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Georgia RESAs

Teacher Strategies and Responses Professional Development Module for PBIS Early Learning Social Emotional Classroom Practices. Georgia RESAs. Designed for Pre-K through Grade 3 Educators. Start with the Heart Get Georgia Reading Campaign.

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Georgia RESAs

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  1. Teacher Strategies and Responses Professional Development Module for PBIS Early Learning Social Emotional Classroom Practices Georgia RESAs Designed for Pre-K through Grade 3 Educators

  2. Start with the HeartGet Georgia Reading Campaign In May 2014, The David, Helen, and Marian Woodward Fund-Atlanta awarded $1.6 million in funding over three years to partners in the Get Georgia Reading Campaign. Metro RESA in partnership with Atlanta Public Schools, DeKalb County School District, and Fulton County Schools utilized the funding to support the development of a prototype for improved learning climates for children, from birth through third grade, as a part of a larger effort to increase reading proficiency by the end of third grade. The Georgia Department of Early Care and Learning (DECAL), the Georgia Department of Education (GaDOE), the Metro Regional Educational Service Agency (Metro RESA), and Georgia Family Connection Partnership, collaborated with clusters of high-need elementary schools and childcare centers as they strengthened the local infrastructure supporting improved learning climates in metro Atlanta. The aligned approach to improving school climate from preschool through elementary school is a critical component of a statewide effort to ensure all of Georgia’s children achieve third grade reading proficiency.

  3. Start with the HeartGet Georgia Reading Campaign

  4. Knowledge Check-In • Rate Your Knowledge of Today’s Topic • 1 2 3 4 5 • Do You Have Toolkit of Strategies You Regularly in your Classroom to Address Challenging Behavior? • Do You Find These Strategies to be Effective?

  5. Introduction Activity • What Does Age Have to do with It?

  6. Introduction Activity 1) Vigorous, full of energy and generally restless. 2) Often tests people to see who can be controlled. 3) Has unpredictable preferences and strong refusals. 4) May use aggression as a means to solve problems. Taken from Classroom Routine Support Guide: Early Elementary K-2nd Grade by Vorhaus, E. (2012) Nashville, Tennessee as part of Team Tennessee Project B.A.S.I.C

  7. Introduction Activity 5) If tired, nervous, or upset, may exhibit the following behaviors: nail biting, eye blinking, throat clearing, sniffling, nose twitching, and/or thumb sucking. 6) Has the desire to do right; may blame others for own wrongdoings. 7) Is eager to learn. 8) Copies adults and likes their praise. Taken from Classroom Routine Support Guide: Early Elementary K-2nd Grade by Vorhaus, E. (2012) Nashville, Tennessee as part of Team Tennessee Project B.A.S.I.C

  8. Introduction Activity 9) Very active and constantly on the go. 10) Child is center of their own world and tends to be boastful. 11) May withdraw/not interact with others in an attempt to build a sense of self. 12) Likes to be a part of conversations. Taken from Classroom Routine Support Guide: Early Elementary K-2nd Grade by Vorhaus, E. (2012) Nashville, Tennessee as part of Team Tennessee Project B.A.S.I.C

  9. Why Teacher Managed Behaviors?

  10. Why Teacher Managed Behaviors? Sending Children Out of Class is a BIG DEAL Consider: • Missed instructional time • May change the student-teacher relationship • Relinquishing authority over classroom behaviors and consequences (what message does it send to the student) • Consumes a great deal of administrator time *Adapted from: Consequences for Problem Behavior, Rob Horner and Rhonda Nese, University of Oregon

  11. BEFORE TRACKING MINOR BEHAVIORS IN EARLY LEARNERS • REMEMBER…

  12. Expectations and Rules State/Teach/Review/Reinforce Nurturing and Responsive Relationships 5 to 1 Deposits Over Withdrawals Classroom Design Minimize Crowding and Distraction Schedules and Routines Maximize Structure and Predictability Directions and Feedback Acknowledge Appropriate Behavior Actively and Continuously Supervise

  13. YET, WHEN ALL ELSE FAILS • RESPOND TO CHALLENGING BEHAVIOR QUICKLY, POSITIVELY AND DIRECTLY • USING TEACHER MANAGED STRATEGIES AND RESPONSES

  14. Effective Classroom Teacher Managed Strategies May Include: • Re-teach/Practice • Re-direct • Change of Seat • Verbal Reminder • Provide Physical Comfort • Time with Teacher/Support Staff • Time in Different Classroom • Physical Guidance • Peer Mediation • Behavior Momentum • Modeling • Offer Choice • Prompting • Visual Schedule • Antiseptic Bounce • Proximity Control • Planned Ignoring • Time Out/Remove from Group • Student Conference • Loss of Item • Family Contact • Individual Instruction

  15. WHEN DETERMINING THE APPROPRIATE STRATEGY, CONSIDER THE • POSSIBLE MOTIVATION • ESCAPE/AVOID • ATTENTION • TANGIBLE • SENSORY

  16. Engagement Activity • What Strategy Should the Teacher Use? *Adapted from Conroy, Maureen. Addressing Challenging Behavior in Early Childhood: Strategies for Teachers and Trainers, University of Florida, Center for Evidence-based Practice: Young Children with Challenging Behaviors.

  17. Engagement Activity • What Strategy Should the Teacher Use? *Adapted from Freeman, R. L., Britten, J., McCart, A., Smith, C., Poston, D., Anderson, D., Edmonson, H., Baker, D., Sailor, W., Guess, D., & Reichle, J. (Module 2) Functional Assessment [Online]. Lawrence, KS: Kansas University Affiliated Program, Center for Research on Learning. Available: uappbs.lsi.ku.edu

  18. Engagement Activity

  19. Engagement Activity • Think of a particular student who exhibited minor challenging behavior in your classroom recently. • Using the PBIS World Website and your strategy handout, reflect and then fill out the minor discipline referral form. • Are you completing the referral form different than you would have in the past? • Share and Discuss With the Group.

  20. WHEN DELIVERING THE STRATEGY IT IS IMPORTANT TO CONSIDER THE HOW AND THE WHAT • To the extent possible, keep teaching • Deliver strategy as soon as possible after behavior occurs/keep it natural • Specifically identify the challenging behavior • State the expectation that wasn’t met and review expected behavior • Have student practice or demonstrate desired behavior • Consider appropriate wait time between request and follow-through • Acknowledge student efforts • If needed, deliver consequence in conjunction with strategy or after multiple strategies have been used depending on behavior *Adapted from: MTSS Classroom Coaching Guide, Folder 5, File K, Page 2, Florida’s Behavior Support Project

  21. Reflection/Application • During the Next Month, Use At Least Four NEWTeacher Managed Strategies In Your Classroom and Be Prepared to Share During Our Next Session. *Picture Taken from Train Coach Train, Session One, Behavior Expectations and Classroom Rules, Iowa State University

  22. Teacher Strategies and Responses Professional Development Module for PBIS Early Learning Social Emotional Pyramid Practices Thank You! Georgia RESAs

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