Read or listen to this as a podcast.
You cannot survive PBL in total chaos - class management matters!
*structure
*time for deep work
*clear behaviour expectations
*noise shouldn't interfere with learning
*accountability through interdependence
*be proactive!
This article explains 6 ways to use breathing for stress relief and mental wellness.
The first in a two-part series, this Module discusses problem behavior in terms of the stages of the acting-out cycle and suggests ways to respond to students in the cycle's different phases (est. completion time: 1 hour). When you have completed this Module, be sure to learn more in part two.
The second in a two-part series, this Module describes interventions that can increase initial compliance to teacher requests as well as interventions that can be implemented to decrease disruptive and noncompliant behaviors.
This is a collection of a variety of articles to address supporting all learners.
This Module, first in a two-part series, provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (est. completion time: 2 hours).
This Module, second in a two-part series, highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). It next explores several strategies that are particularly effective with young children, elementary and middle school students, and high school students (est. completion time: 3 hours).
Select the student behaviour to begin. Then you will work through a series of descriptions and suggestions for what you can do to help that student.
You can look at interventions for Tier 1, Tier 2, Tier 3.
Each intervention suggested for a behaviour is then "clickable" and more information is provided on why to use this intervention, and how to do it.
This site is amazing!
Many people can have a poor body image, seeing their general physical appearance in a negative light (e.g., “I hate my body”). However, the term Body Dysmorphic Disorder, or BDD, is used to describe a particular more specific type of body image problem. BDD is marked by an intense preoccupation with a perceived flaw in one’s physical appearance. Individuals with BDD often spend significant periods of time worrying about and evaluating a particular aspect of their appearance. Large amounts of time may be spent checking their appearance in the mirror, comparing their appearance with others, and engaging in behaviours designed to try to hide or conceal the area of concern.
This Module—a revision of Who's In Charge? Developing a Comprehensive Behavior Management System—highlights the importance of establishing a comprehensive classroom behavior management system composed of a statement of purpose, rules, procedures, consequences, and an action plan. It also provides information about how culture, classroom factors, and teacher actions can influence student behavior (est. completion time: 1 hour).
Explore moods and emotions using drawing and creativity! These mindful moodles will help students get in touch with their emotions. Thank you to Smiling Mind for the these great materials.
This is an excellent program for teaching young kids emotion identification, regulation, and social relationships.
"Emotional ABCs Classroom is a research-based Social Emotional Learning (SEL) curriculum providing teachers (K–3) with 20 sequential Workshops and extensive classroom support materials for Teacher-led, in-class instruction."
This program teaches:
Self-Awareness
Social Awareness
Self-Management
Responsible Decision-Making
Relationship Skills
"Emotional ABCs Workshops are designed for teacher-led classroom instruction. Your free single user account gives you access to all resources needed to present the Workshops.
All Workshops include a Warm-Up, Mini-Lesson, Activity, Share-Out, and a Self-Reflection, and each can be taught as a 'stand-alone' lesson to target specific skills.
Instructors can teach directly from online Workshops or printable PDFs.
Emotional ABCs Classroom uses a common emotional language throughout the curriculum which can be readily adopted school-wide with minimal teacher training."
These visuals teach students to identify their emotions, and then take action! It's not enough to know that you're anxious or angry - you need to learn what to do about to manage your emotions or self-regulate. Thank you to TeamBCSD for sharing this resource on Twitter!
A short video about teaching students with trauma.
CoordiKids is happy to offer the series of downloadable tools for teachers: The How Do You Feel? Curriculum for teaching self-regulation to children.
How Do You Feel? is a curriculum designed for elementary school teachers. The kit is geared toward helping children ranging in ages from 4-12.
What’s Included: The How Do You Feel? Curriculum from CoordiKids
- The “How Do You Feel?” Chart
- 6 Lesson Plans
- Visual Aids
- Worksheets
- And more!
By clicking on the "Home" tab, you will also find:
- Home Course
- Preschool Course
- Classroom Brain Break Course
- Homeschool Brain Break Course
- Master Classes
- Starter Packs (Sensory Processing and Dyspraxia)
This is a collection of inspirational TedTalks that every teacher should watch.
These cue cards include strategies on how to support teens with time management, organization, screen time, peer pressure, homework, and risky behaviour.
A collection of supports for positive behaviour and intervention in the classroom.
Videos
Tools
Blueprints
Presentations
Training
Positive Discipline is a program developed by Dr. Jane Nelsen. It is based on the work of Alfred Adler and Rudolf Dreikurs and designed to teach young people to become responsible, respectful and resourceful members of their communities. Positive Discipline teaches important social and life skills in a manner that is deeply respectful and encouraging for both children and adults (including parents, teachers, childcare providers, youth workers, and others).
Recent research tells us that children are hardwired from birth to connect with others, and that children who feel a sense of connection to their community, family, and school are less likely to misbehave. To be successful, contributing members of their community, children must learn necessary social and life skills. Positive Discipline is based on the understanding that discipline must be taught and that discipline teaches.
Ross Greene uses the Collaborative Problem Solving model to proactively support student behaviour. He addresses skills that are lagging as a starting point.. If you want to prevent crises rather than manage them, then you’ll need to be almost totally proactive — in other words, early — in your approach to helping your students. Once a kid spins is escalating or has already spun out of control, you’re late. Once you’re using restraint and seclusion, you’re very late. We need to get you out of the heat of the moment.