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Video 1: Every kid needs a champion by Ritat Pierson

https://youtu.be/SFnMTHhKdkw?list=PLDRzJeowyE5u4YAuKBJTxVzxkY1_U8Vbr

Takeaway 1: The first takeaway I had from this video is that positive relationships are needed in order for students to truly learn. While watching this video, the speaker spoke about how a positive relationship with a student can lead to an increase in learning for a student. Many students seek a positive relationship with their teacher. A positive relationship can also improve a student's outlook on education and help provide motivation they may have not previously had before.

Takeaway 2: A positive outlook can lead to positive outcomes and confidence. The speaker spoke briefly about how writing a plus two instead of a minus eighteen helped improve a student's outlook and helped motivate him to do better during the review. This was a great point and takeaway because we often want students to have a positive mindset, but this shows the impact the educator's mindset can have on students as well. Educators must be mindful of their impact on student positivity and confidence.

One idea that I am pondering: An idea that I am pondering after watching this video is, what is the best way to build and maintain positive relationships with students? After watching this video, we can determine the importance of relationships in education and in the classroom, but I am pondering the best techniques and examples for doing so. A positive mindset and going the extra mile for students was mentioned in the video. These are great ways to show students you care and that they matter. What are some additional ways to do this?

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Every kid needs a champion | Rita Pierson | TED

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Video 2: Proven steps to a better classroom by Tatiana Lingos-Webb

https://youtu.be/sdDJsBPm51M

Takeaway 1: The first major takeaway that I had while watching this video is that discomfort can be an excellent teacher and help us grow. Throughout the video, the speaker discusses how discomfort can help individuals at any age grow and learn new skills. These skills include not only a new skill but also life skills such as teamwork and focus. These are skills we need in life in order to be successful in our work and personal lives.

Takeaway 2: The physical presence and the way students carry themselves can affect their mentality. If students carry themselves with respect, they will improve their state of mind. Posture, eye contact, and confidence in their physical presence can improve their mental state of mind. It can improve their mental confidence as well.

One idea that left me pondering: I really liked how the speaker brought up the notion that life skills and social emotional learning need to be included in education. This is something we as educators see in our daily classrooms. There are many students who tend to lack these skills. In our school, we have a social emotional curriculum that is jointly taught by the teacher and the school counselor. The question that has left me pondering is, how can we further incorporate SEL into the classroom and the lives of our students?

A challenge: A challenge I will make is to incorporate SEL more throughout our school week.

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Proven steps to a better classroom | Tatiana Lingos-Webb | TEDxYouth@BeaconStreet

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Video 3: Social and emotional learning by Trish Shaffer

https://youtu.be/LbfpyJfI1ho

Takeaway 1: Social and emotional skills need to be taught to help students succeed in their daily lives as well as their future lives. Social and emotional skills are needed throughout our lives not just in school. Social and emotional skills such as respectfully disagreeing and collaborating with others are skills which will be needed in school but will also be needed in their careers later in life. Students need these skills to become functioning adults as well as successful students. Connections must be formed to help individuals flourish.

Takeaway 2: Social and emotional learning actually helped improve student's academic scores. The speaker explained that students with social and emotional instruction actually saw improved academic scores on their standardized testing scores. This is very important as it showed that

social and emotional learning actually helped improve every aspect of the student's learning and development. Social connections are needed to help students fully learn.

One idea that I am left pondering/questioning: How can we provide better support and learning in the area of social and emotional learning? Throughout these videos, we come to understand the importance of SEL in classrooms. In my own school, we have a SEL curriculum. However, I am still left pondering how we can do more for our students. These skills are skills we will need throughout our lives, and it is important that they become prioritized.

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Social and emotional learning: Trish Shaffer at TEDxUniversityofNevada

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EDSP 453
PBIS and CEC Research Reflection
These sites and the information they provide can be useful to me as an educator
because they provide positive behavior support for students of all academic levels. For example, the Council for Exceptional Children provided ideas for student engagement for students of all academic levels and current performances. This included teacher-led activities, peer-assisted activities, and student-regulated activities. It also emphasized the importance of building positive relationships with students. On the PBIS website, there were many great topics, tips, and articles to read to help me grow as an educator. For example, there were tips for helping prevent bullying and resources to further explore. I personally found the information in the tools section on the PBIS website to be very useful. I found this useful because it provided screeners and templates to use in the
classroom. It also provided many guides and reports in this section which contained
useful information. I also found the information in the bullying prevention section to be very useful. I really liked how the information was divided into sections. It first defined and described bullying and then listed behaviors for teachers and others to look for. In addition, it gave verbiage for students to use when experiencing unwanted behaviors.
Lastly, I liked how the section showed how bullying could be applied to each of the three tiers of PBIS. The Council for Exceptional Children website also provides many different types of resources for teachers, paraprofessionals, and students. I also personally found the information regarding different disabilities, diagnosis, IEPs, and PBIS to be very useful as well. The website even separates these categories into their own sections. The
STEM section on the website was very useful as well. It even provides additional
information and packages to further help educators.
My biggest takeaway so far from PBIS was that PBIS is implemented and is a
resource for many different types of issues students may be facing. Before researching
these two resources, I thought of PBIS as pertaining to helping motivate and reward
students for excellent behavior and providing support to those students who may need additional help with their behavior. However, after researching and reviewing these websites, I now know and understand that PBIS encompasses and includes much more than that. For example, PBIS is used for bullying prevention, crisis recovery, data-collecting decision making, equity, family engagement, and mental health. In addition, I learned from the Council of Exceptional Children website, that there
are many components which influence education. Teachers must be educated and aware of these components. For example, specially designed instruction, student engagement, family engagement, STEM instruction, cultural diversity, IEPs, and English language learning can all affect a student’s education. It is important that teachers become familiar and build knowledge of these subjects as well. This website also lists practices for teachers for various subjects as well. Information that I would like to remember for future reference is that the CEC website provides and lists standards on the website for various types of educators. I would also like to remember that the CEC website provides many opportunities for many different types of training for educators. This includes continuing education credits. I would like to share and remember that the PBIS website has many resources including presentations and videos for everyone to reference and learn from as well.

