Keeping the PEACE in Middle School
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Transcript of Keeping the PEACE in Middle School
Keeping the Peace in Middle School • Adapted from Promoting Children’s
Success; Module 1- http://csefel.vanderbilt.edu
• Boys Town Strategies • Kelso’s Strategies • Practical Ideas That Really Work for
Students with ADHD : Grade 5 Through Grade 12
“It’s a date” • Move until the music stops
• Meet 1 partner • Put their name in
the 12:00 date slot
• Move until the music stops
• Meet 3 partners • Put their names in
the 4:00 date slot
Activity
Agenda
Examining attitudes Behavior has a message- but we often
ignore it Building relationships Fun Tricks of the Trade – Short Term Fix Interventions - Long Term Change
Poll Everywhere
What pushes your buttons? How does it make you feel? What consequences do you use? How does it change your relationship with
that student?
Managing Personal Stress: Thought Control
Managing Personal Stress: Thought Control
Calming Thoughts “ This student is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.” “ I can handle this. I am in control. They have just learned some power ful ways to get control. I will teach them more appropr iate ways to behave.”
Upsetting Thoughts “ That student is a monster. This is getting r idiculous. He’ ll never change.” “ I ’m sick of putting out fires!”
Managing Personal Stress: Thought Control
Managing Personal Stress: Thought Control
Calming Thoughts “ I feel undervalued r ight now – I need to seek suppor t from my peers and supervisor.” “ Having her in my class is going to be a wonder ful Professional Development exper ience.”
Upsetting Thought “I wonder if the corner grocery is hiring?” “ She ruins everything! This is going to be the worst year of my career.”
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we……..... …….teach? ……punish?
Why can’t we finish the last sentence as automatically as we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)
Some Basic Assumptions
Challenging behavior usually has a message- I am bored, I am sad, you hurt my feelings, I need some attention.
Students often use challenging behavior when they don’t have the social or communication skills they need to engage in more appropriate interactions.
Some Basic Assumptions
Behavior that persists over time is usually working for the student.
We need to focus on teaching student what to do in place of the challenging behavior.
Promote Student’s Success
Create an environment where EVERY student feels good about coming to school.
Design an environment that promotes student engagement.
Focus on teaching students what To Do! Teach expectations and routines. Teach skills that students can use in place of
challenging behaviors.
Building Relationships
Helps each student feel accepted in the group
Encourages feelings of empathy and mutual respect among students and adults
Provides a supportive environment in which students can learn and practice appropriate and acceptable behaviors as individuals and as a group
Building Relationships with Students
Why is it important?
Students with the most challenging behaviors especially need these relationships, and yet their behaviors often prevent them from benefiting from those relationships.
Adults’ time and attention are very important to student, and we need to be sure that we are giving them that time and attention at times other than when they are engaging in challenging behavior.
TED Talks- Rita Pierson Every kid needs a champion
Video
Date Time!!! Go meet your 12:00 Date!
Activity
Fast Fingers Brain Break 1) Students stand in pairs. (Your 12:00 date) 2) Everyone puts their hands behind back. 3) Teacher says ‘1,2,3,go!’ and students must
bring one of their hands forward in front of themselves with a random number of fingers showing.
4) The two students must then count the sum of their partner’s fingers and their own fingers and shout out the total.
5) Winner gets one point. Students keep track of points.
Activity
Fast Fingers Modifications Students bring forth two hands and add the
total fingers on all four hands. Students bring forth one hand each and
multiple the two numbers Each finger is worth 10 and students add or
multiple fingers One student is positive the other negative.
Students bring forth one hand and they must add the positive number to the negative number.
Have groups of three or four students do the above.
Activity
Let’s Fix it, NOW, please
Tricks of the Trade from : Practical Ideas That Really
Work for Students with ADHD : Grade 5 Through
Grade 12 Second Edition- Kathleen McConnell & Gail R. Ryser
Positive Reinforcement Be specific about the behavior Pick one behavior at a time Raise your hand before talking
Use descriptive praise statements Thanks for waiting so patiently
Avoid “good job” by itself. Be more descriptive
Have a selection of reinforcers Menu* Coupon jar* Cube* Bragging Buddies*
Quick Fixes
*handout
Get ‘em organized 1. Mnemonics for habits or procedures
a. Big Purple People Eater i. Bring Paper and Pen Everyday
b. Chomp Red Strawberries ii. Check, Record, Store
2. Have “De-Clutter” Day Weekly a. Go through b. Throw away c. Hole punch d. File To Dos & Take Homes
3. Homework Buddies- Change frequently if needed
Quick Fixes
Teacher Talk Time 1. TWO Rules:
a. No talking unless called on by name b. Stay seated
2. SET A TIMER :10-20 minutes a. Promise to STOP at end of timer NMW
(no matter what) You can continue later
3. Place Yes/No tickets in jar during lecture as students meet expectations or not
a. No voice reprimands, just tickets 4. Praise class for “YES”s and draw a ticket from the
jar (after class, later in day, end of week) a. Yes = Class reward b. No = OOPS (Other Opportunity Practice Success)
Better luck next time!!!
