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Pre-Survey| Creating Positive School-Age Experiences: Strategies for Managing Challenging Behaviors

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I am confident in my own knowledge that: I can describe at least
three common types of challenging behaviors in the classroom. *

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(In-person) Activity #1 Developing Routines and Setting Expectations

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(In-person) Activity #1 Developing Routines and Setting Expectations

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Trainer directions:

Assign each group to one of these topics to generate expectation/routines. Give them time to work on the handout and then allow time for participants to share out.

Group 1: Afternoon check-in routine to gauge student moods from their day and/or needs.

Group 2: Clear rules/expectations for transitions between activities.

Group 3: Structured procedures for asking for help.

Group 4: How to work within activity centers.

Group 5: Whole-group activity (Calendar, craft, field trip etc.)

Participant Directions: In your groups, create a set of routines and expectations that can help prevent challenging behaviors and after school programs. Discuss how these routines and expectations can be implemented. Be prepared to share your ideas with the larger group.

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Guidance: Promoting Positive Behavior in School-Age Children

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Guidance: Promoting Positive Behavior in School-Age Children

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Guidance_ Promoting Positive Behavior in School-Age Children _ Virtual Lab School

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Positive behavior strategies_ A guide for teachers

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Pre-Survey| Creating Positive School-Age Experiences: Strategies for Managing Challenging Behaviors

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I am confident in my own knowledge that: I can describe at least
three common types of challenging behaviors in the classroom. *

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Restorative Practices   Keystone Elementary Memphis Shelby County Schools

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Behavior Implementation and Expectation Guide

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(Virtual) Activity #1 Example of whiteboard for Zoom 

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(Virtual) Activity #1 Example of whiteboard for Zoom 

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This example was made using Miro however this task can be completed via Zoom's whiteboard feature.

Trainer directions:

In Zoom's whiteboard create 4-5 different colored squares. Assign each group to one of these topics to generate expectation/routines. Assign each group a colored sticky/group number. Give them time to work on the whiteboard and then share out.

Group 1: Afternoon check-in routine to gauge student moods from their day and/or needs.

Group 2: Clear rules/expectations for transitions between activities.

Group 3: Structured procedures for asking for help.

Group 4: How to work within activity centers.

Group 5: Whole-group activity (Calendar, craft, field trip etc.)

Participant Directions: In your groups, create a set of routines and expectations that can help prevent challenging behaviors and after school programs. Discuss how these routines and expectations can be implemented. Be prepared to share your ideas with the larger group.

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Activity #3 Blank Behavior Management Technique Chart for participants

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Activity #3 Blank Behavior Management Technique Chart for participants

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In this activity, participants complete a chart reflecting on various behavior management techniques discussed in the session. They evaluate their effectiveness in hypothetical scenarios, such as managing disruptions or de-escalating confrontations.

In-Person Facilitator Notes:

Introduce the chart during the "Behavior Management Techniques" section of the presentation.

Explain how participants should think critically about the techniques, referencing their potential use in afterschool programs.

Options: Option 1: Allow 10 minutes prior to starting the section for participants to complete the chart independently or in small groups (virtual breakout rooms or in-person clusters). Option 2: Pause after each behavior management section and allow 1-2 minutes for participants to fill out the chart.

Facilitate a brief discussion to share key takeaways and encourage peer learning.

Virtual Facilitator Notes:

Open the chart in a tab.

Use the waterfall method in the chat box to have participants respond to each of the sections.

Waterfall method: A facilitator asks everyone to start writing in response to a prompt – but not to hit “enter” until a given signal ("Go", "3,2,1", etc.) whereupon everyone hits return/enter at the same time.

Here's a link to a Zoom Whiteboard https://zoom.us/wb/doc/W9j73WyYQ5OlXM6_1kkXxQ/p/173718945123947

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Facilitator Guide and Example for Behavior Management Technique Chart.

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Facilitator Guide and Example for Behavior Management Technique Chart.

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In this activity, participants complete a chart reflecting on various behavior management techniques discussed in the session. They evaluate their effectiveness in hypothetical scenarios, such as managing disruptions or de-escalating confrontations.

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Activity #4  Restorative Circle Topic: I feel happy when...

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Activity #4  Restorative Circle Topic: I feel happy when...

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In-person: Have participants stand in a circle, unless seating easily forms a circle. The facilitator will start with the talking piece (random object). Then explain to participants to actively listen as the person speaks. The talking piece ensures no one's voice is interrupted and each person's voice is respected.

Virtual:

Stop showing the powerpoint slide so that everyone is seen in the squares via Zoom. Use the Zoom tools have the

Facilitator Voice:

"Welcome everyone to our restorative circle. Today, we're going to explore the topic of building trust and connection within our group. I'll start by sharing a personal reflection on the topic, and then we'll pass around the talking piece for others to share. Remember, the talking piece symbolizes respect and listening, so please hold it when you're speaking and pass it to the next person when you're done. We will continue this until everyone has had a chance to respond."

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Activity #4 Restorative Circle _ Facilitator Notes & Directions

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Activity #4 | Alternatives to discuss with  participants

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Activity #4 | Alternatives to discuss with  participants

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How to conduct a restorative circle: For Teachers

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How to conduct a restorative circle: For Teachers

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5.8.25 Creating Positive School-Age Experiences | Live Virtual & In-Person Course Approval Form

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5.8.25 Creating Positive School-Age Experiences | Live Virtual & In-Person Course Approval Form

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Creating Positive School Age Experiences Live Virtual Evaluation

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Creating Positive School Age Experiences Live Virtual Evaluation

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Training Outline Creating Positive School Age Experiences 

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Training Outline Creating Positive School Age Experiences 

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Training Outline: Creating Positive School-Age Experiences

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5.8.25* In-Person Flyer Creating Positive School-Age Experiences

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5.8.25* In-Person Flyer Creating Positive School-Age Experiences

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5.8.25* Virtual Flyer Creating Positive School-Age Experiences

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5.8.25* Virtual Flyer Creating Positive School-Age Experiences

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2.17.25 Updated* Creating Positive School Age Experiences PPT In Person and Live Virtual P

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2.17.25 Updated* Creating Positive School Age Experiences PPT In Person and Live Virtual P