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If you need to contact me please email me at trumpetbassgal@gmail.com

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This seems like it might have some helpful tips and resources in working with students through a positive discipline approach.

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I find that I have to keep my resource students motivated to help them learn, as some of them have just given up by the time I see them. This book seems like it would be helpful to increase motivation and make sure that I am reaching all of my students.

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motivate the unmotivated: a step-by-step system you can use to raise motivation in your classroom tomorrow

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education / teaching methods & materials / general

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Motivate the Unmotivated: A step-by-step system you can use to raise motivation in your classroom tomorrow

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Have you noticed that the traditional methods for motivating students rarely seem to work?Stickers, merit marks, reward charts, praise assemblies, certificates etc. are used in almost every school all over the world and yet most teachers struggle to get reluctant students involved in lessons. Pun...

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Module & Chapter Resources: Chapter 1: Annotating Text

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Module & Chapter Resources: Chapter 1: Annotating Text

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I like this annotating text poster or graphic, and would certainly put it to use with my Reading groups to help them increase their comprehension of a text they read.

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Module & Chapter Resources: Chapter 2 Strategy 3-2-1 Annotating

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Module & Chapter Resources: Chapter 2 Strategy 3-2-1 Annotating

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The 3-2-1 Annotating Discussion Strategy in Module 3 Chapter 2 is a great strategy to use with students to aid their comprehension of a text. It helps them thing about what they are reading, find questions they have, and make connections to what they already know.This strategy can be used with virtually any grade level, and can be adapted for K with pictures or simple words. As posted in Module 3, the format is as follows:

3 important ideas you read about in this chapter.

2 "Ah-ha" moments or 2 connections you had during this reading.

1 question you have or 1 idea you challenge in this reading.

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The different types of prompts and cues as defined in the textbook on pages 15-18 can be helpful in determining ways to work with students in general. The different types are as follows:
Natural Prompts- prompts that occur naturally before specific behaviors
Verbal Prompts- prompts such as verbal directions, expected behaviors, and questions
Gestural Prompts- prompts that are simple gestures that often relate to pointing
Modeling Prompts- prompts that are modeled usually by the teacher that the students then repeat right after
Physical Prompts- prompts involving the physical movement or guiding of the child to what they should be doing

Zirpoli, Thomas J.. Behavior Management: Positive Applications for Teachers (Pages 15-18). Pearson Education. Kindle Edition.

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Chapter 1: Behavior & Behavior Management Concepts

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Chapter 1: Behavior & Behavior Management Concepts

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Chapter 1 discusses the foundation of behavior, which boils down to three concepts in particular as to what behavior is:
Antecendent- what happens directly before a behavior (what causes it)
Behavior- the behavior that occurs
Consequence- what comes after the behavior, and this could be a positive (getting something) or negative (taking something away) consequence

Zirpoli, Thomas J.. Behavior Management: Positive Applications for Teachers (Pages 12-15). Pearson Education. Kindle Edition.

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Chapter 4: Positive Behavioral Supports for Young Children

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Chapter 4: Positive Behavioral Supports for Young Children

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This section of the chapter is a great resource for helping a teacher create an environment for young children to thrive in. I think that one of the more important aspects is that of "Teach children that mistakes are normal" (Zirpoli, p. 87). When students understand that mistakes are normal and that we all make them and learn from them, then they will more willing to try new things and work through what they do not succeed at first at.

Zirpoli, Thomas J.. Behavior Management: Positive Applications for Teachers (Pages 85-88). Pearson Education. Kindle Edition.

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Chapter 6: Definitions for Writing Behavioral Objectives and Examples Table 6. 1

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Chapter 6: Definitions for Writing Behavioral Objectives and Examples Table 6. 1

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This table is a quick reference to what behavioral objectives should look like when targeting specific behaviors. It also provides the definitions, so if I (or someone else) is confused as to what the term means, you can quickly look it up.

Zirpoli, Thomas J.. Behavior Management: Positive Applications for Teachers (Page 124). Pearson Education. Kindle Edition.

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When trying to collect data on a student's behavior, it can be challenging to find a way to do so that does not interrupt one's teaching. This section details three strategies that can be used to collect data without interfering:

Pocket Counting- when the behavior is observed you transfer a small object (coin, paper clip, etc) from one pocket to the other and count the pocket you moved things to in order to determine frequency
Empty Jar- similar to Pocket Counting, but you place the small objects in a jar when the specific behavior is observed
Masking Tape- record slash marks when seeing the targeted behavior next to a student's name or desired behavior

Zirpoli, Thomas J.. Behavior Management: Positive Applications for Teachers (Pages 137-138). Pearson Education. Kindle Edition.

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Chapter 7: Single Subject Design Baseline and Intervention Conditions

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Chapter 7: Single Subject Design Baseline and Intervention Conditions

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This subject in the text clarifies what Baseline and Intervention looks like in a study based on a specific student. Understanding these two terms will help the teacher complete their study correctly and be able to determine the difference between the pre-intervention and with/post-intervention behavior.

Baseline Conditions: this is when data is collected before an intervention or strategy is tried; the student's typical behaviors
Intervention Conditions: this refers to the data collected during the period that the intervention(s) is(are) being given to the student

Zirpoli, Thomas J.. Behavior Management: Positive Applications for Teachers (Page 157). Pearson Education. Kindle Edition.

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Chapter 7: Table 7.1 Single Subject Designs

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Chapter 7: Table 7.1 Single Subject Designs

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This table details the different possible ways to design a single-subject behavior intervention study. Some of the more typical types that a teacher might use include:

A-B: the student's behavior is tracked for a certain amount of time before the intervention is put into place, and then tracked with the specific intervention to see if is makes an impact
A-B-A: this format is similar to the A-B design, where the student is tracked pre-intervention and then with the intervention, then the student is tracked afterwards without the intervention to determine if there has been any significant change
Alternating Treatment: the student is tracked with first one intervention, then a second intervention, then a third different intervention with the idea to find an intervention that works best for that specific student

Zirpoli, Thomas J.. Behavior Management: Positive Applications for Teachers (Page 173). Pearson Education. Kindle Edition.

