing activities that assist them in developing partnerships. Implementing acquaintance activities from the first day at school will help the students build these skills (Jones and Jones, 2016). When we introduce acquaintance activities for our kids, we raise the likelihood that a wider range of children in the classroom will be welcomed and supported by their peers, which reduces the risks of students experiencing isolation, bullying, and intimidation (Jones and Jones, 2016). Students must be taught how to convey their sentiments and statements to their peers in order to strengthen their relationships with their peers. If we compare students to adults and how they are happier and can be more productive when are in environments that provide positive friendship (Jones & Jones, 2016). As teachers, we must reinforce good peer relationships with our pupils in order for them to get more familiar and to develop group cohesion among their peers (Jones and Jones, 2016). Fostering positive relationships with families Fostering positive relationships with families Fostering relationships with our students is important and is equally as important as fostering positive relationships with our students families. Building relationships with our students families should begin at the very beginning of the year and we should continue to foster them throughout the year. As the year goes on, sometimes we need to have uncomfrotable and awkard conversations with the families of our students, while also still fostering that relationship and keeping it strong and positive (Jones & Jones, 2016). We can do this by beginning the year off with an introductory letter, that way the students and families are getting to know you before the school year begins. Weekly emails send to families will also help foster the relationship you are building because it shows you care and are motivated to keep them involved. Monthly school or classroom newletters is also a fantastic way to foster positive relationships with families. As we know, communication is key and it is important for us to have an open door policy and communcate as much as we can to our families. Module 3 Motivation! Being motivated to teach is just as important as it is to help our students become motivated to learn and engage in their academics. Increasing Motivation Increasing Motivation One of the most important aspects of good classroom management is keeping students interested and engaged. We may prepare amazing and exciting education all we want, but if our students are not motivated or
Transcript: The Perkins Act Authorized Federal Funds to support vocational programs Special needs students must be provided equal access to recruitment, enrollment and placement activities in vocational activities HISTORICAL CHANGES IN SPECIAL EDUCATION (CONT.) Buckley Amendment Gives parents of students under the age of 18, the right to examine records kept in the students personal file Mandates annual parents right’s given Informed Consent Importance for L.R.E. Least Restricted Environment Importance for L.E.P. Limited English Proficient Nondiscriminatory Evaluation Assessment in all areas related to suspected disability Test given/Reports written in native language Due Process P.L. 99-457 EHA AMMENDMENTS (1986) SECTION 504 OF THE VOCATIONAL REHABILITATION ACT (1973) Clip art. Copyright @ 1987-1999. Microsoft Corporation. Crane, L. (2002). Mental retardation: A community integration approach. Belmont, CA: Thomason Publishing. GCU. (2012). SPE 529 Lecture. Retrieved from www.gcu.edu. Katsiyannis, A., Yell, M.L., & Bradley, R. (2001). Reflection on the 25th anniversary of the Individual with Disabilities Education Act. Remedial and Special Education, 22, 234-334. HISTORICAL CHANGES IN SPECIAL EDUCATION WHAT IS SPECIAL EDUCATION ? HISTORICAL OVERVIEW OF SPECIAL EDUCATION HISTORICAL OVERVIEW OF SPECIAL EDUCATION REFERENCE (S) MENTAL RETARDATION LEARNING DISABILITIES EMOTIONAL DISTURBANCE DEAF/HEARING IMPAIRMENTS ORTHOPEDIC IMPAIRMENTS VISUAL IMPAIRMENTS OTHER HEALTH IMPAIRMENTS AUTISM TRAUMATIC BRAIN INJURY SPEECH OR LANGUAGE IMPAIRMENTS MULTIPLE DISABILITIES HISTORY OF SPECIAL EDUCATION CONT. Since the mid 1970’s services to children with special needs has changed dramatically: More appropriate services Collaboration between special education classes and general education setting Parental advocacy