Quick Fixes
*handout
Nonverbal Signal System Large Signal Cards
1. Color Coded 2. Attached to Desk with tape or velcro
a. I’m working hard b. I need help c. Restroom Break
Small Signal Cards 1. Color Coded 2. Attached to ring or bracelet
a. ? b. SOS c. I need help
Quick Fixes
*handout
Stay or Go? Free hall pass Pass out passes at beginning of week,
month, grading period, semester, etc. 1. Suggested 2 per student, but modify for
students who need more frequent breaks 2. Write names in INK
Students turn in pass when need to leave class
Unredeemed passes earn points or other rewards
Quick Fixes
*handout
Date Time!!! Go meet your 4:00 Date!
Activity
Timed Round Robin 1. Decide who is A, B, C, D 2. Who starts? The person who…. (fill in the blank)
3. Take a turn identifying and explaining one strategy to decrease challenging behaviors
4. Each person has 15 seconds to speak 5. You MAY assist your team member 6. You MAY NOT repeat a strategy
Activity
Interventions- Let’s teach ‘em to swim
Cute tricks, gimmicks, and novelties are the quick fixes much like a life jacket. I can’t allow my child who can’t swim get in the water without it. BUT I still have to teach him how to swim so we no longer need the jacket. It just takes a lot of gradual practice and maybe different methods or different teachers.
Social Skills- Boys Town Getting Someone’s Attention 1. Wait until the other person is finished
speaking. 2. Look at the person. 3. Say “Excuse me”. 4. Wait until the person looks at or speaks to
you. 5. Proceed with what you want to say.
Interventions
*handout
Social Skills- Boys Town Asking for Help 1. Look at the person. 2. Ask the person if he or she has time to
help you now or later). 3. Clearly describe the problem or what
kind of help you need. 4. Thank the person for helping.
Interventions
*handout
Social Skills- Boys Town Dealing with Frustration 1. Identify frustrated feelings when they
arise. 2. Breath deeply and relax. 3. Discuss frustrations with a caring adult or
friend. 4. Figure out what causes your frustration. 5. Find things to do that bring feelings of
success and well-being.
Interventions
*handout
Problem Solving Boys Town Model
1. Stop, take a deep breath and count to five.
2. Decide what the problem is and how you feel.
3. Think about your choices and their consequences.
4. Decide on your best choice. 5. Do it.
Interventions
*handout
Problem Solving Wheel Verbal choices:
Make a Deal Tell them to stop Apologize Talk it out Nonverbal choices: Wait and cool off Walk away Go to another
game Ignore it
*handout
Interventions
Problem Solving Wheel Go to another
game Talk it out Share and take
turns Ignore it Walk away Tell them to stop Apologize Make a deal Wait and
cool off
*handout
Interventions
Anger Management Interventions
*handout
Anger Management Boys Town Model 1. If a person is talking to you continue to listen and
acknowledge them 2. Monitor your body’s feelings and how quickly
you are breathing 3. Breathe slowly and deeply 4. Give yourself directions to breathe and relax 5. Calmly ask the other person for a few minutes by
your self 6. While you are alone continue to monitor your
feelings and instruct yourself to relax
Interventions
*handout
Anger Management Interventions
*handout
Key Points of Instruction 1. Teach the skill 2. Model the skill
a. Directly b. Indirectly c. Videos d. Puppets e. Peers
3. Role Play (practice) 4. Problem Solve 5. Reward
Interventions
Prevent Escalation 1. Build a relationship 2. Identify triggers 3. Identify where they feel their anger or frustration
in their body* 4. Identify a relaxation technique the student
would like to implement 5. Identify a way for the student to communicate
that they need to be excused to the safe place or quiet space
• Practice the escape or chill out process 6. Practice the relaxation technique
• During calm moments throughout day • Before crisis • Privately
Interventions
*handout
Turn to your neighbor Explain the 3 strategies will you test drive in the fall and why.
Activity
DJ Batiste & Conscious Discipline
Video
Lisette Spraggins, Behavior Consultant
325-675-8676 [email protected] http://behaveyour4u.blog spot.com/ http://www.esc14.net/ default.aspx?name= ctl_beh_home