Center on PBIS (2024). Positive Behavioral Interventions & Supports [Website]. www.pbis.org.

Council for Exceptional Children. (n.d.). Council for Exceptional Children: The Premier Association for Special Education Professionals. Council for Exceptional Children | The premier association for special education professionals. https://exceptionalchildren.org/

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Module 3: Rules, Values, & Consequences Videos 

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Module 3: Rules, Values, & Consequences Videos 

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1. Rules and Values

The first few sentences really stuck out to me in this video. The video says that the rule should always tell the kid what to do but the value tells the kid why they should do it. The speaker than goes on to say that one can determine if a rule is a bad rule if you cannot explain a further reasoning for the rule besides, I said so or because that is the rule. A good rule can be explained through a value. Students are very curious, and it is important to give actual reasons behind the rule.

2. Behavior Charts

I really liked the idea of the boats and moving the boats to different categories based on student behavior. The verbiage is very creative and has a positive wording for a situation that can be negative. I have never heard the idea of individual behavior charts for individual students for specific behaviors. This seems like it would be a more effective strategy than having a broad behavior chart for every student.

3. Consequences

I like how this video states that a consequence is given to help learn a better behavior. This is a great point. Consequences are typically negative; however, they can help encourage and learn positive behaviors. I also enjoyed how this video was aimed for the audience to be children. This will help kids and students better understand consequences and the reason for consequences.

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Module 3: Chapter 6: Single-Case Design Notes 

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Module 3: Chapter 6: Single-Case Design Notes 

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In this chapter, evaluation and single-based design are very important terms. It is important to have evaluation of behaviors in order to determine and track how effective interventions are working. Single-based design is the principles of behavior and evidence-based practices. Evidence-based practice is the process of making decisions and actions based on scientific evidence. Basic research and applied research are discussed in this chapter as well. Basic research tests theories and research that are already existing, whereas applied research tests theories, research, and problems which are more current. Both types of this research contain independent and dependent variables. Independent variables are the treatment or intervention being used to promote behavioral change. The dependent variable is the target behavior. Research must first have a baseline which is the initial stage. The intervention is the treatment phase. There are many different types of single-case designs. The A-B design is the most common design and contains both a baseline and intervention. It is a teaching design. The A-B-A design is also a variation of the single-case design. The changing-criterion is one of the more effective single-case designs.

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Module 3:  IRIS Center: Early Childhood Behavior Management: Developing and Teaching Rules

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Module 3:  IRIS Center: Early Childhood Behavior Management: Developing and Teaching Rules

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1. Explain how behavior expectations and classroom rules differ.

Behavior expectations differ from classroom rules because behavior expectations are goals for behavior while classroom rules are appropriate behaviors teachers want students to demonstrate.

2. Using the matrix below, develop rules to align with the school’s behavior expectations and to reflect the guidelines for developing rules that you learned about in this module.

Care about others and self:

Classroom, cafeteria, and circle time: Show kindness and respect towards yourself, others, and your school.

Act responsibly:

Classroom: turn in your work on time

Cafeteria: Clean your area and throw your trash in the garbage

Circle time: wait your turn. be respectful of others when it is not your turn

Teamwork:

Classroom, cafeteria, and circle time: work collaboratively with your classmates to complete tasks and maintain your area.

Stay postive:

Classroom, cafeteria, and circle time: Use positive words and feedback. Use 5 positive words for every one negative word.

3. Describe four ways you can intentionally and systematically teach the classroom rules you listed in the matrix above.

Four ways you can intentionally and systematically teach the classroom rules are by clearing defining and explaining classroom rules, letting students be a part of the conversation about rules, reviewing rules, checking in on rules, and providing support.

4. Imagine you are a teacher who has a class of twelve 4–5 year olds. The children in your class have been doing a good job following all the rules with the exception of “listening when others talk.” Describe a classroom reinforcement system you could implement. Be sure to include:

1. What your system would (visually) look like

2. How you would involve the children

3. How you would acknowledge the children

In my school, teachers and students hold up the number zero through a hand gesture let others know that their voice should be a level zero. This lets others no that they should be listening instead of talking. I would involve the children by saying, "what level should we be?" and letting them answer. I would acknowledge the children by looking at them and holding up the number zero.

5. Discuss three reasons why it is important to communicate with families about rules.

It is important to communicate with families about rules because they can help reinforce these rules both at school and at home. In addition, parents will know the rules and expectations for students so students will not be confused about the expectations. Lastly, rules may differ from grade and teacher, so it is important to let parents know this year's rules.