Legislation and Litigation Special funding for programs THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT: IDEA (1997) BROWN VS. BOARD OF EDUCATION OF TOPEKA, KANSAS (1954) STATE / FEDERAL LAWS IDEA/ADA DIFFERENCE NO CHILD LEFT BEHIND ACT (NCLB) (2001) ADVOCATION FOR STUDENTS WITH SPECIAL NEEDS FOR PARENTS HISTORY OF SPECIAL EDUCATION Education designed to meet the individual needs of children with disabilities. Disability is defined as any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being. Expanded incentives for Pre-School Special Education programs, early intervention and transition programs Free Appropriate Public Education (F.A.P.E.) to children with disabilities age three through five years old Federal Laws are passed by congress and are based on provisions of the Constitution. State constitutions may go beyond what is provided in the federal law, as long as there is no conflict between them Laws provide a framework for policy and regulations provide the specific requirement for implementing policy Protects all individuals with disabilities from discrimination and requires most employers to make reasonable modifications for them Plays important role in: Transitional services for a student with a disability Making sure all school buildings are accessible P.L. 93-380: THE FAMILY EDUCATION RIGHTS AND PRIVACY ACT (1974) REFERENCE (S) CONT. Cheryl Y Ray November 21, 2012 SPE 529N Professor: Diane Coughlin Even Though Many Dramatic Changes Have Been Made Over The Years For Students With Special Needs: There Are Still Many Things That Need To Be Done. With Parent Advocacy and Highly Trained Professionals Special Needs Students Will Continue To Have The Education They Deserve P.L. 94-142: EDUCATION OF ALL HANDICAPPED CHILDREN’S ACT (1975) Disproportionate representation of African American students in Special Education The court determined that IQ test were discriminatory against African American students STEPS THAT CAN BE TAKEN: Services for students evolved in four distinct phases (Polloway, Smith, Patton & Smith, 1996).: Relative isolation: The first 70 years in the 20th century, the students were denied access to public education or taught in isolated classrooms Integration:Began in the 1970’s students were integrated in the general education setting when appropriate Inclusion:Began in the 1980’s with emphasis that all students with disabilities be included in all school programs and activities Empowerment and Self-Determination: Inclusion efforts to best prepare the student for the highest degree of independence The only resources for most parents were private educational schools paid by the parents Many students with special needs were only taught in self-contained classrooms Typically, children with mental retardation or sensory deficits were placed in residential programs (Crane, 2002). It is estimated that in 1965, 100,000 children from birth to 21 years old were placed in mental institutions in the U.S. ( White, Lakin, Bruininks, & Li, 1991). In many cases students with special needs stayed home and received no formal
Transcript: Learning techniques to become more successful Summary Separating the person from the problem Conflict is part of everyday life. Principles Negotiation principles References SO CLEAR Meeting the needs of both parties Separating the person from the problem Meeting the needs of both parties Year 10 girl wants to go to a party. Parents say no. Personal conflict Seminar Presentation Poor conflict resolution Blaming Intimidation Pointing 'You' statements Not listening Conflict Resolution Meeting both parties' needs Summary Work conflict Should have been: Lack of communication Introduction Work conflict SO CLEAR Not every conflict will be resolved Clear and open Improvements Communication Listening Being heard No resolution was made. Blaming No discussion occurred. Retailer and unsatisfied customer Listening Meeting needs of both parties Separate person from problem SO CLEAR Sit or stand on same level Open gestures and body language Centre attention on person Lean forward Eye contact Appropriately respond to their points Relaxed and balanced approach Conclusion Conclusion Willing to compromise Professional Development Conflict resolution skills vital in personal and work relationships Personal conflict Problems: Different techniques for different people No! Can I go?