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In Chapter 2, the section about Due Process is especially important. This is the lawful protection of the student's rights when facing disciplinary procedures. Essentially, students with disabilities are protected from being disciplined unnecessarily or inappropriately if the student's behavior was caused by their disability.

Table 2.1 Student's Due Process Protections (p. 31)  is a helpful summary of these rights of the student.

Zirpoli, Thomas J.. Behavior Management: Positive Applications for Teachers (Pages 29-32). Pearson Education. Kindle Edition

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Manifest Determination is a formal review of "the relationship between a student's disability and misconduct" (Zirpoli p. 35). In particular, it is required under the law after the student has been suspended or expelled for 10 or more days. This review must be conducted by the student's IEP to determine if the behavior was directly caused by their disability, and if so, what changes need to be made to help the student be successful and reduce the behavior(s).

Table 2.2 (p. 35) lists the legally required questions that must be asked and answered during the meeting.

Zirpoli, Thomas J.. Behavior Management: Positive Applications for Teachers (Pages 35-36). Pearson Education. Kindle Edition.

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Chapter 3 Resource: Council for Exceptional Children Link

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Chapter 3 Resource: Council for Exceptional Children Link

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This website is a wonderful resource for anyone who works with students with special needs. In particular, the blog found at http://pubs.cec.sped.org/category/special-education-today/ has great resources that are easily accessible and relevant to most teachers and classrooms.

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Council for Exceptional Children | The premier association for special education professionals

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Council for Exceptional Children | The premier association for special education professionals

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The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents.

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Chapter 3 Resource: Kathy Schrock's Guide to Everything 

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Chapter 3 Resource: Kathy Schrock's Guide to Everything 

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Kathy's website is a truly amazing resource for incorporating technology into everything related to the classroom. I find her page about "Chromebooks in the Classroom" particularly relevant and the school I work at is moving more towards a 2-1 and eventually 1-1 Chromebook-to-student ratio. The insights and resources she provides would be particularly helpful in fully utilizing the power of Chromebooks in my teaching.

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As an educational technologist, I continue to learn each day. When I develop new presentations or explore a new passion, I create a page of resources. This site will serve as the entry point to these resources, ideas, tips, and tricks. The links to the pages are below.

If you have any comments or ideas to share, or want to find out how you can have me come speak to your school, district, or conference attendees, in-person or virtually, please drop me a line! Social networks are in the footer.

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As an educational technologist, I continue to learn each day. When I develop new presentations or explore a new passion, I create a page of resources. This site will serve as the entry point to these resources, ideas, tips, and tricks. The links to the pages are below.

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Chapter 5: Understanding the Changing Behavior of Adolescents

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Chapter 5: Understanding the Changing Behavior of Adolescents

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Adolescence is virtually inevitable and brings with it a whole host of changes that can occur very quickly. This portion of the chapter helps break down the numerous changes into four categories in particular as follows:
Physical Changes- changes that occur physically in the body including puberty
Cognitive Changes- these are changes that occur in the brain and the student's ways of and ability to think
Social Changes- students begin thinking of themselves differently and begin developing their own unique individual identity apart from that of the group
Contextual Changes- adolescents also transition into a different type of school than elementary school, and begin gaining different legal statuses, enter into employment, and being to join the "adult" culture in general

Zirpoli, Thomas J.. Behavior Management: Positive Applications for Teachers (Pages 101-107). Pearson Education. Kindle Edition.

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This teacher has a lot of strategies that can be used and incorporated into a classroom to help create a caring and safe learning environment. I particularly like how she had students rate how they were feeling that morning and why, as it gives the students (and more importantly her!) an insight as to how they are doing and what may be affecting them outside of the classroom.

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Thought starters

1. How does the 1 to 5 rating system encourage self-reflection and provide important feedback?

2. How does Ms. Sinclair reinforce desired behaviors through positive feedback?

3. What strategies does Ms. Sinclair use to consistently communicate expectations to her students?

School Details

Woodlawn Elementary School
508 Elm St
Lawrence KS 66044

Data Provided By:

Teachers

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Caring and Control Create a Safe, Positive Classroom

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Third grade teacher Lori Sinclair seeks the advice of instructional expert Jim Knight in an effort to improve classroom management and maximize student engagement.Lori and Jim analyze her daily procedures and routines and uncover three important takeaways that contribute to the positive culture of her classroom.

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Chapter 4 Link: Managing Flow in the Early Childhood Classroom

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Chapter 4 Link: Managing Flow in the Early Childhood Classroom

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I like this video, as it gives helpful tips on setting up learning environments for young children. I do not have a lot of experience with early childhood, so it is a great resource. It also makes me think about how I can set up my own classroom differently to meet my student's needs better.

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Managing Flow in the Early Childhood Classroom

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Chapter 4: Variables Associated with Appropriate Behavior in Young Children

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Chapter 4: Variables Associated with Appropriate Behavior in Young Children

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This section of the textbook focuses on considerations in the classroom that affect children's behavior and their chance for success. For instance, transitions always seem to be a particular area of concern. The book discusses having a plan in place to aid in transitions, and also having students practice and follow the same routines can aid in transitions in the classroom and between classes.

Zirpoli, Thomas J.. Behavior Management: Positive Applications for Teachers (Pages 89-95). Pearson Education. Kindle Edition.

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Classroom Floor Plan Designs-Early Childhood

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Classroom Floor Plan Designs-Early Childhood