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Contemporary Issues

Contemporary Issues. October 18, 2010. Technology Report Presentations. Introducing…… 1. Debbie!!!! 2. Ashley!!!! Clap! Clap! Clap! Applause!!!!. Web-Quest Steps to date. Working together or independently? What grade would you like to teach?

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Contemporary Issues

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  1. ContemporaryIssues October 18, 2010

  2. Technology Report Presentations Introducing…… 1. Debbie!!!! 2. Ashley!!!! Clap! Clap! Clap! Applause!!!!

  3. Web-Quest Steps to date • Working together or independently? • What grade would you like to teach? • What subject would you like to teach? • Look through the standards. What do you see there that you’d like to teach???? • What is your essential question? What do you want them to learn? • GOOGLE web-quests and look for examples on that topic!!!!!!!!!

  4. Web-Quest Steps to date • Back to the essential question. Identify INTER-DISCRIPLINARY standards and record them. • Think about your task. How will you address each level of bloom’s taxonomy? • GOOGLE web-quests for ideas!!!!!!!!!! • GOOGLE teaching strategies!!!!!!! • GOOGLE web-sites!!!!!!!! • GOOGLE lesson plans!!!! • Get ideas!!!!!

  5. Dealing with Challenging Students • Meet with the student privately 2. Show empathy and concern 3. Question the student to find out why there is a problem 4. Determine what you can do to help. 5. Determine how the student can improve his/her behavior. 6. State your expectations about how the student is to behave 7. Disarm criticism 8. Document the meeting

  6. Behavior Modification Plans • Stop Lights • Token Economy • Whole Class System: “Earn your letters”; Paper Chain, Marble Jar • Happy face system • Frog Chart • Goals for the day • ABC…. • Focus on a specific goal (achievable). Have student set. • Establish time period (a.m./p.m.; every 15 min., etc…) • Be willing to adjust as needed. • Get parents on board.

  7. Steps for Individual Behavior Plans 1. Identify the inappropriate behavior in concrete terms, naming it with verbs in the present tense. For example: "The student pushes other students when walking in line to and from activities outside of the classroom.“ 2. Assess the behavior directly. Observe the student in different settings and note where the behavior does and does not occur. 3. Document specific actions prior to the onset of the behavior, during the behavior and as a consequence of the behavior. (ABC) 4. Assess the behavior indirectly. Interview the student and other teachers concerning the behavior and situations prior to and following the behavior. 5. Consider all observations and interviews when devising the intervention program. 6. Decide if the student displays similar or different behavior in various settings and if the same stimuli (teacher directions, setting or workload) result in similar behavior. 7. Determine what the student avoids or gets as a result of the behavior. If the student makes irrelevant comments when the teacher asks him or her to read aloud, then the student avoids reading and gets teacher and peer attention. 8. Create an intervention plan addressing the specific skill or performance deficits that the student displays with the negative behavior. 9. Make changes in the difficulty level of instruction and materials to address skill deficits. 1. 0Address performance deficits by making changes in the classroom setting and eliminating outside distractions. Try moving the student's seat to a quieter area of the classroom. 11. Offer explicit and intense instruction on appropriate ways to receive teacher or peer attention. 12. Evaluate the intervention system immediately. Keep anecdotal records of the student's behavior or graph the occurrence or nonoccurrence of the behavior to keep track of the effectiveness of the intervention.

  8. Prezi (Plans) • http://prezi.com/e3_v_atcldnc/copy-of-classroom-and-behavior-management/ • http://prezi.com/l2qcvr85cj9o/effective-classroom-management/

  9. What Works Clearinghouse Reducing Behavior Problems in Elementary School

  10. What would you do??? Teacher Suspended

  11. Google Maps • You Tube Clip • My google map

  12. Why some parents don’t come to school? We work with the parents we have…. Not the ones that we wish we had….. Not the ones we’d like to have…. Not the ones we used to have…. They may not be the model parent… but they are the ONLY parent your student has! Don’t judge or say “I never…” until you walk in someone else’s shoes!!!

  13. Parent Participation Decades of research show that when parents are involved students have6: Higher grades, test scores, and graduation rates Better school attendance Increased motivation, better self-esteem Lower rates of suspension Decreased use of drugs and alcohol Fewer instances of violent behavior • National Coalition for Parent Involvement • Building Successful Partnerships

  14. Think About….. • How do you involve the working parent? • How do you involve the divorced parent w/out physical custody? • How do you help the parent who doesn’t know what to do to help their child? • How do you manage the family whose kids are involved in music lessons, CCD, sports, etc…? • When you host a Father’s Day, Mother’s Day, Grandparent’s Day or parent event…. What do you do if??? --------------------------------------------------------------- Some parents may be intimidated or embarrassed Some parents had “bad experiences” during their schooling Some parents are “barely” hanging on managing their families … (time, divorce, illness, making ends meet)

  15. How do YOU build positive relationships? • Be visible • Open door policy • COMMUNICATE!!! (fliers, notices, web-sites) • Be organized!!! And communicate homework and assignments clearly with a routine procedure. • Hold parent events • Attend school functions: scoop ice cream, play during field day, attend a t-ball game (but be fair!), attend the art show, go to the skating rink (Do these things EVEN and ESPECIALLY if your family comes, too.)

  16. Homework for next week: Read: Chapter Four and Chapter Five (in Ryan) Mid-Term due Wednesday: October 20th

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