Transcript: When typical classroom system is not enough: complete a classroom behavior assessment-use this data to create a behavior intervention plan (BIP) BIP- includes changes in classroom environment, instructional modifications and behavioral/motivational strategies Response to Behavior Classroom management is one of the most difficult elements of teaching and the most difficult skill for teachers to master. Creating a safe, supportive classroom is a major factor in increasing student motivation, achievement and behavior (Jones & Jones, 2016). Effective managment is contingent upon: developing student-teacher relationship, creating a strong classroom community, setting high expectations and having consistent routines (Jones, Jones, & Vermette, 2013). Create clear expectations during the morning meeting Involve students in the creation of the class rules as it gives them a sense of belonging and power Expectations should be stated in a positive manner, be developmentally appropriate and explicitly taught and reinforced Post the expectations in a visible area of the room Give students a copy of the expectations to keep in their planner; send a copy home with parents to sign Review the rules periodically and when a new student is enrolled Review academic and behavioral expectations when introducing a lesson (Jones & Jones, 2016) (Reinke, Herman & Stormont, 2013) Establishing Positive Teacher-Student Relationships Understanding Student Needs Effective Feedback 80% of students respond to strong Tier 1 classroom behavior management systems Tier 2 interventions focus on teaching strategies and supporting at-risk students ( low academic success, poor home environments and/or poor peer interactions) Tier 1 support must be implemented with fidelity and effective before referring a student to a Tier 2 intervention Tier 3 interventions require the creation and implementation of an individual behavioral change plan (Carter, Carter, Johnson, & Pool, 2012) Banks, T., & Obiakor, F. E. (2015). Culturally responsive positive behavior supports: Considerations for practice. Journal of Education and Training Studies, 3(2), 83-90. Retrieved from http://www.redframe.com/journal/index.php/jets/article/view/636 Brown, M. R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in School and Clinic, 43(1), 57-62. Carter, D. R., Carter, G. M., Johnson, E. S., & Pool, J. L. (2013). Systematic implementation of a tier 2 behavior intervention. Intervention in School and Clinic, 48(4), 223-231. Eisenman, G., Edwards, S., & Cushman, C. A. (2015). Bringing reality to classroom management in teacher education. Professional Educator, 39(1), 1-13. Gonzalez, R. L., & Jackson, C. L. (2013). Engaging with parents: The relationship between school engagement efforts, social class, and learning. School Effectiveness and School Improvement, 24(3), 316-335. Jones, K. A., Jones, J. L., & Vermette, P. J. (2013). Exploring the complexity of classroom management: 8 components of managing a highly productive, safe, and respectful urban environment. American Secondary Education, 41(3), 21-33. Creating Positive Peer Relationships Students' perceptions of themselves as learners is contingent upon quality feedback (Jones & Jones, p. 264). Feedback should be: given in a timely manner provide compliments as well as correction be sensitive to the needs of the individual students Strategies for effective feedback (Reynolds, 2013): hold individual conferences use rubrics that provide specific performance items use formative assessments regularly to let students know how they are performing with regard to a specific skill or target give genuine praise use post-it notes and place on student's desk for immediate feedback without disrupting the lesson provide a model or example of acceptable work Problem Solving Classroom Management Presentation School-wide Behavior Expectations: 4 Principles of Effective Classroom Management: Requires planning and preparation Built upon quality relationships Supports a consistent set of routines and structures Includes ongoing observation and data collection. Teachers need to assess management strategies and make adaptations as needed (Jones, Bailey & Jacob, 2014) References: • Blue Ribbon Kid activity (Jones & Jones, p.104)- This strategy, commonly called Student of the Week, celebrates each child’s uniqueness, giving them the spotlight. It allows each student to share his or her talents, family photos and memorabilia, helping students learn more about one another. Adding personalized compliments fosters class unity and feelings of acceptance. • Identifying similarities and differences- This strategy is particularly important to implement with students of various diversities. Students work in groups to list their talents and skills. These are then shared with their group and they create a Venn diagram of similarities and differences. This strategy supports the development of
Transcript: Students are safe and valued Students are learning Students are supported Students are working collaboratively Students are being taught from a well thought-out lesson plan Behavior expectations should be consistent from teacher to teacher and from place to place. Consistency aids a student in knowing that expectations are the same for all students, by all teachers, and reinforced by all staff members (Anderson, Horner, Rodriguez, Stiller, 2013). Strategies for increasing motivation: Pride Bucks Student of the months School Dances Instrinsic satisfaction Strategies for providing effective feedback: Use rubrics to communicate expectations Use immediate and specific feedback Use progress reports to share academic feedback PBIS World. (2018). Rewards, simple reward systems, & incentives. Retrieved from http://www.pbisworld.com/tier-1/rewards-simple-reward-systems-incentives/. Individual Behavior Change Plans School-Wide Behavior Expectations (Jones & Jones, 2016 Individual Behavior Change Plans EDUC 6657 Strategies for developing positive peer relationships: Class Meetings Brain Breaks Think-Pair-Share Intentional collaborative grouping AVID appointment books $1.25 Sunday, March 4, 2018 Transition Strategies Walden University Positive teacher-student relationships References Anderson, C. M., Horner, R. H., Rodriguez, B., & Stiller, B. (2013). Building systems for successful implementations of function-based support in schools [Journal]. International Journal of School & Educational Psychology, 1, 141-153. https://doi.org/10.1080/21683603.2013.804798 Kuru Cetin, S., & Taskin, P. (2016). Parent Involvement in Education in Terms of Their Socio-Economic Status. Eurasian Journal Of Educational Research, (66), 105-122. Some strategies that can help with establishing positive relationships are: greeting students at the door, sending positive notes home, having high expectations, being culturally sensitive, and knowing the content (so students will trust you) "Approximately 30 major transitions each day in elementary classrooms account for nearly 15% of classroom time" (Jones & Jones, 2016, p. 206) The quality of relationships students have with their peers has a significant impact on how safe and supportive they find their classroom and school (Jones & Jones, 2016, p. 127) (Jones & Jones, 2016) Moldule VII, Wk. viii Dr. Ernest Palestis Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities of support and solving problems (11th ed.). Upper Saddle River, NJ: Pearson "Adolescents learn best through active engagement with ideas, the environment, and other learners" (National Middle School Association, 2010) Creating positive relationships Positive teacher–student relationships are a centerpiece of classrooms and schools focused on reducing the negative impact trauma has on students’ schools success! Positive Family Relationships Some effective transition strategies: Post daily agenda with time stamps Have materials prepared and ready Concise step-by-by directions Classroom set up conducive for efficient movement Practiced procedures and expectations Lillian Gregory Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities of support and solving problems (11th ed.). Upper Saddle River, NJ: Pearson Positive Peer Relationships (Jones & Jones, 2016) Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities of support and solving problems (11th ed.). Upper Saddle River, NJ: Pearson Problem Solving Glasser's Seven Steps to Effective Problem Solving Personal student-teacher relationship Deal with present behavior Valuable Judgement Make a plan Make a committment Follow-up Flexibilityy I'm not saying I'm gonna change the world, but I guarantee that I will spark the brain that will change the world -Tupac Shakur “Rules and procedures should be developed in conjunction with teaching strategies that enhance active and meaningful student engagement in the learning process, relate to students’ cultural backgrounds and interests, and help develop students’ higher-level thinking skills” (Jones & Jones, 2016, pg. 171). In order to develop successful school-wide behavior plans, a team of staff members, consisting of the administration, teachers, and specialists, determine “3-5 behavioral expectations that suit the needs of their school” (PBIS World, 2018) Students deserve to feel safe, valued, respected, and like human-beings. Students deserve to be understood. Student deserve to be around an adult who cares about them. Overall Classroom Management Kuru Cetin, S., & Taskin, P. (2016). Parent Involvement in Education in Terms of Their Socio-Economic Status. Eurasian Journal Of Educational Research, (66), 105-122. Response to Behavior & Problem Solving (Jones & Jones, 2016) Effective Classroom Management looks like: Classroom Expectations Strategies for developing positive family relationships: Weekly progress reports Initial parent phone call home
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